LIS 6010 Blog

US Government & Information Policy

2009-12-07T18:41:00.000-08:00

The American federal government, like all governments, consists of policies that are to aid the efficiency, direction, goals, and sustain the government. There are a wide range of policies such as education policy, economic policy, foreign policy, etc. Policy is very important for governments and information policy is exceptionally important to democratic governments.
When considering organizations that compile and disseminate massive amounts of information the federal government is perhaps at the top of the list. In order to operate effectively and intentionally the government must have a set of standards for managing all the information it possesses. Information policy which comprises of all the laws, regulations, and public policies that encourage or discourage the flow, access, and regulation of information to the public is becoming more and more of an imperative facet of our government. Ian Rowlads states, “Information access and disclosure are critical elements in the working of participative democracies and measures concerning these aspects can be found in most areas of public policy.” Citizens need to be informed in order to participate in the government and the government likewise needs to have policies established to provide the necessary information to its citizens. Information policy, which is newer in existence than other policies like education and foreign, has become a focus of attention over the last thirty years or so with the advent of the democratization of information, digitization of documents, and the Internet. Historically, the first signs of systematic US national information policies emerged in the early 1960s. The Cold War and the space race are just two large topics that exemplify the growing importance of the nation’s scientific and technical information and how that information needed to be protected and managed for the nation’s security. Politicians and policy makers needed to have well thought out policies to manage the information and as a result people began to use the term information policy. Other major events such as: the Vietnam War, Watergate scandal, the military-industrial complex, the emergence of the computer, the Web, and 9/11 affected our nation’s communal perception of information policy
One of the most important policies passed by the federal government in regard to information policy is the Freedom of Information Act (FOIA). It was enacted in “ … 1966, provides for any person – individual or corporate, regardless of citizenship -- presumptive access to unpublished existing, and identifiable records of the agencies of the Federal executive branch without having to demonstrate a need or reason for such a request.” The FOIA was passed because citizens and Congress had issue with the availability of information to the public from the executive branch and felt it necessary to begin to make official policy that would aid the democratic process. The FOIA pertains to documents that have not already been publicly published through the federal government’s information mouthpiece: the Government Printing Office (GPO). The federal government has published large amounts of literature through the GPO since 1860, and has used the GPO as its preferred method of information distribution. One of the goals of the GPO is to keep America informed, making them of specific interest when considering the government’s information policy (www.gpo.gov).
The FOIA has gone through many updates as it has been critiqued and more importantly as information technology has changed. Information policy is unique to government policy in that it usually is reactive to the technologies that provide access to the information; policies have changed as print, telephony, radio, computers, and the Internet grew in popularity. The advent of the computer and the Internet put information policy back on the federal docket in the late eighties and early nineties. The government, local, state, and federal, has gone through an intense digitization of information. Naturally, this process has not been extremely smooth and has raised many other issues. Librarians have been in the forefront of these debates as they are one of the major interest groups that try to maintain and properly manage the information in order for the FOIA and other information policies to be effective for the populace. One specific issue that rose from the electronic information promotions was that after documents were digitized core information could on occasion disappear from public view or the public was forced to pay a fee to access the public funded information.
After the attacks of 9/11 the FOIA and the populaces’ access to publicly funded information came under attack. The executive branch of the federal government put national security above the established information policy. Water system plans, structural layouts of buildings, and other digitized information began to disappear in an effort to keep the wrong people from finding information that would aid them in committing terrorist acts. The administration’s ability to change their information policy and then quickly cut public access to the information because it was digitized exemplified the volatility information is when hard copies are not the norm.
Information policy should often be viewed as a verb rather than a noun according to Rowlands, and this is specifically true when considering government information policy. Policy making comprises a series of inputs (people, information, research) and outputs (access to democracy, better access to information), and when seen as this process we see that it is much more a verb rather than a thing. The information policy verb will continue to be in action as government, technology, and society changes, but its importance must never be overlooked.
Interesting sites to explore:
www.gpo.gov
http://www.fedworld.gov/
http://www.justice.gov/oip/oip.html
http://www.whitehouse.gov/omb/inforeg_infopoltech/

Clemons, C. S. A. (Summer 2009). Permanent Electronic Access to Government
Information: A Study of Federal, State, and Local Documents. Electronic Journal
of Academic and Special Librarianship, 10(2).

Relyea, H. C. (April 2009). Federal Freedom of Information Policy: Highlights of Recents
Developments. Government Information Quarterly, 26(2), 314-320.

Rowlands, I. (Ed.) (2003) International Encyclopedia of Information and Library Science
(2nd ed.). New York: Routledge.

The Role of Information Policy in the Library

2009-12-07T16:08:00.000-08:00

Information policy dictates the privileges and duties pertaining to the use, preservation, and distribution of information. The library serves as an important information pipeline. As such, it will need to carefully uphold the standards and policies which support its mission.

A clearly articulated information policy will enable the library to both serve its patrons in the best possible manner and answer challenges that arise regarding information access or use. Internet access, for example, is a particularly sensitive topic. However, an information policy enables the library to manage rights and user expectations. The West Virginia University Libraries created a policy outlining “the rights and responsibilities of consumers of electronic information in the West Virginia University Libraries” (Electronic Information Policy for Library Users, 2001). Visit http://www.libraries.wvu.edu/policies/electronic.pdf to review the document in its entirety. Information policy enables the library to offer services while respecting the interests and concerns of all involved.

Information policy involves both patron privileges and patron duties. Patrons have privileges under such documents as the Bill of Rights, the Library Bill of Rights, et al, to freely access and express information. However, patrons also have the duty to observe library policies and state and federal laws (including copyright laws). The library can effectively fulfill its mission through the guidance of information policy.

ALA Statements on Information Policy
The American Library Association offers numerous statements and policies which address the vast scope of information policy. Librarians and patrons alike can access ALA’s resources on fair and equitable information access and management.

The statement on Intellectual Freedom says, “ALA actively advocates in defense of the rights of library users to read, seek information, and speak freely as guaranteed by the First Amendment. A publicly supported library provides free and equal access to information for all people of that community. We enjoy this basic right in our democratic society. It is a core value of the library profession” (Intellectual Freedom, 2009).

The Library Bill of Rights is a crucial document for information policy. It outlines six key rights of every library user (Library Bill of Rights, 2009). View the statement here: http://www.ala.org/ala/aboutala/offices/oif/statementspols/statementsif/lbor.pdf

The statement on Equity of Access guarantees every person the right to obtain information: “Equity of access means that all people have the information they need-regardless of age, education, ethnicity, language, income, physical limitations or geographic barriers. It means they are able to obtain information in a variety of formats-electronic, as well as print. It also means they are free to exercise their right to know without fear of censorship or reprisal” (Equity of Access, 2009).

The seventh edition of the Intellectual Freedom Manual states: “"Intellectual freedom can exist only where two essential conditions are met: first, that all individuals have the right to hold any belief on any subject and to convey their ideas in any form they deem appropriate, and second, that society makes an equal commitment to the right of unrestricted access to information and ideas regardless of the communication medium used, the content of work, and the viewpoints of both the author and the receiver of information." (Intellectual Freedom, 2009)

The ALA Policy Manual states in section 50.3 Free Access to Information, “The American Library Association asserts that the charging of fees and levies for information services, including those services utilizing the latest information technology, is discriminatory in publicly supported institutions providing library and information services” (The ALA Policy Manual, 2009).

Questions to Ponder
What is the library’s policy on computer (or wireless internet) access?
What is the library’s policy on serving patrons with special needs?
How are patrons equipped to access, evaluate, and utilize information?
What is the library’s policy on information literacy?

Bibliography
Electronic Information Policy for Library Users. (2001, January). Retrieved from West Virginia University Libraries: http://www.libraries.wvu.edu/policies/electronic.pdf
Equity of Access. (2009). Retrieved from American Library Association: http://ala.org/ala/issuesadvocacy/access/equityofaccess/index.cfm
Intellectual Freedom. (2009). Retrieved from American Library Association: http://ala.org/ala/issuesadvocacy/intfreedom/index.cfm
Library Bill of Rights. (2009). Retrieved from American Library Association: http://www.ala.org/ala/aboutala/offices/oif/statementspols/statementsif/librarybillrights.cfm
The ALA Policy Manual. (2009). Retrieved from American Library Association: http://www.ala.org/ala/aboutala/governance/policymanual/index.cfm#S2-50%2050.%20National%20Information%20Services%20and%20Responsibilities

2009-12-07T07:09:00.000-08:00

What is information policy?
Information policy is more of a concept that became a policy. Information policy is the act of evaluating what kind of information will be stored, how it will be evaluated once stored as well as who has access to that information once it is stored. Information policy also determines if that information once cataloged will be free to the public or if there will be a charge for that information. Information policy is typically handled by governmental agencies and from there the government determines the rules and regulations in which private information providers and the media will operate. Information policy includes the following, intellectual property rights, protection of personal privacy, freedom of information access, just to name a few.
When we think of housing regulations, policies that govern education or legislative policies to protect citizens, we are readily able to think of laws that protect those entities. Information policy is the same concept, laws that govern information. Copyrights, surveillance videos in public places, regulation of the Internet and crimes that may occur are all a form of what information policy protects.
Why we need information policy
Information policy is less visible because there are not always clear cut laws in place. With technology growing as fast as it is, sometimes laws have not caught up with all of all of the types of crimes. Information policy tends to be a bit ambiguous because it covers decisions, interest groups and laws not yet brought into policy. Information policy affects all of us because without information, we don’t function individually and definitely not as a society. Information policy covers everything from using your credit card, voting, enrolling your child in school as well as health care. Telephone systems, cable television, HIPPAA laws (health insurance medical privacy acts) as well as Facebook are forms of information that we encounter everyday that are governed by information policies and we are protected by these policies.
It seems the difficult part is making sense of the concept of information policy, what it means and how to regulate it. A concept is difficult to understand when it constantly is growing and evolving due to the information it covers and as we know information is always changing.

Burger, R. (1993). Information policy: a framework for evaluation and policy research. Norwood, N.J.: Ablex Pub. Corp., c1993
International encyclopedia of information and library science / edited by John Feather and Paul Sturges. London ; New York : Routledge, 2003. 2nd ed. 278-284

Diversity in Elementary School Libraries

2009-12-01T20:39:00.000-08:00

Recognition of the need to address diversity in education has steadily increased in recent years yet a clear definition of what diversity means remains elusive. The Council for Exceptional Children defines diversity as “understanding and valuing the characteristics and beliefs of those who demonstrate a wide range of characteristics. This includes ethnic and racial backgrounds, age, physical and cognitive abilities, family status, sexual orientation, socioeconomic status, religious and spiritual values, and geographic location” (CEC website). This broad, yet accurate, view of diversity must drive the work of elementary educators including information professionals and library staff. Specifically, the approach and strategies used by school libraries to address the needs of a diverse student population must be as wide-ranging and all-encompassing as the definition of diversity itself.

Ethnicity, Race, and Culture
Perhaps more than any other element, differences in ethnicity, race, and culture are traditionally thought of when discussing diversity. It remains critically important for school librarians to recognize and respect the needs of the increasingly diverse school population. Minority students are more likely to face challenges in accessing information, technologies, and educational opportunities. So, while important, addressing cultural diversity is more than simply stocking books and materials that reflect the cultural and racial background of each student. In addition, students from minority populations may also belong to one of the other areas of diversity, creating complications and conflicts in the librarian’s ability to meet their needs.
What is more, even in the most homogeneous school populations, the library must be the arena to promote awareness of cultural diversity. A reading program in which students are presented Cinderella stories from a number of different cultures can be used to increase student understanding and appreciation of different cultures.

Physical and Cognitive Ability
In today’s public schools, students with varying physical and cognitive abilities are being increasingly mainstreamed. This mainstreaming does not stop at the door of the classroom. School libraries can make an important contribution to the education of students with disabilities, especially in teaching them information skills that will assist them in accessing information that will be important to their daily living. School librarians must understand these needs and, specifically, work with the Special Education staff to ensure these needs are met.
According to Murray (1999), school libraries can, and do, positively contribute to students facing physical challenges, “particularly in providing opportunities for collaboration and teamwork, in exercising independence, and in creating perceptions of value and acceptance.”

Credaro, A. (2006). School Libraries: Catering to the Special Needs of Children. Warrior Librarian. http://www.warriorlibrarian.com/LIBRARY/kidsneeds.html. Accessed November 29, 2009.

Love, E. (2007). Building Bridges: Cultivating Partnerships between Libraries and Minority Student Services. Education Libraries, 30(1), 13 – 19.

Murray, J. (1999). An Inclusive School Library for the 21st Century: Fostering Independence. IFLA Council and General Conference, August 20-28, 1998.

Murray, J. (2000). Training School Library Staff To Cater for Diversity. Education for Information. 18(4), 313-23.

Murray, J. (2001). Teaching Information Skills to Students with Disabilities: What Works? School Libraries Worldwide. 7(2), 1 – 16.

Murray, J. (2002). The Implications of Inclusive Schooling for School Libraries. International Journal of Disability, Development and Education. 49(3), 301-322.

Diversity in Law Libraries

2009-11-28T13:26:00.001-08:00

The “information age” is upon us. With the technological advances that come with the information age, there will likely be another breakdown in society of haves versus have-nots; those individuals that have the resources and means to seek out information and those that do not. While this idea is prevalent in all areas of librarianship, it is a special concern for law libraries. “Providing access to legal information for all members of today’s culturally diverse society is, and rightly should be, a major concern and responsibility of the law library profession” (Chandler, 1998). The demographics of the United States are in flux, with a much higher percentage of the total population identifying with a minority. “Given these changing demographic patterns, the participation of minorities in the delivery of information services is imperative if librarianship is to maintain its historical mission of providing access to information to all persons” (Chandler, 1998). Additionally, “it is important that information personnel are representative of our culturally diverse society” (Chandler, 1998).

Diversity is important on many levels with some of the main benefits being that “progress will flow from the inclusion at all levels of power and decision-making of people previously and systematically excluded” (Jackson, 1998). “Institutions will mature and grow as each expands the totality of human resource polarities available to it as a source from which to draw strength” (Jackson, 1998). Jackson also notes that the number of role models for those previously without them will increase, which is very important for the recruitment and retention of law librarians (Jackson, 1998). Many law librarians indicate that they found this profession by either working in a library or by being acquainted with a current professional. This is where the importance of a law librarian role model will come into play. If a minority librarian mentors a minority candidate, it is more likely that the minority candidate will view the profession in a good light and pursue the means necessary to become a member (Chandler, 1998).

Today’s law librarian generally must obtain both a Juris Doctor and Master’s of Library and Information Science, and the pool of potential minority candidates is dismally low. Graduation rates for both library schools and law schools demonstrate an underrepresentation of minority entrants (Chandler, 1998). Because of the problems with recruitment and retention of minority law librarians, the American Association of Law Libraries (AALL) has responded by creating a Committee on Diversity where the goal is to “recruit and foster the preparation of ethnic and minority law librarians” (Chandler, 1998). AALL has created a strategic plan “to foster diversity in the profession by increasing minority membership and participation with the following objectives: A. [i]ncrease the Associations’ minority membership as a percentage of total membership; B. [s]upport the professional development of minority law librarians; C. [i]ncrease minority participation in AALL leadership” (AALL, 1990). Through the strategic plan, AALL has tried to “make law librarianship more attractive to a wider range of potential members” (Jackson, 1998).

Most of the current data shows that minority law librarians are still hovering around only 10% of the entire profession. This number needs to change to be more representative of the population as a whole. The recruitment and retention policies need to be fostered, and librarians need to recognize the value of diversity and offer mentorship to those that may be interested in the profession.

Questions to Ponder:
What actions could law librarians take to effectively mentor minority candidates?

Do minority representatives in law librarianship differ from other librarian positions? Please explain why.

Bibliography:
Chandler, Y. (1998). Why is Diversity Important for Law Librarianship? Law Library Journal, 90 (545), 545-561.

Jackson, G.R. (1998). R-E-S-P-E-C-T, Find Out What It Means to Me. Law Library Journal, 90 (579) 579-584.

Multiculturalism and Diversity

2009-11-28T13:05:00.000-08:00

Main Entry: mul·ti·cul·tur·al
Pronunciation: \ˌməl-tē-ˈkəlch-rəl, -ˌtī-, -ˈkəl-chə-\
Function: adjective
Date: 1941
— mul·ti·cul·tur·al·ism \-rə-ˌli-zəm\ noun
— mul·ti·cul·tur·al·ist \-rə-list\ noun or adjective
— mul·ti·cul·tur·al·ly \-rə-lē\ adverb

Miriam Webster Dictionary.com

multiculturalism [ˌmʌltɪˈkʌltʃərəˌlɪzəm]
n
1. (Sociology) the state or condition of being multicultural
2. (Government, Politics & Diplomacy) the policy of maintaining a diversity of ethnic cultures within a community
Collins English Dictionary – Complete and Unabridged 6th Edition 2003. © William Collins Sons & Co. Ltd 1979, 1986 © HarperCollins Publishers 1991, 1994, 1998, 2000, 2003

mul·ti·cul·tur·al (m l t -k l ch r- l, -t -)
adj.
1. Of, relating to, or including several cultures.
2. Of or relating to a social or educational theory that encourages interest in many cultures within a society rather than in only a mainstream culture.
mul ti·cul tur·al·ism n.
mul ti·cul tur·al·ist n.
The American Heritage® Dictionary of the English Language, Fourth Edition copyright ©2000 by Houghton Mifflin Company. Updated in 2009. Published by Houghton Mifflin Company. All rights reserved.

The variations in these definitions demonstrate the difficulty that people sometimes have in understanding the term multicultural. While all have a similar description they also demonstrate the variety of ways in which the term can be used. The context in which the word is viewed and/or used will vary the meaning and perhaps will change the way the term is heard.
Part of the difficulty for Americans has been that the term is not understood in a global fashion but in a personal or economic one. For libraries it is imperative that all effort is made to not only be aware of different cultures but to furnish materials that will enhance understanding and allow patrons of all nationalities to explore materials that will be of interest to them.
The Joyner Library of East Carolina University began a two year long program with various deadlines in order to complete three main goals; Goal 1 – Promote diversity of library personnel, Goal 2 – Promote diversity of library services, and Goal 3 – Promote diversity of library collection and resources (Diversity Plan, Joyner Library, 2009 – 2011) . Each of these goals has a strategy that will be developed by various committees. The target dates set seem to be realistic each plan taking the proper amount of time to meet the goals. It is of interest to note that the term “diversity” is used and not the term “multicultural”.
The article “From Inside Out: Promoting Diversity Awareness in Ourselves and Our Library Users” (2009), the writers show the challenge that libraries face in demonstrating true multiculturalism and diversity while keeping personal values and those of the patrons. The article further explains what to each library should do prior to setting up a committee. Points that stand out are:
Determine the needs of your library.
Take stock of the community you serve.
Search out learning tools.
Make your diversity statement one that fits with your environment.

All of these points are excellent and can be applied to any learning institution. The learning curve of students, staff, and faculty can be raised by using proper teaching methods and the best resources available whether it is with books, videos, CD’s, DVD’s. Another point made in the article is that user friendly signs are a huge part of welcoming everyone to the library itself and hiring policies that offer employment to all persons is critical. Using handouts in simple friendly English to guide patrons in their library use is another top notch suggestion.

The diversity committee began with an Ad-Hoc committee in 2004 and through the hard work of many individuals along with the university has accomplished several critical goals so that they can now move forward with their plan which should be completed in 2011. Just in time to begin looking at more goals. By moving forward slowly but steadily the committee hopes to include items they may have overlooked and it will give time for people to learn what true diversity is.

Listed below are some of the questions the committee must ask before setting any goals.

How will you begin community building?
What type of partners will the committee seek?

The next questions are to consider who could be partners with you. The article lists the following suggestions.

Other Campus Committees
Departments that focus on Diversity
Student Groups and Organizations
Student Affairs Divisions
Other libraries

All of these are for an academic library and will change if you are a public library.
The points discussed in this article all circle around setting up the committee, determining the needs, teaching everyone about Diversity, setting the programming goals, and finally implementing the practices and policies developed.

Multiculturalism and Diversity are experienced every day by every person we come in contact with. How they see us (librarians and staff) depends on practicing what we preach and never allowing patrons to feel unwanted because of faulty programming, personal prejudices, or lack of training.

Questions to ponder

When visiting a library or perhaps a museum for the first time. How were you treated? Did the experience leave you feeling as though you had found a new and exciting place or did you feel that once was enough?

If you were Director of Library services at a University, how would you go about forming a committee on multiculturalism/diversity? What do you think would be the most important function of the committee?

Bibliography

Collins English Dictionary – Complete and Unabridged 6th Edition 2003. © William Collins Sons & Co. Ltd 1979, 1986 © HarperCollins Publishers 1991, 1994, 1998, 2000, 2003. Downloaded 11/20/09

Diversity Plan. Joyner Library, East Carolina University. 2009-2011. https://www.edu.edu/cs-lib/administration/upload/Diversity_Plan2009.pdf Downloaded 11/18/09

Edward, J. et al. From Inside Out: Promoting Diversity Awareness in Ourselves and Our Library Users. PNLA Quarterly (2007). http://unllib.unl.edu/LPP/PNLA%20Quarterly/edwards-loyal-stark-zoellner74-1.htm. Downloaded 11/17/2009

Miriam Webster Dictionary.com Downloaded 11/18/09

The American Heritage® Dictionary of the English Language, Fourth Edition copyright ©2000 by Houghton Mifflin Company. Updated in 2009. Published by Houghton Mifflin Company. All rights reserved. Downloaded 11/23/09

Multiculturalism: Languages in Libraries

2009-11-27T19:10:00.000-08:00

Creating and maintaining a connection with the community the library serves is an important role of today’s librarians. The demographics of the population of library patrons provide clues to how the library can achieve this goal. As such, it is important to learn about and understand the people and cultures that exist in the community the library services as it can be quite diverse and multicultural.

Often those most in need and perhaps most unaware of the services the library has to offer are people from other countries and other cultures. These patrons may not realize what is available to them due to cultural or language barriers. Padma Polepeddi emigrated from India and now is the Supervisor of the Glendale Library in Colorado. She recalls crying for joy when she learned that the public library was a free service, as it is not in her home country of India. She says she “loves telling other immigrants about the amazing world of public libraries” and saying “All this is free!” Her library is known for extensive collections in Spanish and Russian and also has expanded its diversity programs. She also travels around Colorado, visiting other libraries to help them develop their diversity programs.

Developing Multi-lingual Collection

This cultural divide can take the form of simply not knowing of the service or knowing that the public library is free to the more difficult obstacle of language barriers. Another concern for librarians is how to develop the collection for other cultures. It can be a tough question for librarians to weed and cull a collection of just one language but when the space and energy is needed for books and materials of another language(s) more problems can arise. On the other hand, providing service and materials is important as well and should be carefully considered. The language people learn at birth has a strong hold, it is the language that they begin to see and interpret the world in, the language they use to communicate with friends and family, and can be a strong cultural identity holder.

There are three ways to think of developing the collection for multiple languages. The first way is to think of building two separate collections, one in each language. The second is to create the primary language collection and build the second with text in both languages. The third is a combination of the two. People learning English as a second language benefit from having the ability to read in their own language both as affirmation and to bolster their confidence in learning to read in the new language.

A few other tips to help the process of introducing new languages to the library are to start multi-lingual book groups, using interactive books for children, and research reliable materials. Just as there are vendor resources for selecting English language books there are resources for selecting quality materials in other languages as well.

IFLA and Language

The Internal Federation of Library Associations works with libraries around the world trying to promote diversity and collaboration. Language is an important aspect of achieving these goals and has always been a key factor as an international organization. There are seven official languages used, which means any formal communication can be handled in these core languages, and all materials are printed in each. The conferences held all over the world are staffed with volunteers from the library world who work as interpreters. The IFLA has a strong commitment to diversity of language in the library community and promoting access to information for all, enriching the library world by bringing many different views and words from around the world.

Questions to Consider:

What issues do librarians face introducing multiple languages to their library?

What are some ways to let the community to know the library has gone multi-lingual?

Bibliography

Diversity, P. f. (2008). Passion for Diversity. Library Journal Movers and Shakers, 15.

Gail Dickinson, K. H. (2008). Celebrating Language Diversity to Improve Achievement.

Library Media Connect, 26(7), 5.

Kapnisi, S. (2009). IFLA and Language Diversity. IFLA Journal, 35(2), 183-185.

Patton, J. A. (2008). You're not bilingual, so what? Library Media Connect, 26(7), 22-25.

Diversity in Academic Libraries

2009-11-26T20:57:00.001-08:00

Diversity and multiculturalism have become important issues within the academic community and have a great influence on academic libraries in many ways. Academic libraries not only implement diversity initiatives in hiring and retaining a diverse workforce, they must also promote awareness of multiculturalism and diversity in their collections and programs for patrons. The ALA's Library Bill of Rights states that "books and other library resources should be provided for the interest, information, and enlightenment of all people of the community the library serves…a person's right to use a library should not be denied or abridged because of origin, age, background or views" (ALA, 1996). Academic libraries must always strive to not simply talk about diversity but also exhibit a clear commitment to building an environment that is inclusive for all races, religions, sexual orientations, and abilities.

There are several avenues through which libraries can promote diversity and provide an example to the larger academic community. Libraries must strive to recruit and retain a diverse work force. Beyond hiring, libraries must collect materials that reflect the cultural background of the community they serve. Having a diverse collection and demonstrating a desire to preserve and collect the materials of minority cultures will aid in effort to reach out the community as a whole. Libraries must also strive to be equitable in outreach programming. Applying the principles of diversity to outreach efforts is an important way for libraries to reach the largest population possible (Orange and Osbourne, 2004).

Diversity in outreach is all about equity in services. In the introduction to From Outreach to Equality: Innovative Models of Library Policy and Practice, Satia Orange and Robin Osbourne(2004) discussed the pitfalls of only providing outreach programs to "underserved populations" with limited funding and little to no support (Orange and Osbourne, 2004). The funding for programs like this can dry up quickly (as I am sure we are all aware in the current economic conditions) so relying on special programs to reach minority audiences can be a slippery slope.

Orange and Osbourne emphasize the importance of tailoring all outreach programs to the broadest possible population in order to ensure that they are equally accessible for everyone. The practice of using special funding for outreach programs gives the impression that these programs are extra and not essential to the daily routines of librarians. Thus in times of economic uncertainty, the programs disappear, often when they are needed the most (Orange and Osbourne, 2004). Separating programs for regular library users from "underserved populations" creates an environment of inequity. The remedy to this problem is to view outreach as one of the primary responsibilities of the library and to then direct outreach efforts to the whole community, thus ensuring that all will be treated equitably no matter the circumstances.

The common message throughout all of my reading about diversity has been focused on equity; equity in hiring, equity in service, and equity in collecting. The objective to being aware of diversity is not to create an environment where minorities are given better or special treatment, but where everyone is treated the same (Peterson, 1999). Diversity in librarianship is not about quotas or statistics; it is about living up to the standards set forth by the American Library Association. When the Library Bill of Rights says equal access for all, the library should be made equally accessible for everyone.

Discussion questions:

Are there similarities/differences between how diversity programs should be implemented in the different types of libraries?

What are some examples of outreach programs that cater to a broader population?

References:

American Library Association Council (1996). "Library Bill of Rights." Retrieved November 21, 2009 from http://www.ala.org/ala/aboutala/offices/oif/statementspols/statementsif/librarybillrights.cfm.

Orange, Satia and Osbourne, Robin. (2004) Introduction. In Robin Osbourne (Ed.), From Outreach to Equity: Innovative Models of Library Policy and Practice (xi-xvii) Chicago: American Library Association.

Peterson, Lorna. (1999) The Definition of Diversity: Two Views. A More Specific Definition. The Journal of Library Administration, 27(1), 17-26.

Technology: A Necessary Tool for Information Literacy

2009-11-18T15:46:00.000-08:00

Information literacy, the ability to access, evaluate, organize and use information from a variety of sources, is a necessary component of education that must be implemented in curriculum for maximum student success. Though there are many different mediums through which to gain access to information, a major tool used in today’s school systems other than the printed word is technology through the use of computers. Why this shift? According to Holly Barton, in her article “Information “Literacy: Learning How to Learn”, the use of technology “provides acquisition to greater volume and depth of information than was ever possible before”(Barton, 2009, p.2). This has made it vital to educators, teachers and librarians alike, to shift the way they allow students to engage in learning.

If schools and libraries were incapable of providing technology, then it would be near impossible to create the type of lifelong learners that we envision our world to be full of in the future. Technology has allowed us to shift from direct instruction to discovery by “doing”, from teacher centered to learner centered activities, from learning as torture to learning as fun, and from teacher as transmitter to teacher as facilitator. When this type of learning is established, we are creating students who learn faster and more in depth, which is more motivating and encouraging for students, teachers and parents. (Barton, 2009)) Technology for information literacy is necessary for both schools and libraries to help our youth master the critical thinking process.

What does this mean for schools?

Schools will have to be capable of providing technology to make it possible to produce information literate students and it will have to begin at the earliest grades. In her article “Understanding Information Literacy”, Barbara Humes insists that students need to learn early on “how to learn” so that they can be independent seekers of information throughout their lives. In order to do this, teachers of all subjects must “blend their traditional fact-based approach with an emphasis on learner-based inquiry and the scientific inquiry process” (as cited in Lennox, 1993). This is more of a self-discovery type learning that would be beneficial for the student to master.

The fight for information literacy is being tackled on all fronts in the school as well. This isn’t just a job for the teacher. The principal is at the forefront of the process and is to advance resource-based learning by providing ample planning time and a respectable budget. Humes also cites, “As instructional partners, the classroom teacher and library media specialist are actively involved in identifying the learning needs of the students, developing teaching units that facilitate activities which offer meaningful practice in using a variety of information resources, and guiding student progress” (as cited in Wisconsin Educational Media Association, 1993). With all of these positions hard at work, information literacy is something that a school should be able to accomplish. Schools can become a place where learning is fun and teachers act as facilitators more than anything. The idea is to get the ball rolling for the students and allow them to take it from there.

What does this mean for libraries?

As more schools make this shift to include information literacy in the curriculum, we will see a more active role for librarians. This type of learning will create a demand for varied media sources, and in turn will create the need for staff to re-evaluate how money is disseminated between text books and library media resources. Not only will school libraries be affected, but public libraries will have more responsibilities as well. They will have to work harder to keep up with what the surrounding schools are studying to ensure that students and parents will be able to locate necessary materials outside of the school atmosphere. Librarians will also be called upon more frequently than ever to provide guidance to teachers and learners to facilitate information literacy and lifelong learning. (Humes, 2003)

Librarians will have the opportunity to use their skills to the fullest to help these kids succeed. Imagine walking into your public library and seeing students hard at work with their local librarians. You might see the hustle and bustle of excited students searching through information and sharing it with each other while looking to the librarian for verification. You might also see siblings helping each other become problem solvers through the use of media equipment, maybe even with the help of mom or dad. This is what a community library should look like, especially when we are promoting life long learning.

Something to consider:

Schools are currently cutting media specialists and replacing them with non-certified people to save money. How will this affect the progress of information literacy in schools?

References:

Barton, H. Information Literacy: Learning How to Learn. Rhode Island Network for Education Technology. Retrieved on October 20, 2009, from http://www.ri.net/RITTI_Fellows/Barton/infolit.html

Humes, Barbara. Understanding information literacy. Retrieved on November 15, 2009, from http://www.libraryinstruction.com/infolit.html

Plotnick, Eric. Information Literacy. Retrieved on November 15, 2009, from http://www.libraryinstruction.com/infolit2.html

Information Literacy in the Classroom

2009-11-17T19:16:00.000-08:00

Information literacy is defined by the American Library Association as “the ability to seek and effectively utilize information resources, including knowledge of how to use technologies and the forms in which information is stored” (Ercegovac and Yamasaki, 2003). Information literacy is a tool of empowerment for all learners, reached through a research based approach to learning. It requires skills to adapt to new technology in order to use a variety of information sources and effective search strategies to learn independently, solve problems and make decisions. Information literacy forms the basis for life-long learning. Basically, it is the result of learning how to learn. A person uses their information literacy skills to derive meaning from the learning process, and there is today a greater focus on teaching all students to think critically, to become independent lifelong learners, and to proficiently use a variety of technologies.

Students today must learn to access needed information effectively and use appropriate investigative methods. Information processing and problem solving skills are essential to a student’s future employment success. More than half of the United States job force is composed of employees known as “knowledge workers” whose primary marketable skills are associated with information literacy. In the past, when students primarily looked to their school or public library for information, the concept of information literacy was not yet born. Here in these libraries sat selected collections of reference materials and authoritative texts deemed worthy to be included in the collections by librarians trained to evaluate the value and credibility of the sources. In today’s web-driven world, how is a person to know what information is valid and what is not? Individuals posting information on the web are (often) not required to pass through traditional editorial constraints or undergo fact-checking such as required in conventional published print media.

Today’s teachers are faced with the challenge of teaching their students the skills of information literacy. Although textbooks, memorization and testing still exists, more and more the process of learning is going toward self-directed learning, information processing and organizing on the part of the student. The role of the teacher is becoming less of a fact-based provider of knowledge to more of a facilitator for learner-based inquiry and search methods. Educators help students to develop cognitive strategies for selecting, retrieving and evaluating information. A basic objective of today’s education is a process-oriented one which enables students to learn how to identify needed information, locate and organize it, and present it in meaningful way.

Educators have many options to present information to students in addition to the traditional textbook method. Technology plays a huge role in information literacy, and students who use technology effectively tend to become better at managing information, communicating and presenting ideas. Applications such as blogs, podcasts, streaming videos and webcams are frequently used in schools these days. Consider the French teacher who can treat her students to a “trip” to Paris via a webcam that is positioned at the Eiffel Tower. Students can view French newspapers online to both learn the language and gain knowledge about current events in the country. Students can utilize podcasts of language lessons to learn the language. Instead of being limited to class time in a language lab, a student can bring the podcast home and listen to it as often as they need to. This same French teacher can coordinate conversations using the Skype application so that students in America can speak with students in France. Such interactive technologies can be so much more effective than strict textbook reading.

Consider the history class here in Michigan that is studying the Civil War. Michigan is not particularly rich in Civil War history, but what if the teacher wanted to give his students the opportunity to experience the locations of some of the major events in the war. Videos could certainly be shown in the classroom, but selection may be limited. Much more is available online. Students could view historical sites, battleground locations, stops on the Underground Railroad or re-enactments of warfare via the internet. Streaming videos and even YouTube presentations can be used to view historical presentations, interview accounts and recreations of period events.

Many teachers create web pages where they can post lesson plans and course documents. Students are able to check homework assignments and information from their home computer. Interactive online quizzes are often used to give students immediate feedback and correction explanation on errors. Computer labs are available at most schools for students who do not have internet access at home. Students learn about computer networking and telecommunications for data access and participation in learning communities. Presentations of softare packages, multimedia technologies and applications are taught so that students are prepared for employment after graduation.

Educators need to teach students how to evaluate information and question authority. How current is the information? How reliable is it? Is it biased? Will different people perceive the information differently? What are the qualifications of the author and what are the author’s sources? Is the information linked to a site that is being used to sell a product? Teaching students how to identify the information that they need, how to locate it, how to choose reliable sources, and how to blend the information into a final product is the basis for helping to ensure that they will become masters of information literacy and successful life-long learners.

Thoughts to consider: Teachers are becoming very creative in using a variety of resources to teach their students information literacy skills. What are some other resources they could use? What might the future of technology bring that will be helpful in this endeavor?

References:

Barton, H. Information Literacy: Learning How to Learn. Rhode Island Network for Education Technology. Retrieved on October 19, 2009, from http://www.ri.net/RITTI_Fellows/Barton/infolit.html

Dolnicek, B. (2009). Information Literacy. Nebraska Library Association Quarterly, 40(1), 3-4. Retrieved October 19, 2009, from Library Lit & Inf Full Text database.

Ercegovac, J. and Yamasaki, E. (2003). Information Literacy: Search Strategies, Tools & Resources. Library Instruction. Retrieved on October 19, 2009, from http://www.libraryinstruction.com on October 19, 2009

Information Literacy Competency Standards for Higher Education, American Library Association, Retrieved on October 19, 2009 from http://www.ala.org.ala/mgrps/divs/acrl/standards/informationliteracycompetency.cfm

Teachers and Information Literacy

2009-11-16T21:54:00.000-08:00

Oftentimes it seems that education, as an institution, is populated by persons who work to preserve practices of the past and who do not depend upon or explore the advantages of digital literacy. Digital literacy, however, is here to stay--we are at the core of new literacy--and educators should consider how to best weave together old, new, and future literacy so that young people leave school literate in the ways of school "and" the ways of the world (O’Brien, D. & Scharber, C., 2008, p66-68).

When teaching today’s students, teachers need to be educated and confident with technology. Various studies have shown that a very high proportion of trainee teachers entering the universities are already competent in technology. For this reason, some teachers’ training programs take the technical capabilities for granted or expect that less confident teachers will enhance their lacking capabilities outside of their formal training. However, other studies have demonstrated that the level of the technical capabilities could be highly overestimated. Some researchers argue that teachers enter the profession with variable computer skills and some stop at a level of basic technical skills (Markauskaite, L. 2007, p. 548).

Many school districts are moving forward to provide necessary training for new teacher trainees and experienced teachers to improve confidence with technology so they can keep up with their students. Today’s students are ready to move beyond the textbook and open their laptop for the daily lesson. When I met last week with a librarian who is in charge of all of Marion County Public School Libraries I learned that the public libraries and librarians from the main teacher’s reference library were coming together in order to provide technical support for their teachers who were struggling to keep up with the students. The librarians are going to the schools and setting up computer workshops for the teachers. The librarians are coming into the classrooms and demonstrating for the teachers all the possibilities information literacy can be successful for both teachers and the students. The librarian expressed to me the fact that a lower rate of students were causing problems in the classroom (less boredom), the kid in the back row was paying attention and interested in the assignment, and the days are going smoother for the teacher. Other programs such as online gradebook are used for posting students’ grades online where they are not only calculated automatically with fewer errors, but parents are also able to go online and view their child’s grades.

We are teaching a new generation of techno kids that have the need to move beyond the textbook and learn to be creative with all the computer software that is available to them.

Questions:

What disadvantages are there for students who have teachers that are not considering updating their computer literacy skills?

Why do you think these teachers would keep the old hum drum textbooks around when students can learn and become more creative than ever with the use of computers?

Sources:
O’Brien, David & Scharber, Cassandra (2008). Digital Literacies Go to School: potholes and possibilities, Journal of Adolescent & Adult Literacy, v52 n1 p66-68, International Reading Association retrieved from ERIC database on November 15, 2009.

Markauskaite, Lina (2007). Exploring the Structure of Trainee Teachers ICT Literacy: the main components of and relationships between, general cognitive and technical capabilities. Educational Technology Research and Development 55, no.6 retrieved from ECO database on November 15, 2009.

Don’t look now, but I think the library is following us

2009-11-12T16:25:00.000-08:00

Libraries are held in high esteem by the public, higher than any other public institution. Users are satisfied, and even non-users have praise, recognizing the cultural and educational contributions libraries make. But that can’t be taken for granted. The recent budget slashing at state and local levels in Michigan and other states show that no publicly funded institution – police, education or libraries – is safe. For libraries to maintain their support, they must reinforce and refresh ties with current users, and grab the attention of non-users by showing them something they may not have expected. The effort to do that with online tools is called Library 2.0.

The definitions of Library 2.0 range from the philosophical to the technical, but they have, in some form, these things in common:

Libraries must be where the users need them. For most users, the first time they encountered their library outside the bricks-and-mortar boundaries was then the library put its catalog online. What a convenience! Come home from the book club meeting at 9:15 Sunday night and put next month’s book on hold by 9:20. Reading a magazine or surfing the Web and you see a title you want to explore? Go find it. And if it’s in a branch at the other end of the county or farther, you’ll still find it, all while you are sitting at home or work. Suddenly, a vital part of the library is always available. Other Web services enhance the user’s relationship with the library, but access to the catalog is essential.

After that, library data bases became accessible. Then programming, tutorials, multimedia presentations, library information, all were on hand whenever the users needed them. As Web sites improved, users responded. At the Kent District Library, which I use most often, Web site visits more than doubled from 2005 to 2008, when the site received about 5,600 hits a day. In the same period, the number of items circulated increased 70 percent, while the number of library card holders actually dropped slightly. Clearly users are taking advantage of this constant access to the library’s collection.

Another “always there” element is online reference. With e-mail or instant messaging, reference services can be available no matter where the user is. They also can be available 24 hours a day if the library chooses, either through library staff or more likely, a consortium or outsourcing.

The increased use of mobile technology gives libraries another opportunity to be where the users are. Apple sold 7.4 million iPhones in the last quarter alone, and that’s just a portion of the mobile phone market. Libraries that plug into the mobile Web are going to preserve their connection to their most technologically sophisticated users.

Some proponents of Library 2.0 argue that a Web site is too static. Yes, it always is available, but the user still has to seek it out. Could the library follow you around and become, as Ken Chad and Paul Miller wrote in an early exploration of Library 2.0, “a pervasive library”? Browser add-ons such as LibX, which automatically indicates whether a publication that shows up on a Web page is in your favorite library, keep patrons linked to the library whenever their browser is running. RSS can keep users up to date on topics of interest. Social networks likewise can keep the library always close at hand if the patron chooses, with catalog searches such as WorldCat available as Facebook apps.

Libraries must give users a way to participate. In an online world where comments and user feedback is expected, libraries need to give users a voice. The tools can be as basic as a blog (don’t turn off the comments) or a wiki, which allows patron contributions. Allow users to post reviews. Let them show a Virtual Bookshelf. Ask readers their opinions on what materials they would like, what they think of the programs, what online additions they would like to see. The model should not a suggestion box, where comments are slipped in the slot to be opened in private at a later time. What users expect is a conversation in which the library and other users can react and respond.

Social networking offers other opportunities for participation. Facebook and MySpace groups are an effective way to build communities of users. Twitter can reach out to patrons instantly. Bookmarking sites such as Delicious let users share favorite sites. Flickr and YouTube are popular forums for sharing photos and videos that libraries can use to get out information and that patrons can use to respond. In all of these technologies, the object is to give the patron a voice in the library – to make it their library.

Libraries must evaluate their programs and be open to change. The Web has always been dynamic, but thanks to the rise of the open-source movement, new ideas have never sprung up faster and customization has never been easier. Librarians must always be looking for new trends, new software, or unconventional uses of old software.

Yet while technology is the tool that makes Library 2.0 work, it is not an end in itself. The goal is not to have the longest list of Web applications or the hottest new social networking tool; the goal is to serve the users. A library with a more affluent and educated audience may need to stay on the cutting edge to hold patrons’ attention. Another library may find that its basic Web page/blog/wiki is thriving, while its effort to build a Second Life community is sputtering. Cool isn’t always the best way to go.

Finally, don’t make assumptions about what your audience wants. A researcher looking at the use of Library 2.0 tools in an academic library expected students to appreciate the library’s entry into social networking sites associated with their generation. But the students said they wanted Web 2.0 tools built into the library’s Web page or Blackboard, rather than have the library integrate itself into public social networking tools. In other words, the students said, “Stay out of our space.”

Maybe the library can be too pervasive.

Questions:
Can Library 2.0 software really create a connection between the user and the library?
What is the most important service a library can provide for the remote user?
Does Library 2.0 weaken the bond between users and the physical library? If so, is that an acceptable trade-off?

Best practices for social software in libraries.(Chapter 8) (2007). Library Technology Reports, 43(5), 67(68).
Breeding, M. (2008). Content, Community and Visibility: a winning combination. Computers in Libraries, 28 Number 4, 26-28.
Burhanna, K. J., Seeholzer, J., & Salem Jr, J. (2009). No Natives Here: A Focus Group Study of Student Perceptions of Web 2.0 and the Academic Library. The Journal of Academic Librarianship, 35(6), 523-532.
Chad, K., and Miller, Paul (2005). Do libraries matter? The rise of Library 2.0.
. Kent District Library 2008 Fact Book (2009).
What is the mobile web?(Chapter 1) (2008). Library Technology Reports, 44(5), 5(5).

Technology and its Impact on Libraries: Resource Sharing

2009-11-12T14:55:00.000-08:00

It goes without saying that one library cannot have everything its users might need or want. That is why resource sharing between libraries is absolutely necessary. Resource sharing has existed since the early days of libraries, but it wasn’t until the mid-2oth century when a standardized form made interlibrary loan an easier process. (Hilyer, 2006)

As computer technology became more commonplace in libraries, resource sharing began to expand. Many state consortiums, such as the Ohio Library and Information Network (OhioLink) and TexShare found their beginnings in the late 1980s and early 1990s.

Consortiums give libraries access to more information for less money. Using a shared catalog and pooling money together to buy journal subscriptions for multiple libraries enables those libraries to have access to more than they would be able to afford on their own. For example, the patrons at more than 90 OhioLink member libraries have access to more than 48 million different library materials.

These consortiums generally have different methods of shipping than traditional interlibrary loan systems. Courier services, such as TExpress for TexShare, are frequently used, allowing faster delivery times than with traditional interlibrary loan services. Many interlibrary loan departments tend to ship via the United States Postal Service using Library Rate, which can be significantly slower depending on location. The University of Alaska-Fairbanks specifically requests that any items be sent via first class at a minimum, to ensure that materials will arrive in time for patrons to actually use them before they are due back.

In addition to allowing these consortiums to form in the first place, technology has made significant improvements in interlibrary loan systems. Articles used to be mailed from lending to borrowing library. Now they are transmitted through electronic delivery systems such as Ariel, Odyssey or DOCLINE, which allows a much faster turnaround time.

The Online Computer Library Center’s (OCLC) catalog WorldCat, allows member libraries to determine which libraries have specifically needed materials in their holdings. Borrowing libraries can place requests for articles and frequently have them in their patrons’ hands later the same day. Books and other materials are still subjected to the library rate shipping, but it is a vast improvement over older systems, where forms were filled out in triplicate and mailed off to the potential lender.

Software applications specifically for interlibrary loan simplify the process even further. In the past, patrons placed a request and then waited patiently for it to show up. Now, applications such as ILLiad allow users the ability to track requests from the time they are placed until they are received. Systems such as ILLiad assist in reducing costs in shipping and photocopying, and help reduce staff workoad.(Atlas, 2008)

Even with all of these improvements, there are concerns where technology is concerned. For example, earlier this year, OhioLink experienced a hardware failure that knocked most of its major resources offline. While they moved as quickly as possible to fix things, it was still more than a month before everything was completely back to normal.

Not all libraries have the technology needed to simplify these functions, nor the money to invest in getting it. Some institutions, such as prisons and small public libraries, still rely on the old form in triplicate (although several have ditched the carbon sheets in favor of photocopying the original).

Copyright, always a confusing issue, becomes even more of a question mark now that other sources of electronic information are becoming prevalent. Details of the Google Books Settlement, for example, are still being worked out. Libraries should be aware of potential issues, such as the man from Nova Scotia who found work that he’d created in digitized form on Google Books.

Lastly, as libraries move toward more digital collections, concern about continued access grows. OhioLink lost access to a few databases this year that were funded by a grant. Access is still available through other networks in Ohio, such as OPLIN, but as money becomes a bigger issue for all libraries, there are no guarantees that it will continue.

Things to consider:

According to Association of Research Libraries statistics, interlibrary loan lending has been decreasing for the last several years, yet borrowing continues to increase. Why do you think this is happening? Should libraries be concerned?

Think about the library you frequent most often. In my own experience in interlibrary loan, I have encountered several reference librarians who do not know how to set up their own ILLiad account, let alone assist patrons in doing so. As technology plays a larger part in the services libraries offer, do you think the librarians you deal with are adequately prepared to assist patrons? If not, what do they need to improve? How comfortable will you be in assisting patrons with technology issues?

References:

Atlas Systems, I. (2008). What is OCLC ILLiad? Retrieved November 2, 2009, from http://www.atlas-sys.com/products/illiad

Hilyer, L. A. (2006). Interlibrary Loan and Document Delivery: Best Practices for Operating and Managing Interlibrary Loan Services in All Libraries.

Ohio Library and Information Network (2009, June 15, 2009). What is OhioLink? Retrieved November 2, 2009, from http://www.ohiolink.edu/about/what-is-ol.html

Texas State Library and Archives Commission (2009, June 9, 2009). About TexShare Retrieved November 3, 2009, from http://www.texshare.edu/generalinfo/about/

Technology and its Impact on Libraries: Youth Services

2009-11-10T21:12:00.000-08:00

When you get right down to it, technology in the library is nothing new. Technology has always been influencing the way people use the library, from advances in book-binding, to the first public-use phonograph, to the more current computer terminals. With each update to technology, however, the experience of the patron changes. In today’s world, where teenagers have grown up with a cell phone in one hand and a laptop in the other, and where the number of teens utilizing libraries is on the decline, increasing attention needs to be paid to their access to technology within the library.

Libraries need to develop their programs around the tools that young adults already use. Both luckily and unluckily, this includes… everything. Teens are increasingly tech-savvy. “Today’s teens are digital natives,” says author RoseMary Honnold. “They listen to music while updating their MySpace profiles, instant messaging, watching videos on YouTube, and searching for more” (2007). If the library doesn’t meet their needs, they’re going to lose teenagers as patrons. It’s up to today’s youth librarians to develop technology-based programs and collections that will entice young adults to frequent their local libraries.

Technology has also given libraries a whole new way to build a generation of patrons. Librarians are constantly challenged to find ways to increase teens’ familiarity with the library and with other library users. They attempt to give the library relevancy to individuals who otherwise might never set foot in the building.

The first technological step a library must be sure to embrace is their webpage. Library websites for teens can employ methods where the teens can submit art and writing for their peers to view, obtain suggestions to find books that meet their interests, and keep up to date on upcoming library events (Baum, 2002). Teen involvement in development of the web resources both encourages participation within, and helps them develop a feeling of ownership towards, the library. To keep track of their patrons’ opinions about the site, libraries can occasionally put up surveys on their main page.

Many libraries have also instituted an online “Ask the Librarian” chat feature within their website. It enables patrons to connect with the library in real time, even when they are not actually within the building. For teens, who may have reference questions related to homework, this is a great way to get them involved from home. The trick, of course, becomes convincing them to return to the library, rather than just using the website from afar. A suggestion from Thinking Outside the Book, a collection of technology-related essays, included creating banners and “ads” on the website to entice teens to physical library events (Nichols, 2004).

An addition to the library website can be a connected blog, with posts made either by the librarians themselves, or by young patrons. The posts could include peer reviews of recent books, descriptions of recent events, and links to other sites. Blogs give the reader the ability to make comments and communicate with other readers, helping to build a sense of community. By setting up an RSS feed, teens will be able to follow updates to the blog without needing to go to the trouble of checking the page themselves. Teen-produced podcasts are another good way to allow teens to express themselves, as are photo-driven pages such as Flickr (which can double as advertising for teen library activities). Young adult events within the library can also be structured around new technology. LAN parties, DDR dance nights, and MarioKart competitions are all ways to draw teenagers into the building.

Communication is obviously one of the great advantages of modern online technology. Teens who have grown up with their computers expect to be able to instantaneously connect with many different people, utilizing many different forms of technology. From instant messaging to email to online discussion boards, a library should be sure to implement tools that teens will be familiar with. Librarians should take advantage of young adult’s natural ability to multi-task, and create library-related sites on a variety of Web 2.0 tools. By creating a MySpace page, posting to Facebook, and utilizing Twitter, they stand a much better chance of becoming a part of the average teenager’s social network – and, by proxy, becoming a place that teens will hopefully utilize and enjoy.

Of course, after doing all of the above web-enhancements and technological updates, there’s still the problem of getting teenagers into the library in the first place. Libraries may have to do some initial outreach to draw in students from local high- and middle schools, letting them know about the resources available for them. The earlier students are encouraged to use the library, the more likely it is they will become lifelong patrons.

“People who don’t know much about libraries,” says Eli Neiburger, “often predict that public libraries will be dead and gone within twenty years, the rotting husks of their musty buildings still filled with copies of The Cat Who Shat Sequels and mint-condition phone books while the vibrant physiques of iTunes, Netflix, Amazon.com, and Google stand nearby, whistling and innocently scrutinizing their gleaming cuticles, only occasionally shooting each other dirty looks” (2007). It is true that ever-changing technology has forced libraries to compete with other online resource vendors. Technology has, in many ways, changed what patrons are able to check out.

Increasingly computer and video games are included along with other media items such as videos, DVDs, and CDs. The addition of video games has met with some hostility by librarians and parents alike. As Neiburger jokingly put it, “Why? For the love of dear old Melvil Dewey, why would we take our hallowed houses of learning and sully them with these vile, prurient, mind-rotting entertainments?” (2007) The important thing to remember, however, is the concept of “a resource for every user.” Books are not necessarily the pinnacle of circulating items. After all, even fifteen-year-olds who hate reading might love to be able to rent Twilight.

Although most libraries include books on tape and CD in their collection, Playaway audiobooks are becoming increasingly popular among young adults, as noted in Thinking Outside the Book. “While audiobooks can be ‘read’ by those with limited vision or who lack proficiency in decoding print, they are also of great benefit to busy teens who are multitaskers…” (Nichols, 2004). These Playaways are simple and easy to use. There’s nothing that can get scratched or broken, and they’re small enough that a teenager can look like he or she is listening to their iPod, if they don’t want their friends to know they checked out Pride and Prejudice.

The library’s music and video collection can be updated as well, to appeal to teenagers. If a wide selection of music is available to them, teens are likely to check out CDs rather than downloading the songs for a fee from a site such as iTunes. Some libraries today are offering MP3 downloads, which allows teens to “check out” music from their homes, without needing to visit the library. Renting movies can become expensive, especially for students on a limited budget, and the free movies and television shows available at their library will be particularly enticing.

One problem involved in filling a teen’s constant desire for more technology is that it means the library must constantly keep on top of technology advancements if they want to keep their teen patrons. This means computers must be reasonably fast, and feature new software. Media materials like CDs and DVDs must be updated to include recent items. Social networking sites must be maintained, or teens may forget they exist. Teens are going to be more than happy to develop their own audio, visual, and literary collections online if not encouraged to use the library (Nichols, 2004). In addition, teens are just as likely to do research at home on the internet as they are in the library. They need to want the technology the library provides, in order to entice them into the building.

Things to consider:
Should videogames be a part of the teen collection?
What complications might arise from teen-run library blogs and podcasts?
What other tech-based ways can you think of to encourage young adults to utilize the library?

References:

Baum, Linda W. (2002). Teens.library. Chicago, IL: American Library Association.

Brehm-Heeger, Paula. (2008). Serving Urban Teens. Westport CT: Libraries Unlimited.

Champelli, Lisa. (2002). The Youth Cybrarian’s Guide. New York, NY: Neal-Schuman Publishers, Inc.

Honnold, RoseMary. (2007). Get Connected: Tech Programs for Teens. New York, NY: Neal-Schuman Publishers, Inc.

Neiburger, Eli. (2007). Gamers… in the library?! Chicago, IL: American Library Association.

Nichols, C. Allen (Ed). (2004). Thinking Outside the Book: Alternatives for Today’s Teen Library Collections. Westport CT: Libraries Unlimited.

Technology and its Impact on Libraries: Academic Libraries

2009-11-09T12:28:00.000-08:00

Students and scholars have gone from reading hand written scrolls in the centuries dating before Christ to present day habits of searching on-line catalogues and reading e-journals from their computer screens. The methods of searching, retrieving and sharing information have certainly changed. The speed at which recent changes in information seeking has changed and continues to evolve is impressive to say the least; add to that the array of information sharing tools that scholars and students now use to collaborate and combine information, and the result is dizzying. Patrons expect librarians to keep up with these changes; libraries and librarians ignore this imperative at their own peril. Fortunately, most academic librarians are making changes, responding to the major shifts in information gathering and sharing that is fueled, primarily, by students entering academia for which technology and all of its encompassing features are part of their daily lives.

Thus, students and scholars in the academic community still need—will always need—access to information, but now they have choices. The librarian is no longer necessarily the “keeper of the keys,” the necessary intermediary between the information gap and the knowledge acquired through scholarly research. This phenomenon began as a trend around the 1980; s when electronic journals became available in academic libraries. Thereafter, use of the Internet became more pronounced in the 1990’s’, and since the year 2000, there has been a veritable explosion of Internet use among information seekers. Furthermore, patrons are increasingly simply bypassing the library and finding what they need through Google.

What do you think?

Can the information on Google always be considered reliable? Do students understand the importance of understanding what types of sources they are retrieving through Google? Will a librarian’s typical duties shift from teaching patrons how to access information to helping them understand the type of source retrieved?

Since the new millennium, the latest trends involving the use of collaborative information continue to challenge librarians to respond to what patrons want , need and expect. Campus libraries are responding in various ways and to varying degrees. Students now desire to be part of a collective consciousness, not only rapidly acquiring new information, but taking that a step further by sharing it and creating something new with peers via an array of available technological tools. These tools, commonly referred to as Web 2.0 technology, include but are not limited to:

Face book, Wikis, Blogs, Google Apps, Twitter, Social Bookmarking, Virtual Worlds, Podcasting, Mind Mapping Software, and Skype

In his on-line PowerPoint presentation, Ray Uzwyshyn of the University of West Florida Libraries, lists a couple of statistics gathered which support the general observation that today’s youth have incorporated social networking tools in their daily lives.

--81% of 15-35 year olds regularly comment on web blogs

--35% also post daily on blogs and social networking sites

Please follow the link below to view additional relevant and interesting facts in Uzwyshyn's PowerPoint presentation:

www.uwf.edu/ruzwyshyn/NextGenAcademicLibraries.ppt

Steven J. Bell, of Temple University highlights examples of ways in which some academic libraries are incorporating various Web 2.0 technology tools. The citation for his article is as follows:

--At Temple University, librarians typically use Blogs for commentaries, thoughts and ideas involving higher education and information industries.

--Georgia State and McMaster University try to encourage participation by offering news feeds to which faculty and students might subscribe.

--Ohio State encourages users to add their own content through Wikis; users may add and/or alter existing content.

--Brooklyn College is trying to connect with library patrons in a virtual atmosphere; the library has a site within the MySpace social network.

Lastly, I have not yet mentioned the actual physical space of academic libraries. In light of all these changes taking place, what is to become of the actual physical space of the academic library? Changes are occurring there as well, and one need only to walk into some academic libraries to notice lots of empty space where novels, reference books, magazines and journals once filled every nook and cranny of the building. Many universities are still mulling over the transformations that can, should, or will eventually take place where space is concerned. Others have boldly confronted these modern times and made complete transformations of the physical space that they call the campus library. One such example that comes to mind is the library at the University of Texas. In his article, Richard Albanese writes of the writes of the radical transformation that has taken place at this academic library:

http://www.lib.utexas.edu/

Such a thorough transformation is neither feasible nor desirable on every college or university campus. Even so, academic libraries cannot just ignore all the changes around them, much less fail to react to these changes, be that reaction the transformation of the physical library itself, or incorporation of technology tools into the mission of the library.

What do you think?

Are academic libraries acting quickly enough, and in such a way as to preserve the vital role that academic libraries serve on university campuses, or are they in danger of extinction?

I recently saw the film, Julie and Julia. Since the idea of meal preparation is still fresh on my mind, I can’t help making a connection between the evolution of Americans’ eating habits and the evolution of our information seeking habits. Once upon a time, meal preparation took time, as well as the meal and digestion itself. There was a sort of “canon” of food preparation to which we could refer, reliable and stable. If we were familiar with, for example, and carefully applied cooking techniques studied in classics like Julia child’s The Fine Aft of French Cooking, we could be sure of the source, and that the knowledge acquired from that source would lead us to some sort of “truth” where food preparation and the experience of eating were concerned. But then came the advent of fast food, complete with an ever-increasing array of packaged foods and gadgets that promised to facilitate our lives. We gained something--time--that is, but lost something along the way. It was up to nutritionists and health experts to guide us back to certain truths, an awareness of what it takes to produce quality results.

Correspondingly, it has been that since the advent of new electronic technologies, the way in which we seek out information has also changed rapidly over the past two decades. We now have in the information world what seems to be an endless supply of information, gadgets, and collaboration tools. What’s more, just as in the world of food, we have become quite fond of many of these time saving devices: Who wouldn’t, for example, prefer to chop vegetables in a fraction of the time that it would take to do so with a knife? Or, who would not prefer retrieving electronic articles at the click of a mouse as opposed to trudging through the motions of setting up a microfilm in a clumsy machine?

Be that as it may, I will conclude with my reason for making this comparison in the first place: Just as nutritionists and health experts have had to re-educate the public about our diets, librarians will have to do the same for information-seekers. Nutrionists have not advocated throwing out all of the gizmos, ready-made meals or even fast food restaurants; neither should librarians deny technology its rightful place in libraries. What librarians should do is educate, (in some cases re-educate), patrons about different types of information. Patrons, and for the purpose of this discussion, students using academic libraries, need to learn about the quality of the sources they are retrieving, when and how it is appropriate to use these different types of sources, and that --sometimes-- getting to the heart of a matter by acquiring knowledge through research takes time, patience, perseverance, and can’t be accomplished in a flash. In my blog, I have listed ways in which academic libraries continue to endeavor to help students understand and accept this notion, all while embracing the modern technology that makes many research-related tasks more expedient.

References

Uzwyshyn, Ray. (2009). Technology and the Next Generation Academic Library: Present and Emergent Digital Possibilities. Retrieved from http:// www.uwf.edu/ruzwyshyn/NextGenAcademicLibraries.ppt

Bell, Steven J. (2007). Building Better Academic Libraries with Web 2.0 Technology Tools. Library Issues. 28(2).

Albanese, Andrew Richard. (2006). The Heart of Texas: With the University of Texas Libraries, Wherever You Go, There They Are. Library Journal. 131(19),p.36.

Pongracz Sennyey, Lyman Ross and Caroline Mills. (2009). Exploring the future of academic libraries:A definitional approach. doi:10.1016/j.acalib.2009.03.003

Wilder, Stanley. (2007). The New Library Professional. Chronical of Higher Education. 53(25).

National Library of Thailand

2009-11-02T03:43:00.000-08:00

National Library of Thailand
“The National Library of Thailand was created in 1905 as part of a merge of three pre-existing libraries. Materials were spread all over the country and the King of Thailand felt that a National Library was an important and dignified institution”(National Library of Thailand, 2009).
A variety of materials were collected and relocated in the new National Library of Thailand. The National Library is currently operated by the Ministry of Culture and Fine Arts. The National library has six departments: reference services, audio-visual material, Library resource development, ancient languages, library information centre, library specialist group, and administration.

Thailand is a country embedded with tradition, but recently has become a newly industrialized country. This is very apparent as The National Library of Thailand has an eclectic mix of contemporary and traditional features. It is common to see computer terminals next to a card index system. Thailand has relied on a rote system of education instead of a student-based methodology. Also education is compulsory until grade 9, but is available until grade12. Over the years, the National Library has played a large role in the development of education. “The education reform is a slow process and as a result an eclectic system is present within the Library”(Silakorn, 2004).

Services
The national language is Thai, but with the increase in tourism over the last 30 years Basic English is spoken among most Thai people. “The majority of books and periodicals are in Thai, but other languages available are English, Chinese, and Korean. The national Library is equipped with OPAC terminals throughout that can be viewed in both English and Thai”(Limskul, 2008). Data search rooms are available with computer terminals and internet access. Games, online chat, and USB devices are not allowed. Although you are able to search for books, thesis, and journals online, the collection is rather limited. Their library catalog page shows 80,000 people have visited the site since January 2008 and their currently monthly viewers are 4,000. The library materials include periodicals, magazines, maps, photographs, ancient history, religion, social science, and science texts. The Library currently does not have any electronic materials available. The majority of materials are in print and related to Thai culture.

Censorship
Thailand is a constitutional monarchy with a constitution that was written in 1997. The King is still praised, but no longer runs the government. Although the constitution grants free speech, the country still has a lese majeste law. This law states that if you insult the Royal Family, you can receive a sentence of up to 15 years in prison. This can be enforced on print or electronic material. Over 2,000 websites have been shut down by the government. “Recently an Australian author was released from jail after his book, Verismlitude, insulted the King”(2009). The interesting thing is that the book is currently available in the National Library, under the English Fiction section.

Questions to Consider
The National Library of Thailand’s vision statement is “A landmark for students, researchers, and general users to consult when they need additional knowledge and information.”
Is the National Library of Thailand able following their Vision statement?
Also are they servicing the needs of their patrons and how?

Even though the country has a strong tradition of censorship, do you feel that the National Library of Thailand would welcome the ALA Library Bill of rights and honor them on a daily basis?.

Refernces
AP (2009). Writer Jailed for Alleged Thai Monarchy Insult Retrieved 10/14/2009, 2009, from http://www.msnbc.msn.com/id/28729720/
Limskul, O. (2008). Country Report. Paper presented at the 35th Conference of Directors of National Libraries.
National Library of Thailand (2009). Retrieved 10/14/2009, 2009, from http://www.nlt.go.th/en_about.htm
Silakorn, P. (2004, 2005). News from the National Library of Thailand. CDNLAO Newsletter Retrieved 10/14/2009, 2009, from http://www.ndl.go.jp/en/cdnlao/newsletter/050/505.html

National Libraries: The German Library System

2009-10-30T07:21:00.000-07:00

Germany has never officially possessed a cohesive National Library until 2006, when the German Government enacted the Deutsche Nationalbibliothek Gesetz (the German National Library Law). This executive order formally provided a guide for how a unified library system was to be established and maintained for all things written, spoken, or produced that was uniquely German.

The reason for such late organization of a nationalized German Library system has a lot to do with its own unique history. Germany has long been an association of a common language, but not ideology. At least 300 separate territories and principalities made up the German speaking portions of Europe from the time of the Roman Empire until 1871, when following the victory of the Franco-Prussian War, Wilhelm I was named Kaiser and Otto Von Bismarck his “Iron” Chancellor. This fragmentation of states made it increasingly difficult to over time, establish a stable system for a national library to form. Even after the creation of this so-called 2^nd Reich (the first being the ill-conceived Holy Roman Empire in 798; the 3^rd being the 12 year reign of the Nationalsozialistische Deutsche Arbeiterpartei, or Nazi’s from 1933-1945), the formation of a true National Library was rebuked by librarians themselves, fearing that a centralized National Library would diminish the significance of the already established and esteemed University libraries already holding the vast majority of material.

In 1991, after the reunification of East and West Germany, talk began again of the formation of a German National Library. Keeping in mind the problems of the past, a model was needed that would not only collect, archive and preserve the vast printed works that had been produced in Germany over the past thousand years, but also retain a connection with the universities by not depleting them of their treasures. The result came in the form of the Arbeitsgemeinschaft Sammlung Deutscher Drucke (AG SDD), or translated as the “Working Collection of German Press”, based on Professor Bernhard Fabian of Münster’s book entitled Buch, Bibliothek und geisteswissenschaftliche Forschung (Göttingen 1983). In this preeminent book, Professor Fabian parcels out the responsibility of the cultural holdings of the German language to a consortium of libraries housed in the already established German University system.

The duties were split chronologically between five universities and a sixth newly formed national library which would house a collection of the modern era. According to the AGG SD website, the libraries are divided as such:

1450-1600 Bayerische Staatsbibliothek München: Founded in 1558 by Duke Albrecht Vth as the court library of the Wittelsbach family, the Bayerische Staatsbibliothek was assigned responsibility for the earliest phase of the program, the period of 1450-1600 as well as printed music until 1800. The library collects literature produced in a particularly pivotal phase; the onset of modern times in Europe.

1601-1700 Herzog August Bibliothek: The Herzog August Bibliothek is one of the oldest libraries in the world to have survived to the present day without sustaining any losses to its collections. Founded in 1572, it was the systematic collecting activity of Duke August the Younger (1579 - 1666) which led to the creation of one of the largest European libraries of its time comprising 135,000 valuable printed works and manuscripts. The seventeenth century saw the emergence of German as a European literary language and the vernacular started being used for areas of literature and science hitherto restricted to Latin. In the first half of the seventeenth century Germany began to successfully adapt the models provided by the European Renaissance, in the second half of the century a recognizably German Baroque culture developed.

1701–1800 Niedersächsische Staats- und Universitätsbibliothek Göttingen: After its founding in 1734, the State and University Library in Göttingen quickly developed into an important research library of the Enlightenment era. Through targeted funding, well-established international relationships and considerable expertise, it succeeded from the beginning in becoming a model instrument of research. In some respects, the 18th century, the Age of Enlightenment, was the period in which the roots for the development of our modern world were laid. In the period between 1700 and 1800 the belief gained acceptance that the world functions according to rationally perceptible laws and that man as a rational being can be educated to recognize and to shape his own world.

1801-1870 Universitätsbibliothek Johann Christian Senckenberg Frankfurt am Main: In the 19th century there was an immense increase in the production of books. Mass production influenced the procedure for paper-making; since then the problem of deterioration of books through acidity has developed.

1871-1912 Staatsbibliothek zu Berlin- Preußischer Kulturbesitz: The Staatsbibliothek zu Berlin is in charge of the years 1871 to 1912 (for maps: 1801-1912; for musical scores: 1801-1945). Owing to the enormous book production of that time, the Staatsbibliothek zu Berlin has to shoulder an enormous task - despite an apparently short period of coverage of less than half a century.

1913-present Die Deutsche Bibliothek: Fused from the libraries in Leibnitz, Frankfurt am main, and the Muzikarchiv Berlin, its task is to collect, permanently archive, comprehensively document and record bibliography without gap, all German and German language publications from 1913 on, including printed music after 1800, Germanica and translations of works in the German language published abroad as well as works by German emigrants that were edited between 1933 and 1945 and to make them available to the public.

Consider. According to the AG SDD website, the German National Library system “has shown that the idea of a decentralized, chronologically subdivided collection has worked very well. The coordinated acquisitions policies combine with modern information and communications technology to further the growth of a virtual national library.”

How would the German system work in the United States? Although we have the Library of Congress, it is not actually a National Library of “American” culture. Is there enough cultural hegemony in our country for a collection of all things American, or is this a form of cultural jingoism? The German system includes a music library. Should we incorporate music into a National Library of America and what kind of music? What other cultural media could be included?

References.

Association of College and Resource Libraries (2009). Book Review, College and Research Libraries
March 1997, Vol. 58, No. 2. by Winfried Goedert, Fachhochschule Koeln, Koeln, Germany. Retrieved on October 24^th, 2009 from
http://www.ala.org/ala/mgrps/divs/acrl/publications/crljournal/1997/mar/olsonbookreview.cfm

J BÖTTE GERD-. Staatsbibliothek zu Berlin – Preussischer Kulturbesitz, Berlin, Germany

A virtual National Library for Germany –the SAMMLUNG DEUTSCHER DRUCKE [Collection of German Printed Works]. Retrieved on October 23^rd, 2009 from

http://ifla.queenslibrary.org/IV/ifla69/papers/140e_trans-Boette.pdf

Bundesministerium der Justiz (2009). Gesetz über die Deutsche Nationalbibliothek. Retrieved on October 25^th, 2009 from
http://bundesrecht.juris.de/dnbg/index.html

Deutsche Nationalbibliothek(2009). The German National Library in brief. Retrieved on October 23^rd, 2009 from
http://www.d-nb.de/eng/wir/ueber_dnb/dnb_im_ueberblick.htm

Arbeitsgemeinschaft Sammlung Deutscher Drucke (AG SDD) (2009). Retrieved on October 22^nd, 2009 from
http://www.ag-sdd.de/eng/

Digital Archiving in National Libraries

2009-10-29T18:37:00.000-07:00

According to Margaret Phillips, “A primary role of national libraries is to document the published output of their respective countries” (2005). This includes collecting books, pamphlets, maps, music, and newspapers. This is a large feat, especially for a large country such as Australia. The move to digital collections affects libraries all over the country, but it poses an important question to national libraries. What should national libraries collect and preserve? Should national libraries attempt to catalog all online content that is published by people of the country? According to Phillips, there are two approaches to collecting and preserving online content in national libraries (2005). The first is the whole domain or comprehensive approach, and the second is the selective approach. Many libraries are taking different approaches within the selective approach for building their archives. For example, the National Libraries of Denmark and Canada selectively archive static Web resources as well as print resources. Phillips defines static Web resources as those "that are like print publications and that do not change or contain interactive or dynamic elements" (2005). Australia's National Library selectively archives static Web resources as well as dynamic resources. Whole domain harvesting is an approach used by National Libraries of Sweden, Finland, and Norway (Phillips, 2005). Whole domain harvesting involves "using harvesting robots and a minimum of human intervention for identifying resources" (Phillips, 2005). The Bibliothèque nationale de France is involved with a project that combines selective archiving and whole domain harvesting (Phillips, 2005). Additionally, a thematic approach to archiving takes an in-depth look at a certain subject, such as September 11, 2001 (Phillips, 2005). National Libraries may also choose to archive material based on collaborative agreements with commercial publishers (Phillips, 2005).

According to Phillips, there are six main advantages to these selective approaches to archiving (2005):

* Each item in the archive is quality assessed and functional
* A gathering schedule can be individually tailored for each selected title, taking into account its publication schedule or the frequency with which the Web site changes
* Each item in the archive can be fully catalogued and therefore can become part of the national bibliography.
* Each item in the archive can be made accessible via the Web to readers immediately because permission to do so can be negotiated with publishers.
* The "significant properties" of individual resources and classes of resources within the archive can be analyzed and determined.
* Sites that are inaccessible to harvesting robots can be identified and archived using other methods

Disadvantages of the selective approach to archiving include the subjectivity of selection, high cost, and loss of contextual meaning (Phillips, 2005).

Whole domain harvesting is a good idea in theory but in reality, it is still far from ideal. Whole domain harvests are run periodically because they demand so much computer space and time, so any material that comes into being in the interim will be missed (Phillips, 2005). Quality control is almost impossible with such a huge wealth of information being gathered. Many commercial Web sites which contain important digital heritage may employ passwords, which will prevent a robot from gathering information from that site (Phillips, 2005).

The National Library of Australia has implemented PANDORA, Australia's Web archive. The need for archiving online publications became apparent, so in 1996, steps were made to begin archiving this information (Phillips, 2005). The criteria for selection was agreed upon, and collection began. After seven years of collection, the selection guidelines were reviewed to see if they were flexible enough or if they needed to be changed (Phillips, 2005). The assessment indicated that there were resources not being collected that contained important information. The assessment also identified gaps in the collection (Phillips, 2005). Once this information was gathered, the selection guidelines changed to focus more on six specific categories, including government publications, publications of educational institutions, e-journals, and conference proceedings (Phillips, 2005). Several resources that had not been included in the past were still excluded from archiving, including datasets, online daily newspapers, news sites, bulletin boards, and blogs (Phillips, 2005).

PANDORA is a good example of selective archiving. The National Library of Australia has realized that it would be impossible to archive every piece of information pertaining to Australia, so they implemented clear guidelines for selection and then evaluated them after several years. This has allowed the National Library of Australia to create a comprehensive yet edited collection for the good of the country.

What do you think is the best approach to digital archiving?
Do you think that PANDORA should archive sources not currently archived (such as online daily newspapers, datasets, and blogs)? Why or why not?

References
Phillips, M E (Summer 2005). What should we preserve? The question for heritage libraries in a digital world. Library Trends. , 54, 1. p.57(15). Retrieved October 21, 2009, from Academic OneFile via Gale:
http://find.galegroup.com/gtx/infomark.do?&contentSet=IAC-Documents&type=retrieve&tabID=T002&prodId=AONE&docId=A140239960&source=gale&userGroupName=lom_waynesu&version=1.0

National Libraries: The National Library of Korea

2009-10-28T19:18:00.000-07:00

A national library is defined as “a library designated by a government as such, which usually means that it is the copyright depository and the bibliographic control center of a country.” But to the countries that house them national libraries represent so much more.

The National Library of [South] Korea (NLK) was founded in Seoul in 1945 and is now affiliated with the Ministry of Culture and Tourism. In 1963 the Library Act was enacted and through it the Legal Deposit developed. A portion of the Act indicates "domestic publishers and publishing organizations of other publications shall submit two copies of their publications or periodicals within 30 days of their publishing date to NLK." Materials published before the implementation of the Legal Deposit System are acquired via a donation campaign named Haetsal-gadeukhan-dalakbang (literally meaning "an attic filled with sunshine"). (Lee, 2006) The current Legal Deposit rate is 95% according to the sales catalog of the largest bookstore. (Lee, 2006)

The role of the NLK is “to build a collection of cultural and intellectual heritage of Korea, and preserve the accumulated knowledge and wisdom of the nation for future generations.” (Yoon, Chang, & Kim, 2006) This can be readily seen through the accumulation of Korean publications through the Legal Deposit. The NLK also houses a collection of rare books, many deemed national treasures, published from 1355 A.D. through 1886 A.D.

Additionally the mission extends to collecting, organizing, preserving and disseminating library materials and information. But what does this mean and how is this reflected in National Library of Korea?

In a country that, according to Lee, in 2005 possessed an advancement rate to higher education of 82.1%, Korea is ahead of many advanced countries in educational achievements. (2006) The NLK is seeking to position itself as a knowledge and information center adapted to today’s knowledgeable Korean society.

The National library seeks to lead its country’s library community through bibliographic control thus allowing for better, easier and speedier service to patrons. The NLK activities which encompass bibliographic control include the previously mentioned Legal Deposit, developing and disseminating national standards for national bibliography, managing the union catalog KOLIS-NET (Korean Library Information System-Network) and establishing the national digital library. (Lee, 2006)

According to Forsberg, in 2005 Korea was the most wired country in the world with 76% of households possessing broadband internet (comparatively the United States only ranked 13th). (2005) The National Digital Library digitizes and posts nearly all the materials the NLK receives. Unfortunately to that end the NLK places little to no limits on what can be reproduced electronically, whether these follow a publisher’s guidelines or not. However access to the materials is then limited to onsite and affiliated libraries thus largely defeating the purpose of online access to materials. (Stork, 2008)

The National Korean library is evolving to meet the demands of its educated and highly connected user. Perhaps one item of note about the NLK is that although its collection is made up of 12% foreign materials it is evident that the NLK’s main interest is not in the collection of foreign materials and has a sharper focus on the collection of domestic materials.

The National Library of Korea’s goal to become a cultural and intellectual repository of Korea’s culture has been and continues to be met. The NLK faces the challenges of the information and digital age head on and attempts to, and often succeeds, at being a progressive force for Korea.

Several ways were mentioned in which the NLK is meeting its mission and also adapting to a new era of technical savvy users. How are other national library’s representing their countries needs and attempting to stay relevant?

References

Forsberg, B. (2005). The future in South Korea: Tech firms try out the latest in world's most wired society. San Francisco Chronicle. Retrieved from http://www.sfgate.com/cgi-bin/article.cgi?f=/c/a/2005/03/13/BROADBAND.TMP

Lee, J. (April/June 2006). Bibliographic Control in Korea: focused on the National Library of Korea. International Cataloguing and Bibliographic Control, 35(2), 27-32.

Stork, J. W. (July 2008, October 28, 2009). Study Abroad in Seoul: an overview of South Korean libraries. http://www.librarystudentjournal.org/index.php/lsj/article/viewArticle/6/169

Yoon, H.-Y., Chang, D.-H., & Kim, Y.-s. (2006). Libraries in Korea: a general overview. IFLA Journal, 32(2), 93-103.

National Libraries

2009-10-28T12:14:00.000-07:00

Iraq National Library and Archive

Imagine that you are the director of a national library, dream job, right? Or how about just working on the staff of that same national library? Now, shift your imagination half way across to the world to Iraq and picture the job of being a national library director or employee, where in light of recent occurrences and following years of intellectual oppression, you will face insurmountable challenges. Most libraries in the United States right now are facing budget shortfalls from Omaha to Pennsylvania, but all that dims in comparison to bombs falling near your library or a majority of your archives either being destroyed by fire or confiscated by a occupying power or even stolen and looted by your own countrymen. Those that are left are in disarray, damaged and dirty. Precious, ancient documents forever gone, reduced to ashes and soot. All of this is a reality for the Iraq National Library and Archives and its director, Saad Eskander.

Iraq’s National Library and Archives have faced challenges for nearly three decades now, even before the tenure of the current director, Saad Eskander who returned from exile in late 2003 to take over as director general of the library. (Gravois, 2008) Beginning in the early 1980s when the Baath regime came to power in the country; that Ba’ath regime was anti-modern, opposed to multiculturalism, multi-ethnicity and opposing political view points. (Eskander, 2004) Directors throughout the time that the Ba’ath party was ruling Iraq were party members. Recently, secret police agents were planted among the staff of the NLA to monitor the reading habits of library users. (Eskander, 2004) The minister of culture nicknamed the library “the cemetery of books.” (Gravois, 2008) This threatening presence led to a decrease in the number of library users. Also during this time period, the library was underfunded and lacked the resources to even meet the basic needs of a public library, let alone a national one; equipment, facilities and furniture were all of poor quality. (Eskander, 2004) In 1987, due to reduced spending in the areas of culture by the Ba’ath regime, the National Archive was merged with the National Library to form the National Library and Archives or NLA. (Eskander, 2004)

According to its director, Saad Eskander in speech recorded in Information Today but given at Internet Librarian International 2004 conference, the NLA is about 30 years behind other national libraries in terms of its collection development with much of its collection coming from its legal deposit department and donations by foreign libraries. The Ba’athist regime demanded and hoarded information but did not share it. (Eskander, 2004) Even still, these collections were of poor quality that did not meet the needs of the libraries readers; modern equipment was also scarce and was limited to some microfilm readers and a few computers. Much of this equipment was acquired through the oil for food program during the time period of international sanctions. (Eskander, 2004) Another challenge faced by the NLA was when the Ministry of Culture removed the air conditioning and ventilation system for much of the NLA building, including areas of book repositories and archival materials. (Eskander, 2004) Anyone who has seen a document stored in an attic of a building understands what damage unstable and extreme temperatures can do to a book or document; also think of the human consequences of having to work in an indoor environment where temperatures can reach 140 degrees Fahrenheit in the summer to 28 degrees F in the winter. Also during this time period, the NLA was cut off from the international library community and lost their membership in many international library organizations due to the refusal of the Ba’ath regime to pay membership dues. (Eskander, 2004) The average age of the librarians and archivists were high and pay was extremely low, about $3 a month; corruption was also rampant. (Eskander, 2004)

In 2003, during the U.S. led invasion of Iraq, U.S. military vehicles entered the library and tore down the statue of Saddam outside of the library. Soon after the soldiers departed, a fire broke out in parts of the building, while the fire raged; looters entered the building, grabbing anything of value. Two days later, the same scene occurred again. Following the two fires and the looting, about 60 percent of the archival collections were lost. (Eskander, 2004) Computers, furniture, microfilm readers and other office equipment was also lost in the looting and fires. The library did retain most of its book stacks but even those were in disarray, books, journals and cards from the card catalog were scattered on the floor, a thick layer of soot and dust covered shelves, books and journals. (Eskander, 2004) Finally, during the 2003 invasion, the U.S seized approximately 100 million pages of Iraqi state documents from the time of Saddam’s rule as part of the search for evidence of weapons of mass destruction. Following a digitization project in the U.S., those records remain on United States soil and will remain so for at least another 5 years. (Gravois, 2008)

Rebuilding: picking up the pieces of nearly three decades of an oppressive regime and six years of civil war and foreign occupation and the next phase for the Iraq National Library and Archives. In late 2006, the library was rebuilding but had to close temporarily due to ongoing violence. According to its director, the decision was reached after several staff members were killed and the building had been increasingly under fire. (American Libraries, 2007) The library is also located in the most dangerous area of the city. (Kniffel, 2007) Today, people are beginning to return to the library, on a good day up to 90 people will show up. The director and his staff of 400 are rebuilding the library with a vision to be better than they have been before the 2003 invasion. (Kniffel, 2007) The library has already become a center for intellectual activity and technology with a state of the art computer lab. (Kniffel, 2007) Staff members are young and in a quote to National Public Radio, Eskander stated why this is beneficial to the library, “because I do believe that technology needs young brains, new brains.” (Kniffel, 2007) Staff members are being trained in other countries in cataloging, archiving and transferring documents to microfilm. (Kniffel, 2007) Support is also being lent by other country’s national library’s, such as the British Library, which provided microfilm copies of rare books from the administration of Iraq from 1914 to 1921. (Kniffel, 2007)

Finally, the question remains, who owns the documents seized during the 2003 invasion? In the United States, political party’s documents are not considered public records, yet in other instances of a single party state’s fall, that party’s records are treated as public record. (Gravois, 2008) Are these 100 million pages of Ba’ath party documents from Saddam’s regime too dangerous to go back to Iraq? Is it too physically dangerous due to continuing violence and instability as well as mentally and emotionally due to otherwise concealed information they contain regarding the regime’s secrets and records of what may have happened to dissidents? Is the United States behaving the same way that the regime they came to overthrow did, keeping information from the people that it affects and needs it the most? Is the United States acting in a benevolent manner by keeping the painful secrets of Iraq’s past just that, a secret? Should the international community, especially the library community, intervene by demanding the return of the confiscated documents? What responsibility does the U.S. have to Iraq’s National Library to help it rebuild and become a cultural and technological hub of the nation?

References

Eskander, S. (2004). The Tale of iraq's 'cemetery of books'. Information Today, 21(11)

Gravois, J. (2008). A Tug of war for iraq's memory. The Chronicle of Higher Education, 54(22)

(2007). Iraq national library closes briefly. American Libraries, 38(1)

Kniffel, Leonard. (2007). National library copes as Iraq war presses on. American Libraries, 38(5), Retrieved from http://vnweb.hwwilsonweb.com.proxy.lib.wayne.edu/hww/jumpstart.jhtml?recid=0bc05f7a67b1790e717d20b1b9029c22e19e42750a09649dd14ea6a0d9c8892fc032d5fba3f6a2ae&fmt=H Kniffel, L. National Library Copes As Iraq War Presses on. American Libraries v. 38 no. 5 (May 2007) p. 17

Types of Libraries: Media Centers

2009-10-19T17:53:00.000-07:00

“Studies demonstrate consistently that well-equipped, quality school library media centers that have professional staff involved in instruction contribute to the academic success of their students.” (Rodney, Lance, & Hamilton-Pennell) “MEAP reading performance for Michigan schools with and without librarians indicates that the presence of a qualified school librarian can make a tremendous difference in the reading achievement of a school’s students.” (Rodney, Lance, & Hamilton-Pennell) This information was gathered by the State of Michigan to further educate the school boards and political figureheads on how important our media centers truly are. The statistics show that elementary grade school that have access to a media centers are 35% more proficient in the reading portion of the MEAP test and 8% more proficient on a high school level. (Rodney, Lance, & Hamilton-Pennell) It is apparent how important these services are in aiding children to get a better education and have a better understanding of what their options are in terms of research and literature.

Many media centers are being pushed to the wayside due to budget concerns and financial instabilities, which only takes away a very important part of their curriculum. Teachers sometimes rely on the library as a way to give a more hands on experience in getting information for projects and in most of these cases a media specialist is the one that takes over a part of the teaching role in these circumstances. Many media specialists are able to offer a more in depth tutorial on how to use equipment and other technologies because they pursue up to date training on many of these items, and are more qualified to teach students in these areas than some of the school faculty.

“Specially trained and knowledgeable in the use of information technology, library media specialists have become one of the most important instructional partners, working with teachers and administrators to change what is possible in the classroom.” (Weil) Media centers work hand in hand with their schools to offer items that are needed for advanced reader lists, computer access for reports, and equipment like video cameras and sound equipment so that students can add an audio-visual approach to their studies. Media centers are also vital in supplying reader’s advisory information for students and staff, and developing collections that will be important for the student’s literary growth.

The educational requirements for the media center library are the most different than any other type. Although there are an increasing number of graduate level students that are pursuing this area of librarianship, it has been primarily run by those with an undergraduate level of education or less. Many of the schools simply cannot afford to pay for the services of a librarian with an MLIS in the same terms as a public library or an academic library can. Also this position may find that it is a one-person job depending on the schools budget which can mean a great deal of responsibility in terms of teaching, collection development, processing items for circulation, etc. There are some communities that may have a larger media center staff, but these would have to be more affluent and/or well populated areas.

A great deal of new ideas are revolving around media center libraries as they can be exactly where the new technology and information is being processed at a faster speed due to the age level that they usually work with. Many have suggested having gaming seminars and using education computer software that may have historical references of social networking as ways of communicating with students better. “Most schools require that students leave cell phones, iPods, and video cameras at home because administrators and teachers find that type of electronic equipment disruptive. However, instead of fighting kids in regard to the use of digital devices, we should be encouraging their use in education. We need to find out how we can take advantage of these tools instead of discouraging their use.” (Weil)

As media centers are proving to be the forefront for technology and aiding kids to be better students, it is disappointing to see that many of these wonderful resources are being lost because they are not deemed important enough to keep around. The reason for this could be that media centers are not always held in the same esteem as other types of libraries, but it is important to remember that they are providing information just as efficiently as any other type and they are key influences on K-12 students, their choices and their futures.

Rodney, M. J., Lance, K. C., & Hamilton-Pennell, C. (n.d.). The Impact of Michigan School Librarians on Academic Achievement: Kids Who Have Libraries Succeed. Retrieved 10 12, 2009, from State of Michigan: http://www.michigan.gov/documents/hal_lm_schllibstudy03_76626_7.pdf

Weil, E. (n.d.). Meet Your New School Library Media Specialist. Retrieved 10 10, 2009, from Scholastic: http://www2.scholastic.com/browse/article.jsp?id=3748779

2009-10-19T11:22:00.000-07:00

The Academic Library

We are all familiar with academic libraries and have used them extensively. A post about what we already know would not be very useful. So I will be writing about the future of academic libraries.

The modern academic library is undergoing a seismic shift. While the mission may still be to "provide access to trustworthy, authoritative knowledge" (Campbell, 2006) the way it goes about it has changed and will continue to change in the future. This post will summarize Campell's article about the future of the academic library.

The Future of the Academic Library

We conduct scores of daily searches, for material both academic and trivial. But one thing is clear; we no longer look to the academic library as our primary source of inquiry. The ease and ubiquity of the Web make it our first choice. So what is the role of academic libraries in this new digital age?

While there are oceans of data online, reliability is always an issue. Some have suggested that "the problem of the untrustworthy quality of Web-based information might preserve the academic library's role as the most important, even if secondary, source of information because in the context of higher education, the integrity of knowledge matters" (18).

Academic libraries led the way in making their content digital, which only accelerated with the Web. While many full-text journals are available through academic library databases, few books are fully searchable and available due to publisher reluctance to loosen copyright restrictions. Google's massive scanning project of four academic libraries and one public library may be the impetus that moves books into the 21st century (18).

Once all authoritative content is online, Campbell argues that the academic library will "become overwhelmingly a virtual destination" (19). Meanwhile, the academic library is going through a transition period. During this time several activities may hint at the future for academic libraries. They are: "providing quality learning spaces, creating metadata, offering virtual reference services, teaching information literacy, choosing resources and managing resource licenses, collecting and digitizing archival materials and maintaining digital repositories" (20).

Many students see the library as a study space. As more classes are online, there might be a demand for "high-quality, library-like space for student interaction, peer learning, collaboration and similar functions" (20).

Creating metadata replaces cataloguing. There is a need for sorting out the jumble that is the Web. Academic libraries might be involved in the "development of portals, tools, strategies customized for precision research on the vast Web" (22).

As more materials have been accessible online, "reference services have become more virtual" with telephone, e-mail and online chat (22).

With the broadening media landscape there comes a demand for educating researchers how to "negotiate a multi-format environment" (24).

Librarians have always chosen resources, but now they must also manage resource licenses, such as subscriptions to online journals that come in collections of titles. Campbell predicts this "will gradually eliminate much of what remains of the collection-development process and will shift the librarian's role much more toward managing licenses" (26).

The ease of online sharing of digitized materials suggests that "collecting and digitizing archival materials may offer a significant opportunity" for academic libraries in the future (26).

Maintaining digital repositories can be defined as "maintaining collections of data actually stored and managed by a library and does not include data stored and managed by other agencies for which a library serves as a gateway or portal" (26). Many of these are invisible to the major search engines and are often called part of the "Invisible Web" or "Deep Web" (26). Campbell suggests that such an area is so technically sophisticated that it might be a growth area for future academic libraries.

In summary, we can't imagine a world without academic libraries but the technological advances make it difficult to predict what the academic library will look like even ten years from now. Campbell hopes "the academy may be able to maintain much of the ineffable, inspirational value associated with academic libraries while retaining their practical value through altogether transformed activities and functions built upon a new mission designed for a more digital world" (30).

Reference

Campbell, J. D. (2006). Changing a Cultural Icon: The academic library as a virtual destination. EDUCAUSE Review, 41(1), 16-31.

LIS 6010 Blog: Types of Libraries

2009-10-18T18:13:00.000-07:00

Types of Libraries: Special
MSN Encarta defines library as ‘collection of books and other informational materials made available to people for reading, study, or reference. The word library comes from liber, the Latin word for “book.” However, library collections have almost always contained a variety of materials. Contemporary libraries maintain collections that include not only printed materials such as manuscripts, books, newspapers, and magazines, but also art reproductions, films, sound and video recordings, maps, photographs, microfiches, CD-ROMs, computer software, online databases, and other media. In addition to maintaining collections within library buildings, modern libraries often feature telecommunications links that provide users with access to information at remote sites.’ (Microsoft Encarta, 2009)
Special libraries include almost any other form of librarianship, including those who serve in medical libraries, corporations, news agencies, or other special collections. The collection at held at these libraries will be specific to the industries that house that collection. The work may include solo work, such as research; corporate financing; developing a special collection for a museums, and extensive self-promotion to potential patrons.
It was during the Industrial Revolution libraries began to change and branch outside the educational boundaries, to meet industrial needs. Various organizations, industries and governmental agencies started their own private library collections. The collections the various groups started were to help them stay competitive in the fields of research and development. The collections were deemed necessary and were funded by various sources to keep them top in their field. In 1910 Nigeria established three special libraries to serve research officers at three different research companies and they were the first country to set up such libraries for research and development. By the 1990’s South Africa had over 600 special libraries to help in various fields of law, banking, agriculture, medicine, politics, and social sciences. (Microsoft Encarta, 2009) During the second half of the 20th century many places organizations and governments started their own libraries to keep a collection that would not be available in other libraries. These collections are often supported by the company, donations from outside agencies.
"Library (institution)," Microsoft® Encarta® Online Encyclopedia 2009http://encarta.msn.com © 1997-2009 Microsoft Corporation. All Rights Reserved.
http://www.gallowglass.org/jadwiga/SCA/libraries.html
http://nces.ed.gov/surveys/libraries/academic.asp
http://en.citizendium.org/wiki/Welcome_to_Citizendium

Types of Libraries: Public

2009-10-18T13:34:00.000-07:00

Are public libraries necessary with the continued proliferation of internet sources? How can librarians fund public libraries and services with continued government budgetary constraints? These are just some of the questions being asked about public libraries, and they do not come with cookie cutter answers. “Of all library types, public libraries serve the information needs of the widest variety of population groups, including children, students, professionals, the elderly, and all groups in-between” (Haycock, p. 43). Most Americans have made use of their local public library at least once in their lives, and for the vast majority, several other times, too.

Services range from story time hours for children, summer reading programs for children and teens, readers’ advisory lists, book clubs, research assistance, computer classes, and more. With respect to public access technologies provided, public libraries often have computers, wireless access, online databases, downloadable audio and video, online reference help, micro reading machines, etc. Having this many technologies available to patrons comes at a large monetary cost. The replacement cycle of technology is such that librarians are always planning for the next upgrade, even after the most recent one has been completed (Bertot, 2009). “These institutions are normally supported by local, state, or federal monies and have ‘open door’ policies with very few user restrictions” (Haycock p. 43-44). Nearly all services are provided to the public for free or at a minimal cost.

“In June 2008, the ALA Office for Library Advocacy (OLA) reported that, despite some positive trends, much of the information it had gathered on library funding continued to reflect cuts affecting operating hours, staffing, collection and materials acquisition, programming, services, and facility expansion/enhancement” (2009statehome). At the same time these budget cuts are taking place, more people than ever are using their public libraries. It appears in times of economic trouble, people recognize the inherent need for a public library in their community, to provide vital services to all, regardless of socio-economic status. Unfortunately, while the need is there, the money is not. When a local or state government has to decide between cutting library funding or police/fire and rescue, they choose the former.

As a result of the budgetary constraints, more and more public libraries are hiring fewer librarians and are instead shifting the workload to paraprofessionals, who come at a cheaper cost. So where do librarians fit in the future of public libraries? Carol Sheffer, a public library director attempted to provide an answer. When discussing where librarians fit with the dawn of the information age, she described how librarians can vet sources of information, recognize trusted websites, help users obtain the most accurate and timely data, and understand not every answer appears on the first screen of results from an Internet search. Furthermore, librarians determine what information is really needed as opposed to answering the first question posed by the user, use their knowledge and skills to recommend information and suggest pleasure reading, offer moral support and a friendly ear, know when to let more independent users go their own way and play a back-up role, and serve as neutral advisors (Sheffer, 2009).

If libraries have reduced funding, public libraries need to think inside and outside the box for ways to raise their own funds. Charging increased fines is one option or charging a minimal fee (around a dollar) to check out DVDs and other technologies could also generate some income. I have heard about some libraries starting to offer passport services during certain hours as a way to increase their funds. No, these options may not fit nicely with the ideals librarians hold themselves to. However, what good are high ideals of free information for all if the libraries can only afford to have hours two days a week, or even worse, cease to exist? Compromises need to be found between keeping true to what public libraries are for and recognizing they need to raise money to continue to exist and serve the community. There are no easy answers, but inaction is not the solution.

Bibliography

2009statehome, American Library Association, April 08, 2009.
http://www.ala.org/ala/newspresscenter/mediapresscenter/presskits/2009stateofamericaslibraries/2009statehome.cfm (Accessed October 18, 2009) Document ID: 537983

Bortat, J. (2009). Public access technologies in public libraries: effects and implications. Information Technology and Libraries, 28(2), 81-92.

Haycock, K. & Sheldon, B. E. (Eds.). (2008). The portable MLIS: insights from the experts. Westport, CT: Libraries Unlimited.

Sheffer, C. (2009). The future of public libraries. Public Libraries, 48(3), 4-5.

Types of Libraries

2009-10-14T14:06:00.001-07:00

Coming soon: types of libraries.

Intellectual Freedom and a Literary Rating System

2009-10-08T19:56:00.000-07:00

The International Federation of Libraries Associations and Institutions (IFLA) “declares that human beings have a fundamental right to access to expressions of knowledge, creative thought and intellectual activity, and to express their views publicly.”

As a reader and user of different media forms, I could not agree more with the statement above. People, regardless of race, gender, social-standing or religion, should be able to access and utilize these tools as well. But is there ever a time when it is appropriate to limit the access to said materials? Should the materials available to a 15 year-old be the same as those available to a 5 year-old? Are materials deemed appropriate for adult patrons the same as those in which a 6th grader can view? As a future parent and a sibling of young children, I do feel that there may be the need to limit minors’ contact with mature materials.

Every American is familiar with movie ratings. The ratings range from G, PG, PG-13, NC-17, and R (contrary to popular belief, there is not an X rating). The rating systems for movies was developed and is maintained by the Motion Picture Association of America, Also, anyone who has ever picked up a book aimed at younger readers should know that most books have a targeted reading level. However, this reading level is usually based on the technical difficulty of a book, such as the vocabulary and complexity of grammar used by the writer, not the subject matter of the material.

How will a parent to know which materials are acceptable for their children? Some children in elementary school have the ability to read at a high school level, but that does not necessarily imply that the subject matter is suitable for that reader. Just because a 12-year old can read Chuck Palahniuk’s “Fight Club” (a novel containing explicit language, graphic images of sex and violence, as well as a pro-anarchy plot), doesn’t mean that they should read it. It can be very difficult to navigate children’s and young adult books when there is no clear definition of a book’s material level.

Some communities will ban a book or an author’s complete works if the material is deemed inappropriate. But could a rating system, which would make a book’s subject matter explicitly evident, and eliminate the need for banning books? Some parents claim that they didn’t realize their kids were reading. Had the book been labeled as “PG-13”, it would have been easy know, at a glance, if material is age appropriate. If books were rated the way movies are, conservative readers would have no excuse to ban literature and librarians would know whether to verify a patron’s age before lending mature materials.

In short, a rating system for literature and other materials could help eliminate the desire for over-zealouz book-banning, inappropraite materials falling into the wrong hands, as well as assisting parents in selecting appropriate books for their budding readers. As librarians, the last thing we want to do is turn people away from libraries, and a helpful (and accurate) rating sustem for books could really help develop committed and comfortable library patrons.

(2004, September 18). IFLA Statement of Libraries and Intellectual Freedom. Retrieved from http://archive.ifla.org/faife/policy/iflastat/iflastat.htm

(2005). Motion Picture Association of America. Retrieved from http://www.mpaa.org/

Intellectual Freedom LIS 6010 Fall 2009

2009-10-07T15:34:00.000-07:00

Intellectual Freedom

Ever since words were written on paper, some have tried (and sometimes succeeded) to prohibit and censor what others could read. If a literary work is thought to be inappropriate by a person or group, a complaint can be filed against the library, school, or bookstore through the ALA. The ALA reported 518 challenges to books in 2008 in the U.S. The most commonly used reasons to challenge a literary work usually include sex, violence, religion, racial views, or profanity. Many times the books are challenged, but not actually banned.

The ALA maintains that each person has a right to intellectual freedom; the freedom to access information and express ideas, even if the information and ideas might be considered unorthodox or unpopular. In 1967, the ALA founded the Office for Intellectual Freedom. Their mission is to support intellectual freedom as described in the Library Bill of Rights, which includes challenging censorship and resisting abridgement of free expression and free access to ideas.

Banned Books Week

In response to an unusually high amount of challenged books in the early 1980’s, Banned Book Week was established. Sponsored by the ALA, along with other notable Library Associations, this annual event held during the last week of September celebrates the freedom to read. To promote intellectual freedom, Librarians celebrate Banned Books Week by setting up special displays of the challenged and banned books, or organize readings from them.

This year, Alabama’s Gadsden Public Library conducted a censorship awareness exercise by displaying 40 of the challenged or banned books wrapped in brown paper. The patrons can check out the books, but will not know what titles they are taking home, or why they were challenged. According to the library’s director, Amanda Jackson, “We’re trying to really push the envelope and make people see things in ways they normally wouldn’t see them.” “The idea is to give people no cover by which to judge these books.”
Challenged Books and Children
Some very popular challenged books in the U.S. include 1984 by George Orwell, The Adventures of Huckleberry Finn by Mark Twain, and J.K. Rowling’s Harry Potter series. While looking over the rest of the list, I noticed that many of the books were challenged or banned because some people did not feel they were age appropriate to the book’s target audience, (usually children).

Librarians are strong advocates for intellectual freedom and I feel that this freedom is precious, and should be celebrated, not restricted. Clearly some books are very controversial and may not be appropriate for younger age groups to read, however it is not the duty of the librarian to decide what books are appropriate for which age groups. This is a very controversial issue because what one may consider age appropriate for their child, another may not. How would one handle an angry parent?
References

American Library Association, Banned Books Weeks: Celebrating the Freedom to Read.
(2009). Retrieved from
http://www.ala.org/ala/issuesadvocacy/banned/bannedbooksweek/index.cfm

Pitner, Suzanne. (2009, July 11). Banned Books Week, American Library Association
Celebrates the Freedom to Read. Retrieved from http://book-censorship.suite101.com/article.cfm/banned_books_week

Poythress, Katherine. (2009, September 28). Library takes covers off banned books. TheGadsden Times. Retrieved from http://www.montgomeryadvertiser.com/article/20090928/NEWS02/909280303/1009/rss04

Censorship of Books in School Libraries

2009-10-07T15:24:00.000-07:00

One favorite target of assault on intellectual freedom is public schools, specifically in the library. Parents and community members frequently challenge the inclusion of a material in the library collection based on their content. Reasons given for banning a book include; sexual content, portrayal homosexuals, objectionable language and “attacks” on Christianity or other religions. Since most of the audience for this blog would naturally fall on the side of supporting intellectual freedom rather than book banning, I think it is important to realize just how real of an issues this is. Below is a link to a recent news article from WorlNetDailly, an online conservative news source that shows how the complaint of an angry parent can trigger a swift reaction. The book in question is “The Perks of Being a Wallflower” by Stephen Chbosky. Just from the language in the title you can tell that the publishers are not happy that the teacher kept that job after handing out “pornography” to students.

Perversion 101: Kids taught 'gay' sex, rape, bestialityHigh school teacher keeps job after handing out pornographic 'banned book'

While other recent blogs will discuss the role of the First Amendment in its protection of Intellectual Freedom in public libraries, the school library may seem like a special case because it is part of a larger institution. However, the issue of censorship in school library collections was addressed in Supreme Court Case BOARD OF EDUCATION v. PICO, 457 U.S. 853 (1982), in which students objected to the School Board removing books they found objectionable. The ruling was in favor of the students, upholding their First Amendment Rights. It was concluded that:
“The First Amendment imposes limitations upon a local school board's exercise of its discretion to remove books from high school and junior high school libraries…While petitioners might rightfully claim absolute discretion in matters of curriculum by reliance upon their duty to inculcate community values in schools, petitioners' reliance upon that duty is misplaced, where they attempt to extend their claim of absolute discretion beyond the compulsory environment of the classroom into the school library and the regime of voluntary inquiry that there holds sway.”
It is clear that school libraries are under the same obligations to uphold the First Amendment. Students and teachers do not give up their right to express themselves when they come to school, and one of those rights is to read what they want.

If your library or one near you is being asked to ban a book, here are some resources to prepare yourself:
First Amendment First-Aid Kit, Random House Publishers
Book Censorship Toolkit, National Coalition Against Censorship

References
Board of Education v. Pico, 457 U.S. 853 (Supreme Court 1982).
Doyle, R. P. (2008). Books Challenged or Banned in 2007-2008. Retrieved from http://www.ila.org/pdf/2008banned.pdf
Schilling, C. (2008). Perversion 101: Kids taught 'gay' sex, rape, bestiality. WorldNetDaily. from http://www.wnd.com/index.php?fa=PAGE.view&pageId=112014.

Discussion Questions:
What would you do if your child came home with a book that you found offensive?
Should school libraries maintain a "by parent permission only" shelf?

Intellectual Freedom & Social Networking

2009-10-07T14:25:00.000-07:00

Social Networking has really taken off over the past five years with networks like Facebook, MySpace, and Twitter being the major networks. I myself have been part of a social network for four years now and it has replaced my address book. Social Networks can help families stay connected by easily communicating with them at both family members convenience. My sister recently moved to Colorado and I was able to see pictures of her new apartment with in a few days of her moving in. The way people use to interact with one another is evolving because of these social networks. Such as mailing out invitations which can now be distributed through these sites; I had a friend who recently sent out all his wedding invitations via Facebook. Business entities, local musicians and even libraries are part of these networks updating their statuses to inform people when the next show is or what special collection is currently running.

American Library Association recognizes the importance of social networking and the roles they play in the library (“Podcast Script”, 2009). A social network can also be used on school projects as a learning tool such as collaborations between students and teaching them how to use a new application. The Young Adult Services Association also points out that another benefit of social networks to minors is that they “make sure teens are able to plan and manage projects.” (“Social Netwroking and DOPA”, n.d.)

With the improvements of recent web browsing technologies on your mobile phone you can now be connected to these networks all day long. However what if you can not afford one of these phones or internet access, than you would need to access these networks through the local library.

However the federal government was trying to pass a law that would block the access of many people who use these networks at the library. This act is called the Deleting Online Predators Act of 2006 to protect children from being taken advantage of on the internet, and “require recipients of universal service support for schools and libraries to protect minors from commercial social networking websites and chat rooms.” (“H.R. 5319--109th Congress: Deleting Online Predators Act of 2006. “ 2006).

Therefore any library that receives any federal aid must block minors from many interactive websites such as Facebook and Myspace. However ALA believes that this act is so general and the terminology used is very broad that it could affect the intellectual freedom of all users. If the federal government uses this act to block minors access to social networks they could eventually begin to block other applications from minors using them. They could also block email access along the same foundation as blocking the social networks. Therefore this act could eventually also interfere in the use of blogs, wikis and online emails. It could start with just minors using them and then possibly eventually all users at the library could be blocked because anti-government groups are meeting to discuss issues. Even the basic blockage of social networking sites would infringe on the library users intellectual freedom because they would not be able to access information sometimes only found on these social networks, such as invitations to a local hip hop concert that was only advertised on Facebook and Myspace. It also would discriminate against the people who cannot afford to have unfiltered internet access in their home. Since librarians are dedicated to equality for all people and the freedom of expression they want their users to have unimpeded access to these networks. On these networks you can view people’s ideas and opinions; you can even reach out to local area business that might be on that network. As well as the information that can be found on these networks they can also be used as learning tools. ALA Washington Communications Director Bernadette Murphy also points out that such a block “would squash kids' first attempts at becoming acquainted with applications that will soon be essential workplace tools,"( Evans, M. K. “The Pandora's Box of Social Networking” 2009). For example the message function is a precursor to email which is used in many businesses across the globe. Furthermore by preventing users, minors especially from accessing these basic general social networks they might not comprehend more professional networks like Linkedin. Intellectual freedom is a shared common value that most people have on a daily basis, even in communist countries people are on social networks expressing themselves and posting artwork they have made or pictures they have taken.

As these social networks continue to grow the debate will continue over the benefits and the dangers of these social networks. Furthermore future bills may appear in congress trying to block access to social networks through the libraries. Librarians will have to continue to defend the right of intellectual freedom when it comes to social networking and possible other applications on the web.

I will end with a few questions for you to ponder.

Are social networks more of a danger or a benefit to society?

Can social networks really be used as a learning tool for children?

Should the Federal government be able to tell libraries that they help fund, what sites their patrons can access?

References

Evans, M. K. (2009). The Pandora's Box of Social Networking. Retrieved October 6,

2009, from http://www.technewsworld.com/story/must-read/50812.html?wlc=1254518357

H.R. 5319--109th Congress: Deleting Online Predators Act of 2006. (2006). In GovTrack.us (database
of federal legislation). Retrieved Oct 2, 2009, from http://www.govtrack.us/congress
/bill.xpd?bill=h109-5319

Online Social Networks. (2009). Retrieved October 6, 2009, from
http://www.ala.org/ala/aboutala/offices/oif/ifissues/onlinesocialnetworks.cfm

Social Netwroking and DOPA. (n.d.). Retrieved October 6, 2009, from

http://www.ala.org/ala/aboutala/offices/oif/ifissues/positive_uses.pdf

Podcast Script: Online Social Networking and Intellectual Freedom. (2009). Retrieved
October 6, 2009, from. http://www.ala.org/ala/aboutala/offices/oif/ifissues/
issuesrelatedlinks/podcastnetworking.cfmp

Intellectual Freedom: LIS6010 Fall 2009

2009-10-07T05:57:00.000-07:00

Intellectual Freedom

I once took a class that discussed many of the pros and cons of using popular children’s’ literature in classrooms. The ever popular The Cat in the Hat by Dr. Seuss was brought forth for discussion and having read this book hundreds of times in my youth, I was sure there could be no controversy over the use of this classic. With my jaw locked open and my eyes protruding from their sockets, the class ruled that this book was not suitable for use in the elementary classroom. Apparently, the Cat in the Hat teaches children to talk to strangers, let them into your home…cause destruction and chaos, and then you feel compelled lie to your parents about it…and let us not forget that their parents left the children alone and unsupervised…who knew Dr. Seuss had such sinister intentions! All these years, I missed out on that message from The Cat in the Hat and I apparently missed out on a lot of fun too. I was astonished that a college educated class could / would come to such a conclusion. Instances like this are the very reason that the protection of Intellectual Freedom is necessary.

To gain better understanding of Intellectual Freedom, it is important to first define what it means. According to American Library Association (ALA) Office for Intellectual Freedom intellectual freedom is defined as “the right of every individual to both seek and receive information from all points of view without restrictions.” (Conkin, 2006). Born from a fear that leaders would abuse their powers, and in an attempt to protect citizens’ freedoms, the amendments to the United States Constitution were proposed. On September 25, 1789, 12 amendments were proposed. December 15, 1791, 10 of the 12 proposed amendments were ratified and added to the U. S. Constitution in the Bill of Rights. It is within this Bill of Rights that the First Amendment houses the protection of intellectual freedom. In the Bill of Rights, the First Amendment reads as follows:

CONGRESS SHALL MAKE NO LAW RESPECTING AN ESTABLISHMENT OF RELIGION, OR PROHIBITING THE FREE EXERCISE THEREOF; OR ABRIDGING THE FREEDOM OF SPEECH, OR OF THE PRESS; OR THE RIGHT OF THE PEOPLE PEACEABLY TO ASSEMBLE, AND TO PETITION THE GOVERNMENT FOR A REDRESS OF GRIEVANCES. (archives.gov, 2009)

(To view amendments, please visit: http://www.archives.gov/exhibits/charters/bill_of_rights_transcript.html)

This amendment is of vital importance to libraries and critical to its operations and existence. Libraries value this amendment and fashion much of what they do to comply with the spirit of this right. So much so, that the American Library Association has developed its own “Library Bill of Rights”. The Library Bill of Rights includes measures to guide the services of libraries within the parameter of the First Amendment. It has been noted that the ALA attempts to align itself with state and federal guidelines (Ennis, 2002).

For a full listing of the Library Bill of Rights, please visit http://www.ala.org/ala/aboutala/offices/oif/statementspols/statementsif/librarybillofrights.pdf

Are there any areas of the Library Bill of Rights that should be updated or amended to fit today’s technology and access to information?

It is a balancing act for libraries to work within the parameters of the First Amendment and the demands of local values. Libraries face a constant barrage of controversy when dealing with issues such as sex, violence, religion, and internet content accessibility (Fisher, 2006). A huge challenge to libraries is that children are afforded the same protections under the First Amendment. Censorship may be permissible in the confines of home, but not within the realm of citizen freedoms. In Board of Education v. Pico, 457 U.S. 853 (1982), the Supreme Court determined that students could not be denied access to materials “…if petitioners intended by their removal decision to deny respondents access to ideas with which petitioners disagreed, and if this intent was a decisive factor in petitioners’ decision…” their Constitutional rights have been violated (Ennis, 2002). It’s a slippery slope when dealing with minors.

In theory and practice, libraries should allow minors access to content that could be seemingly inappropriate for their age. What safety measures or guidelines should be put in place to help assure that minor’s rights are observed?

As an American, I value the freedoms that are inherent to all. Our forefathers did a tremendous job of anticipating the future precautions necessary for the protection of their citizens. Each Constitutional right was established with the best of intentions for the good of the general public. Americans continue to debate the interpretation of the Constitution and I am sure the debate will continue infinitely. Public opinion can greatly sway the indications of successes, or failures within the valued document. In 2002, the United States ranked 17th in the World Wide Press Freedom Index. In 2006, the United Stated had slipped to 53 based on the premise that national security was sound reasoning for labeling journalist as “suspicious” when questioning the war in Iraq (ALA, 2007). 2009 paints a better picture with the United States working its way back up the ranks. It now stands at 24 (Freedom House, 2009). For the current rankings, please visit: http://www.freedomhouse.org/uploads/fop/2009/FreedomofthePress2009_tables.pdf

Should Freedom of Speech ever be limited? What are some of the “gray” areas that might need to be considered?

The scope of intellectual freedom is massive and far reaching. Here, we will touch on just a few topics that are touched by the protections of the First Amendment and intellectual freedom. This blog will include applications of intellectual freedom to the areas of social networking, school censorship and banned books. Far from clear cut, this topic is bound to provoke conversation and provide a feast of food for thought.

References:

American Library Association (2007). U.S. rank on press freedom slides lower. American Library Association Newsletter on Intellectual Freedom, 56, no 1, 3. Retrieved October 1, 2009 from http://vnweb.hwwilsonweb.com.proxy.lib.wayne.edu/hww/results/results_single_fulltext.jhtml;hwwilsonid=EDI0HOXZP3BN5QA3DILSFGOADUNGIIV0

American Library Association (2009). The Library Bill of Rights. Retrieved October 1, 2009 from http://www.ala.org/ala/aboutala/offices/oif/statementspols/statementsif/librarybillrights.cfm

Conkin, B. (2006). Defending intellectual freedom [Electronic version]. Young Adult Library Services, 5, no1, 7-8.
Ennis, B (n.d.). ALA intellectual freedom policies and the first amendment [Electron Version} American Library Association. Retrieved October 1, 2009 from http://www.ala.org/ala/aboutala/offices/oif/basics/alaintellectual.cfm

Freedom House (2009). Freedom of the press 2009 survey release. Retrieved October 1, 2009 from http://www.freedomhouse.org/template.cfm?page=470

Miller, E.G., & Fischer, P. H. (2006). Local values, the First Amendment, and challenges [Electronic version]. Texas Library Journal 82, no4, 152-4.

National Archives and Records Administration (n.d). The Charters of Freedom: The Bill of Rights. Retrieved October 1, 2009, from http://www.archives.gov/exhibits/charters/constitution.html

Collection Development Policy

2009-08-06T21:28:00.000-07:00

It is said that the library is a trinity of books, users and staff. Books are of various types and formats generally known as collection. Books are being published in increasing number every year. The United Nations Educational, Scientific and Cultural Organization (UNESCO) monitors both the number and type of books published per country per year. In 2005, the United Kingdom published 206,000 books, where as in the same year United States published 172,000 books. Advances in information communication technology and the emergence of electronic resources have added a new dimension of digital books and other media to ever increasing number of books worldwide. Left to themselves, librarians would like to acquire as many books as they can while the users would like to have all the books of their interest in the library with which they are associated. Unfortunately, library budgets are very much limited regardless of the type of library - academic, public, or special library. At the same time other needs such as open access computers, multi media services etc have to be met with. The best way of facing these problems appears to be to have a well written collection development policy.

What is Collection Development Policy
The American Library Association defines collection development policies (CDP) as 'documents which define the scope of a library's existing collections, plan for the continuing development of resources, identify collection strengths, and outline the relationship between selection philosophy and the institution's goals, general selection criteria, and intellectual freedom'.

Why of Collection Development Policy
The primary purpose of a written collection development policy is to lay down guidelines for selecting materials for the collection of the library. It also describes steps on weeding (deselection), retention, preservation and archiving. It helps in identifying gaps in collections and providing orientation to new staff. It can help the library users what to expect from the library and what to recommend to be added to the collection. According to Hoffmann and Wood (2005), collection development policy statement often focuses on the communication function: internally, with the users, staff, and administrators, and externally, with other libraries and institutions. Communication embraces a wide range of operations, including training, budgeting cooperative acquisitions, interaction with users, and shared services. The collection development plan is like business plan for a small business(Cassell and Futas, 1991). It is like a road map which outlines the steps to be taken to accomplish the goals of the business. Lorenzen (2009) is of the opinion that the CD Policies act as a planning tool, guide to selectors, ensures consistency and defence for challenges.

How to Write a Collection Development Policy
Collection development policy may be written either for the entire library or to a specific subject such as chemistry, economics, and philosophy etc. The policy is usually drafted by a committee where as for a specific subject it is by the subject librarian concerned. It may be worth looking at the simple course on writing a collection development policy of Idaho Commission for Libraries. http://www.lili.org/forlibs/ce/able/course1/19writing.htm

Whitehead (1989) took a practical look at writing the policy and explains how to start the process, what to write first, what to put into it, how to get one quick, what to call it, and how long it should be. http://researchbank.swinburne.edu.au/vital/access/manager/Repository/swin:281

Dartmouth College Library presents useful guidelines for writing collection development policies. http://www.dartmouth.edu/~cmdc/bibapp/cdpguide.html

Elements of Collection Development Policy
The Guide for written collection policy statements by the American Library Association explicitly describes various items of information that are to be included in the policy statement. These elements are listed below (ALA, 1996). By and large the below mentioned items are included in policy statement:
- Introduction to the policy statement
- General purpose
- Brief note about the library
- General subject boundaries
- Languages
- Geographical areas
- Types of materials collected
- Format of materials collected
- Special collections and manuscripts
- Other resources available
- Detailed subject areas
- Weeding and deselection

Conclusion
However, Snow (1996) is of the opinion that written collection development policies in the academic library are unnecessary as written policy represents a significant investment in its creation and maintenance. One may not agree with this opinion. With the diminishing budgets and ever increasing prices of books and non-book material, there is every need for a sound collection development policy with periodic revisions.

References
American Library Association. (1987). Guide for writing a bibliographer’s manual: Collection Management and Development Guide No. 1. Chicago, IL: ALA.
American Library Association.1996.Guide for written collection policy statements. (2nd ed.). Chicago, IL: ALA.
Cassell, K.A., & Futas, E. (1991). Developing public library collections, policies, and procedures: a how-to-do-it manual for small and medium-sized public libraries. New York: Neal-Schuman Publishers.
Hoffmann, F.W., & Wood, R.J. (2005). Library collection development policies: academic, public, and special libraries. Lanham, Md.: Scarecrow Press.
Lorenzen, Michael. (2009). Information Policy as Library Policy: Intellectual Freedom. Lecture#20, Spring/Summer 2009,LIS 6010 WSU/LISP.
Snow, Richard. (1996). Wasted Words: The Written Collection Development Policy and the Academic Library. Journal of Academic Librarianship, 22,191-194.

Service Policies

2009-08-05T14:47:00.000-07:00

The ALA encourages librarians and libraries providing and creating accommodating services for a wide variety of patrons, depending on their unique information needs and requirements. These decisons should be appropriately reflected in the content of the collection, and with a Collection Development Policy which should reflect "...the fundamental mission of the library," Lorenzen, "Information Policy" presentation. Librarians are to meet patrons 'where they are,' which include a variety of possibilities, including (according to the ALA Policy Manual):

Prisons and their inmates:
52.1 Service to Detention Facilities and Jails

The American Library Association encourages public libraries and systems to extend their services to residents of jails and other detention facilities within their taxing areas. ALA instructs its Association of Specialized and Cooperative Library Agencies in cooperation with the Public Library Association, the American Library Trustee Association, and other interested units to design a plan to assist public libraries in extending their services to local jails and detention facilities.
Immigrants, both to use the library's resources and in support of their rights in other areas:
52.4.3 Immigrants’ Rights to Free Public Library Access

The American Library Association in cooperation with REFORMA and other affiliates works to inform and educate public libraries and member constituents about alternate forms of identification that will encourage the use of free public library services by all immigrant populations. (See “Current Reference File”: Resolution in Support of Immigrants’ Rights to Free Public Library Access, 2004-2005 ALA CD #65)
52.4.5 Support of Immigrants’ Rights

ALA strongly supports the protection of each person’s civil liberties, regardless of that individual’s nationality, residency, or status; and that ALA opposes any legislation that infringes on the rights of anyone in the USA or its territories, citizens or otherwise, to use library resources, programs, and services on national, state, and local levels.
The youth of communities:
52.5.1 Youth Services

The American Library Association recognizes that the future of libraries and of society itself depends upon the preparedness of youth to carry adult responsibilities for business, government, parenthood and other leadership. Children and young adults cannot fulfill their potential or that of society without high quality library opportunities through both public and school libraries. ALA is committed to the support and development of resources and services for children and young adults through both school and public libraries.

The ALA also has many general recommendations on library service practices, programming to offer, and ethical standards:

52.4 Confidentiality of Library Records

The ethical responsibilities of librarians, as well as statutes in most states and the District of Columbia, protect the privacy of library users. Confidentiality extends to ‘‘information sought or received, and materials consulted, borrowed, acquired,’’ and includes database search records, reference interviews, circulation records, interlibrary loan records, and other personally identifiable uses of library materials, facilities, or services.

The ALA's Policy Manual goes on to illustrate the importance of each individual library institution having a definitive plan in place, should law enforcement ask to see records and other sensitive patron information:

The American Library Association strongly recommends that the responsible officers of each library, cooperative system, and consortium in the United States:

1) Formally adopt a policy which specifically recognizes its circulation records and other records identifying the names of library users with specific materials to be confidential.

2) Advise all librarians and library employees that such records shall not be made available to any agency of state, federal, or local government except pursuant to such process, order, or subpoena as may be authorized under the authority of, and pursuant to, federal, state, or local law relating to civil, criminal, or administrative discovery procedures or legislative investigatory power.

3) Resist the issuance or enforcement of any such process, order, or subpoena until such time as a proper showing of good cause has been made in a court of competent jurisdiction.

The ALA also encourages libraries to restrict the amount of sensitive information they decide to record on their patrons, and when those patrons set up library accounts (Policy 52.4.4, Retention of Library Records.)
Keeping sensitive information private from other branches of government, including but not limited to law enforcement- such as state and federal agencies- is also urged by the ALA (Policy 52.4.2, Confidentiality of Personally Identifiable Information About Library Users.)
Libraries are urged "to include instruction in the use of libraries as one of the primary goals of service," Policy 52.6, Instruction in the Use of Libraries.

Libraries and their staff should remain politically-unswayed, willing to educate on a variety of opinions, while never hesitating to point out how information and statistics can be manipulated to produce a particular result (Policy 52.8, Disinformation, Media Manipulation and the Destruction of Public Information.)
Libraries should consider when making hiring and training decisons which qualities are most important in their librarians, and whether their "...service policy (is) instructional or delivery-oriented," which will have influence over the nature of programming and over patron's reference experiences in general (Lorenzen, "Information Policy" presentation.)
Libraries must have basic rules in place which monitor the check-out times, fine amounts, and other check-out related issues (Lorenzen, "Information Policy" presentation) to encourage reasonable item turn-over, giving patrons a more equal opportunity to check out even the most popular of items.

Perhaps even more interesting is the type of materials the ALA encourages libraries to carry; though none particularly controversial, they may otherwise be overlooked:

Libraries are encouraged to carry the most up-to-date, accurate, and informative information on sexuality, making sure "...that information is available for children and adolescents, parents, and youth-serving professionals," Policy 52.5.2, Sex Education Materials in Libraries.
Libraries are to carry information on joining different branches of the military to assist those "...persons who are facing the prospect of conscription," Policy 52.5.3, Selective Service Information in Libraries.

Though this is certainly not an exhaustive list of all of ALA's service policies, the range of information should help provide a basic level of understanding of the ALA encouraged ethical practices, to what should be provided in a collection.

References

American Library Association (2009.) The ALA Policy Manual- 52. Services and Responsibilities of Libraries. Retrieved: http://www.ala.org/ala/aboutala/governance/policymanual/index.cfm#S2-54%20Library%20Personnel%20Practices

Lorenzen, M (2009.) Service Policy as Information Policy.

INFORMATION POLICY: CHILDREN’S SERVICES

2009-08-05T11:53:00.001-07:00

Information policies regarding children's services tend to be quite different than those regarding adults. Some of these differences are blatant and yet others occur almost subconsciously.

There are those in the library and information science field that closely adhere to and follow the ALA's
Library Bill of Rights , Article V,

"A person's right to use a library should not be denied or abridged because of origin, age, background, or views…"

However, they have opponents within their field who think it's necessary to differentiate between children and adults. They often site religious beliefs and family values as there reason for objecting to such free access to information. Some even believe we should be acting in loco parentis.

Nevertheless, those strictly loyal to the ALA's Library Bill of Rights site in their interpretation of it titled Access for Children and Young Adults to Nonprint Materials ,

"The 'right to use a library' includes free access to, and unrestricted use of all the services, materials, and facilities the library has to offer. Every restriction on access to, and use of, library resources, based solely on the chronological age, education level, literacy skills, or legal emancipation of users violates Article V."

It also states,

"Librarians, when dealing with minors, should apply the same standards to circulation of nonprint materials as are applied to books and other print material except when directly and specifically prohibited by law."

The ALA and it's supporters make it very clear that we are to not to act in loco parentis in the interpretation titled Access for Children and Young Adults to Nonprint Materials
it states,

"Parents – and only parents – have the right and responsibility to restrict access of their children – and only their children – to library resources."

The ALA also states in another interpretation of the Library Bill of Rights titled Free Access to Libraries for Minors,

"Children and young adults unquestionably possess First Amendment rights, including, the right to receive information through the library in print, nonprint, or digital format. Constitutionally protected speech cannot be suppressed solely to protect children or young adults from ideas or images a legislative body believes to be unsuitable for them." (Reference to Erznoznik v. City of Jacksonville, 422 U.S. 205 (1975)).

But even knowing and understanding this stance the ALA has taken on providing children's services, I wonder if I could sit idly by while a minor was able to access something that isn't what I consider age appropriate because of my professional obligations. I know that this is in direct violation of the Library Bill of Rights, but I'm a parent and I have a hard time turning off that switch. I'm always a parent and I have to be honest and say, I think I would probably, in some circumstances, almost forget about the Library Bill of Rights. I know these may not be my children, but I would feel responsible as a parent in general. Being a parent is now inherent for me, where the LBR has just become a part of my life.

This all probably sounds very unprofessional of me, but I wonder if any of you also deal with this issue? And even if you are not a parent, do you struggle with this? I wonder if my stance will change once the LBR has been fully integrated into my professional development. Maybe after finishing this program, I will feel differently.

References

American Library Association (2009). Access for Children and Young Adults to Nonprint Materials. Retrieved from http://www.ala.org/ala/aboutala/offices/oif/statementspols/statementsif/interpretations/accesschildren.cfm.

American Library Association (2009). Library Bill of Rights. Retrieved from http://www.ala.org/ala/aboutala/offices/oif/statementspols/statementsif/librarybillrights.cfm.

American Library Association (2009). Free Access to Libraries for Minors.
Retrieved from http://www.ala.org/ala/aboutala/offices/oif/statementspols/statementsif/interpretations/freeaccesslibraries.cfm.

Lorenzen, M. (2009). Information Policy as Library Policy: Intellectual Freedom.

ALA & Information Policy

2009-08-04T21:03:00.000-07:00

In 1940, ALA created the Intellectual Freedom Committee to help protect and promote the Library Bill of Rights, which is essential to libraries (Lorenzen. 2009). The Library Bill of Rights helps libraries create their own information policy and it helps support libraries when they are under scrutiny by patrons or others in the community. This is especially important when libraries are in the negative limelight.

Libraries can be seen as negative when someone disagrees with the Internet filtering policy that is not in use or may be filtering too little or not well enough. They can also be seen as negative when a community member believes that a book at the library is harmful and should not be present in the library.

By giving libraries the Library Bill of Rights, ALA sets up policy for individual libraries and creates a support mechanism for when libraries do come under attack. For example, section 2 of the Bill of Rights says to “reject censoring based on doctrinal disapproval of content” and to also “select materials with wide array of viewpoints”. ALA believes that by selecting materials with a wide variety of viewpoints, the knowledge seeker/ reader becomes a well rounded person and will be able to make decisions based on the knowledge gathered from these many viewpoints.

In sections 3 and 4, the Bill of Rights says to “reject censorship” and to “cooperate with others to fight abridgement of free speech” ( Lorenzen. 2009). The Intellectual Freedom Manual, which was created by the Intellectual Freedom Committee, says “We trust Americans to recognize propaganda, and to reject it. We do not believe they need the help of censors to assist them in this task. We do not believe they are prepared to sacrifice their heritage of a free press in order to be "protected" against what others think may be bad for them. We believe they still favor free enterprise in ideas and expression.” (ALA. 1989)

However, in a world where parents want to protect their children from the sights and sounds of a violent world, libraries seem to come under attack more and more. It is a parent’s right to protect their children and raise them as they see fit. It is also a parent’s right to monitor what their child watches on TV, sites they visit on the Internet and what they read. ALA encourages parents to interact with their children by setting ruling and not only teaching their children but themselves by selecting books with their children and showing them how to safely access the Internet and surf websites.

“We believe rather that what people read is deeply important; that ideas can be dangerous but that the suppression of ideas is fatal to a democratic society. Freedom itself is a dangerous way of life, but it is ours.”(ALA. 1989)

References
American Library Association (2009). FAQ About Libraries, Children, and the Internet. Retrieved from http://www.ala.org/ala/aboutala/offices/wo/woissues/techinttele/internetsafety/faq.cfm#alafilter

American Library Association (1989).Intellectual Freedom Manual, Third Edition,
Compiled by the Office for Intellectual Freedom of the American Library Association. Retrieved from http://www.cni.org/docs/infopols/ALA.html

Lorenzen, M. (2009). Information Policy as Library Policy: Intellectual Freedom.

Multicultural Sources for Libraries

2009-07-30T05:37:00.000-07:00

Multicultural Sources For Libraries
For the modern library, it is absolutely essential to recognize the multicultural needs that come with providing services to the community. English might be a second or third language for a patron; families might be hoping to discover sources at their library that represent their cultural heritage. Collections and programming need to be inclusive for users. For a library to be a relevant, valuable resource, it must strive to be accessible to the greatest portion of the community, and to reflect the varied faces of those patrons.

To that end, libraries have a fantastic resource in the form of the World Wide Web. The Web allows for many different kinds of libraries to share sources, programming ideas, tips on building a multicultural-friendly collection, and tell stories about what has worked and what has not.
The American Library Association has a great starter page for multicultural resources, linked here. There are layers and layers of information to dig through on the site, from links to multicultural conferences to extensive bibliographies. However, be forewarned that some of the links are dead, or lead to lists of other links that are dead, or worse: one of the links for Southeast Asia was a porn site. So like anything with the Net, use caution when link hopping.
The Librarians Internet Index has an extensive page on multicultural resources. The link is here. From this page, a librarian can come across useful web bibliographies, like the one at Poynter Online, which has links to many active sites in the Multicultural Education and Research fields.

For children’s and young adult librarians, there is a great one-stop shop for multicultural resources available at the Dream In Color program. This is part of the Scholastic website, and it has fantastic teaching aids and lesson plans for learning about other cultures, all of which could be adapted for library programming.

Dr. Donna Gilton, professor at the Graduate School for Library and Information Studies at the University of Rhode Island, has compiled a wonderfully comprehensive bibliography for the library in need of multicultural information; her Multiculturalism in Libraries Bibliography does not just list links and books, but discusses the philosophy behind building library diversity, and organizes loads of information in a logical, accessible way.

Part of the multicultural and diversity issue for libraries involves serving patrons with special needs. There are many resources available; some worth looking at are the free online books Youth with Special Needs and Adults with Special Needs. These were developed for the Wisconsin Public Library System but are applicable to any library district.
All of these provided sources are really just the tip of the iceberg. The idea is to give any librarian beginning to build multicultural programming a few road maps for successfully reaching out to the variety of users they will encounter.

Need more?
Gorski, Paul. Multicultural Supersite. http://www.mhhe.com/socscience/education/multi_new/
International Federation of Library Associations and Institutions (IFLA). Library Services to Multicultural Populations Section. http://www.ifla.org/VII/s32/index.htm
Multicultural Pavilion: Resources and Dialogues for Equity in Education. http://www.edchange.org/multicultural
MultiCultural Review. http://www.mcreview.com/
National Association for Multicultural Education (NAME). http://www.nameorg.org/
Queens Borough Public Library. Web-Based - Multicultural Resources. http://www.queenslibrary.org/programs/nap/MulticulturalResources.asp
Southern Poverty Law Center. Teaching Tolerance. http://www.tolerance.org/teach/
U. of Maryland. Diversity Database. http://www.inform.umd.edu/EdRes/Topic/Diversity/
University of Northern Iowa Diversity webpage. http://www.library.uni.edu/subject/interdis.html

Multiculturalism in Library Programming

2009-07-29T20:15:00.000-07:00

A library should reach out to its community. To do this an effort must be made by the staff to know the community in which they serve. All people groups in the community should be known so that library staff can know how to serve them. Programs can be created to bring in diverse peoples; people that maybe do not typically patronize the library often. It is not uncommon that the library populations do not match the community population (referenced to in lecture #19, Lorenzen). In an effort to promote diversity libraries should incorporate programs geared towards different people groups. This does not only include cultural diversity but also political, educational, physical, mental along with others.

In general library programming includes programs for children, teens, adults and seniors. Story time for toddlers, teen activities and reading contests for young people, computer and resume classes for adults, and book club and Medicare seminars for seniors. These are the most common programs no matter what community the library is located. These programs can be further geared towards the population of the surrounding community by determining what the needs are. For example, in Community A there are more stay-at-home parents than working parents. Therefore, toddler story hour can be scheduled during the day. Community B has more working parents than stay-at-home parents, therefore, it would be best to hold toddler story hour in the late afternoon/early evening or on the weekends.

As our society is constantly growing in this digital age libraries should follow suit to better serve their patrons. Some communities may demand new technology sooner rather than later. According to an article from The Denver Post found on The Detroit News’ website one new service is the “digital” branch (Nilsson, 2009). This service provides resources online such as audio books, movies and music. A patron would just need a library card. Another service catering to the technology-lovers is access to business databases which help those looking to start their own business or who are researching business-related topics (Nilsson, 2009).

At some point though a librarian must concede that catering to every people group individually is near to impossible. Therefore providing programs that serve the general population seem to be very popular, such as computer classes, resume making courses and tax advisement. Then several times a year programs geared towards a particular population may be available.

Librarians need global perspective so that we can provide programs that cater to a diverse population of the community. It is helpful to see through the eyes of others to best meet their needs. When designing a children’s area one should get on their knees to get a real perspective of the environment.

References

Lorenzen, M. (2009). Multiculturalism and diversity PowerPoint.

Nilsson, M. (July, 2009). Libraries transform in digital age.

The Denver Post. Retrieved July 15, 2009 from http://detnews.com/article/20090707/BIZ04/907070308/Libraries-transform-in-digital-age

Diversity and the Workplace

2009-07-28T03:37:00.000-07:00

Overview:
Diversity is an important topic in libraries, not only because we serve broad and varied groups of patrons, but also because we as librarians are a part of a diverse demographic. In this blog entry, diversity will be discussed as it is applicable to the workplace, specifically as it relates to the library science profession. As we learned in Joseph Miller’s blog entry relating a general overview of multiculturalism and diversity: “The concept of diversity encompasses multiculturalism and expands our discussion beyond cultures and to a variety of subjects from age to sexuality.” (Miller, July 27, 2009) ALAs website provides a wealth of information on the topic of diversity, including statistics and information regarding workplace discrimination. By visiting the ALAs Office of Diversity website (http://www.ala.org/ala/aboutala/offices/diversity/index.cfm), you will be able to find any number of resources recruitment and retention, leadership, training programs, and a variety of other useful topics.

Gender and Age:
ALA recently conducted a survey of their members in which gender and age were both recorded. The results indicated that baby boomers (those born between 1946 and 1964) comprised 50.2% of the ALA member population. It also indicated that the library profession is predominately female (80.8% female and 19.2% male) However, these figures are certainly not completely accurate, as they only count those who have memberships in ALA. This also does not take in to account the numerous support staff that most likely would not retain a membership in ALA (although support staff is encouraged by ALA to have a membership). In one article found on ALAs website it noted the following about libraries and gender and age demographics: “It is difficult to compare our profession even when looking at national figures for management and professional employment. The most notable parallel in overall workforce data is the aging of the baby-boomers and their continued presence in the workforce” (http:/www.ala.org/ala/aboutala/offices/ors/memberdemographicssurvey/getoutthehairdye.pdf)
This data certainly does not seem surprising considering the view many non-Information Science professionals have on the library profession as a whole. Unfortunately, the view that most librarians are old lady spinsters is still very prevalent. However, I believe we are at a crossroads in the profession, and this picture of the “typical librarian” may soon be fading.

Ethnicity:
When one thinks of diversity in the workplace, most people think of ethnicity and race. In one ALA member survey from 2006, the ethnic demographics were broken down as follows: 89% white, 4.5% Black/African American, 3% Hispanic/Latino, 2.7% Asian Pacific Islander, and 1.4% Native American. A survey of the same conducted by ALA in 2007 resulted in very similar results. It seems evident that the library profession is somewhat homogenous, particularly in race and gender. However, ALA is encouraging diversity in the profession by instituting the Spectrum Scholarship Program which provides scholarships for those from underrepresented groups as well as addressing “the specific issue of under-representation of critically needed ethnic librarians within the profession while serving as a model for ways to bring attention to larger diversity issues in the future.” (http://www.ala.org/ala/aboutala/offices/diversity/spectrum/spectrum.cfm) The Spectrum Scholarship Program has made an effort to promote this program in many ways, one of them including selling t-shirts at the ALA conference in Chicago this year.

Disabilities:
Another area of diversity that is often overlooked is that of disabilities. Disabilities are often thought of as physical or mental disabilities; however, this can also include learning disabilities like dyslexia. Other types of disabilities might include: Developmental disabilities, Visual or hearing impairments, Motor disabilities, and chemical sensitivities. It is important to recognize that these types of disabilities do not pose an inability to work; far from it. Perhaps those employees may have some specific needs, but this certainly does not mean the employee cannot complete the tasks required of them for the position. Their perspectives also provide a unique view on the Information Science profession they are in and can benefit the job in a way other employees cannot.

Closing:
Why is it important for us, as Information Science professionals, to embrace multiculturalism and diversity in the workplace? As Professor Lorenzen pointed out in his PowerPoint presentation: “The true nature of our profession needs to be more multicultural, because at our core, librarians need to have a global perspective. American publishers do not know everything. Americans do not know everything. We need to reach out to the greater library community to understand what is being innovated all over the world.” (Lorenzen, Lecture 19, slide 6)
In general, if we are a more diverse workforce then we are providing a more well-rounded collection to our patrons, in addition to providing them with a more informed and diverse group of employees. Diversity and multiculturalism in the workplace is important (and essential, in my opinion) to provide better resources to the consumer. While it is important to all places of employment, it is especially important in the Information Science profession. Although I have only covered a small fraction of issues and topics in multiculturalism and diversity in the workplace, I encourage you to take an opportunity to view some of the sites I have listed, as well as discuss it here in the blog.

References:
ALA Demographic Studies. Retrieved July 6, 2009, from http://www.ala.org/ala/aboutala/offices/ors/memberdemographicssurvey/alademographics063009.pdf
Davis, D. M. Get Out the Hair Dye...We are Really Getting Old! Retrieved July 7, 2009, from http://www.ala.org/ala/aboutala/offices/ors/memberdemographicssurvey/getoutthehairdye.pdf
Employment discrimination. Retrieved July 7, 2009, from http://www.ala.org/ala/aboutala/offices/diversity/discrimination.cfm
Lorenzen, M. (2009). Multiculturalism and diversity PowerPoint
Office for Diversity. Retrieved July 6, 2009, from http://www.ala.org/ala/aboutala/offices/diversity/index.cfm
Owens, I. (2000). A Managerial/Leadership Approach to Maintaining Diversity in Libraries: Accountability, Professionalism, Job Performance, Policies, and Standards Retrieved July 7, 2009, from http://www.txla.org/pubs/tlj76_1/manage.html
Spectrum Scholarship Program: The Future is Overdue. Retrieved July 17, 2009, from http://www.ala.org/ala/aboutala/offices/diversity/spectrum/spectrum.cfm

Multiculturalism and Diversity Primer

2009-07-27T13:46:00.000-07:00

Definitions
Before we discuss how the concepts of multiculturalism and diversity affect libraries, it is important for us to have a common understanding of these terms.

Multiculturalism is defined as:

The doctrine that several different cultures (rather than one national culture) can coexist peacefully and equitably in a single country. (The Free Dictionary, 2009)

Diversity is defined as:

1. a. The fact or quality of being diverse; difference.
b. A point or respect in which things differ.
2. Variety or multiformity. (The Free Dictionary, 2009)

Context
Although these definitions are a useful first step in understanding multiculturalism and diversity, they lack context. In order to construct the framework needed to appreciate these terms, we must next look at what they mean to educators. Why educators? Because the field of education has been a pioneering field in regards to exploring the definition of multiculturalism and what it means for the theory and practices of educators. There are a number of different definitions of “multicultural education,” however NAME (The National Association for Multicultural Education) gives educators a working definition, which should be helpful for librarians as well.

Multicultural education is a philosophical concept built on the ideals of freedom, justice, equality, equity, and human dignity… It affirms our need to prepare student[s] for their responsibilities in an interdependent world. It recognizes the role schools can play in developing the attitudes and values necessary for a democratic society. It values cultural differences and affirms the pluralism that students, their communities, and teachers reflect. It challenges all forms of discrimination in schools and society through the promotion of democratic principles of social justice. (NAME, 2003)

Multiculturalism in this context is not only interested in peaceful and equitable coexistence between cultures, but also with promoting social justice and the human dignity of each individual member of a culture. It is in this context that the discussion of multiculturalism in libraries will take place. However, instead of concentrating on educators, we will be focusing on librarians instead. As such, I’d invite you to read the above definition once again, but this time substitute “patrons” for “students,” “libraries” for “schools,” and “librarians” for “teachers.” By doing this we will have a working definition with which to explore multiculturalism in libraries.

What about Diversity?
The concept of diversity encompasses multiculturalism and expands our discussion beyond cultures to a variety of subjects from age to sexuality. After all, humans are not only diverse in culture, but also in gender, age, mental and physical health, religion, philosophy, economic background, etc. In light of this, we must not only understand and value our various cultures, but also the other qualities that make us different from each other. Just as multiculturalism asks us to examine how we might act justly and equitably with other cultures, so too diversity asks us to do the same in regards to all people, no matter how different they might be from us mentally, physically, or emotionally.

Implications
Now that we have a borrowed, but working definition of multiculturalism and diversity for libraries, we can begin to ask ourselves what this means for librarians. The ALA’s OLOS (Office of Literacy and Outreach Services) is a great place to examine the ramifications of these concepts for library theory and practice. OLOS’s mission statement says, it “serves the Association by identifying and promoting library services that support equitable access to the knowledge and information stored in our libraries… focuses attention on services that are inclusive of traditionally underserved populations.” (ALA, 1998) From this statement, it is clear that equitable access to information and inclusive services are the pillars of what multiculturalism and diversity mean to the ALA.

From an international perspective, the IFLA (International Federation of Library Associations and Institutions) provides guidelines for promoting “standards of fairness and equity in library service to ethnic, linguistic and cultural minorities.” (IFLA, 1998, revised 2002) There are eight major topics presented in the IFLA’s Multicultural Guidelines for Library Services, including criteria for: the responsibility of provision (of library collections and services), library materials, cross-cultural materials and services, information and reference services, technical services, extension services (activities involving literacy, community, homebound, etc.), staffing, and special groups. (IFLA, 1998, revised 2002) These guidelines are primarily focused on the necessity for librarians to be able to communicate and understand other individuals and cultures, to provide collections and services that fit their needs and preferred language, and to make their services equitable and accessible to all people.

Conclusion
The concepts of multiculturalism and diversity cover a wide range of topics, but hopefully this primer will give you the context you need to appreciate not only what these terms mean in general, but also the implications they have in regard to the collections, services, and guiding principles of the librarian profession as a whole.

References
Definition of Multicultural Education. Retrieved July 14, 2009 from, http://www.nameorg.org/aboutname.html#define
The Free Dictionary. Retrieved July 14, 2009 from, http://www.thefreedictionary.com/multiculturalism
The Free Dictionary. Retrieved July 14, 2009 from, http://www.thefreedictionary.com/Diversity
Multicultural Guidelines for Library Services. Retrieved July 14, 2009 from, http://archive.ifla.org/VII/s32/pub/guide-e.htm
OLOS Mission. Retrieved July 14, 2009 from, http://www.ala.org/ala/aboutala/offices/olos/index.cfm

The Technology of Information Literacy

2009-07-23T11:39:00.000-07:00

Over the years, technology has played an important role in the way information has been collected and disseminated. Since the advent of the internet, several new formats and applications have become available to information literacy instructors, and it is their job to find which resources will be the most beneficial for their users. As new technologies have been developed, the need to educate students and library users about the proper ways to access information has become essential. As T.P. Mackey and T.E. Jacobson acknowledge in their book Using Technology to Teach Information Literacy (2008), “while our students may use these technologies every day, they may not automatically examine the deeper academic issues related to these devices, such as copyright, intellectual property, online ethics, and peer review” (p.xvi). As information continues to be available through new mediums and in new formats, it is necessary for libraries to provide information literacy training based on the latest electronic resources, and to utilize the most current tools in their instruction methods. What follows is a brief overview of some of the most innovative technologies used in the field of information literacy, focusing particularly on digital learning materials and the evolving world of social software.

Course Management Resources

One of the most common technologies that has made its mark in the academic world, is the course management system (CMS). These web-based systems are a significant addition to traditional courses because they have the ability to “engage students in the learning process, to deepen the overall course experience, to assess student learning, and to provide a virtual space for librarians to expand their influence” (Mackey, 2008, p.83). Some well-known examples of CMSs are Blackboard and ANGEL. These systems allow professors to post valuable information literacy resources, as well as to manage class blogs, wikis, digital learning materials, or podcasts. While CMSs apply mainly to the academic realm and provide little support for public library information literacy campaigns, they are a vital resource for academic information literacy instruction.

The World of Digital Learning Materials (DLMs)

A digital learning material is described as “any interactive web-based digital resource that can be utilized for educational purposes” (Bell, 2008, p.223). These applications can be found in a variety of formats, such as HTML, Flash, MP3 or JPEG, and are offered in a multitude of formats, including tutorials, simulations, or games (Bell, 2008, p.223). In the last few years, college libraries have been trying to find ways to move into the digital world, through DLMs, in an attempt to connect with their tech-savvy students and create learning tools that will fit into their lives and hopefully, as a result, be well-used. Some particularly popular information literacy DLMs suggested by the “Instructional Technologies” chapter of the Information Literacy Instruction Handbook (2008) are the Texas Information Literacy Tutorial (http://tilt.lib.utsystem.edu/) and the Plagiarism and Academic Integrity Simulation (http://www.scc.rutgers.edu/douglass/sal/plagiarism/intro.html) (p.224). TILT is an impressively comprehensive tutorial that was created by the University of Texas to introduce incoming students to the basics of academic-level research (Introduction, http://tilt.lib.utsystem.edu/nf/intro/internet.htm). The program offers an introduction to the basics of information literacy, followed by three interactive modules, tailored to the individual’s personal interests. These modules walk the user through the core concepts necessary to successfully conduct online research. An educational and thoroughly worthwhile tutorial, TILT is unfortunately being taken off-line August 14, 2009 because it is no longer being used by the University of Texas and is experiencing difficulties with funding (http://tilt.lib.utsystem.edu/whyremove.html).

The Plagiarism and Academic Integrity Simulation is an audio-visual lesson in academic honesty. The simulation introduces three characters (two students and an older brother) and walks the viewer through different ethical scenarios the characters could face while conducting research. Throughout the exercise, a talking parrot asks the viewer to comment on what the characters should do and which options the viewer would choose. Short and to the point, this application offers a fairly rudimentary outline of appropriate and inappropriate academic behavior for incoming college students.

Another example is the Reflective Online Skills (ROSS) Environment developed and employed at the Queensland University of Technology in 2007 (Partridge, Edwards, Baker, McAllister, 2008). In their article regarding the ROSS Environment experiment, the application's creators state that the program "pushes the boundary of online information literacy programs by guiding learners to know, reflect, and practice information literacy concepts through the use of case studies or problem based learning" (Abstract). This information literacy tool focuses specifically on teaching online searching skills to incoming undergraduate students, who will need to be able to find, analyze, and utilize electronic information to be successful in their college careers. It works by walking students through a series of eight sections in which they have to use online searching skills to answer a question or solve a problem (Partridge, 2008, Introduction the ROSS Environment section). Each segment is interactive, so the user is challenged to engage with the online learning process and critically reflect on how online searching can be used to meet their information needs. The environment also offers a “Reflective Workspace” where students can apply the skills they have learned through the ROSS application (Partridge, 2008, Introduction the ROSS Environment section). Online workshops like the ROSS Environment could be a significant information literacy tool for other colleges as well as the public library system, because it allows users to learn online searching skills independently and at their own pace.

Social Software and Information Literacy

In the last decade a number of social software applications have been introduced that can be harnessed by librarians to teach information literacy to library users. As is discussed in the book "Social Software in Libraries" (2008), technologies such as wikis, blogs, podcasts, and vodcasts offer several advantages to librarians as they try to teach their users how to find, analyze, and use information resources. Because these formats are available in real-time, are portable, and transcend the distances that separate creators and users, they make the distribution of information literacy materials easier and more accessible to patrons with busy schedules. Each of these social software inventions have unique advantages and are already being used across the country in innovative ways.

Blogs

Though they have been in use since the early 1990s, the term “weblog” (now shortened to simply “blog”) was developed by Jorn Barger in 1997 (Farkas, 2008, p.14). While blogs were originally used by individuals to link their friends to a variety of other sites, and they are still popularly thought of as a type of e-journal, blogs are generally described as “unedited Web sites of varying complexity wherein individuals or groups can freely publish information” (Coulter, Draper, 2006, p.101). Sensing an inexpensive, easy, and contemporary way to connect with users in a 2.0 world, many libraries and colleges have looked to use blogs as a way to teach information literacy to their users, with mixed success. The librarians at Stephen F. Austin State University, for instance, tried to incorporate the use of blogs in their information literacy instruction to students as a way to encourage “reflective, collaborative learning” (Coulter, 2006, p.103-104). While this experiment could not be considered a success – with 46.2% of students surveyed saying it was “not helpful” and 61.5% reporting they had never used the blog – the researchers primarily blame the lackluster response on a lack of marketing, and still contend that blogs can be effective tools for teaching information literacy (Coulter, 2006, p.105-106). This group also distributed a survey through library listservs to gauge the use of blogs throughout the country (p.105). There were 254 respondents from university, school, public and special libraries, and of those who replied 67.9% felt that their blogs saw regular traffic, while 71.8% thought that blogs are an effective way to communicate with users (p.107). One significant observation that was consistently addressed in this experiment and the subsequent surveys was that in order for blogs to succeed as information literacy tools they must be well-marketed to the intended audience. A blog has little chance of being helpful if it is not highly visible and easily accessible.

In their chapter “Instructional Technologies,” (2008) authors Bell, Shank, and Szczyrbak also acknowledge the challenges to producing a successful blog. They suggest that while some librarians may be tempted to use the medium to simply post information literacy techniques or links to relevant resources, these uses are “passive” in their approach, and as a result it would be hard to judge if patrons were actually finding these posts and utilizing them (p.215). As a way to avoid this problem in an academic setting, the authors suggest that information literacy instructors not only run a class blog, but also encourage students to maintain their own blogs about class assignments and their individual research experiences (p.215-216). In a public library setting, information literacy blogs could address this challenge by providing links to the blog on main web pages or next to the links that offer help from on-call reference librarians.
For a partial list of academic, public, school, and other library related blogs, you can visit Blogwithoutalibrary’s wiki at: http://www.blogwithoutalibrary.net/links/index.php?title=Welcome_to_the_Blogging_Libraries_Wiki

Wikis

“Wiki” is the term used for a website that “is a perpetual work in progress where anyone can add content, edit content, and create relationships between content through hyperlinks” (Farkas, 2008, p.68). One significant advantage of using a wiki for instructions purposes – over a blog or a tradition website – is that wikis promote interaction and participation on the part of their users. In the section of “Instructional Technologies” (2008) that is devoted to wikis, the authors explain that wikis can be more beneficial than blogs because they are “based on the concept of bringing together a community of learners to develop a single resource that benefits all members through the sharing of information” (p.217). Library users may get more use out of a wiki because they can interact with it and access information compiled by a variety of users, who are speaking from a variety of information literacy experiences. Wikis could be used to promote and teach information literacy by using linked pages to provide online resources to users or by having each segment of the wiki represent a different facet of information literacy (Bell, 2008, p.217). In an academic setting, a professor could create a class wiki in which each of the participants could share helpful information literacy resources, suggestions, and observations (Bell, 2008, p.218). The development of wikis as information literacy instructional tools is just beginning, but the potential offered by this application are substantial.

Podcasts and Vodcasts

Podcasts and vodcasts (video podcasts) are an intriguing and revolutionary addition to the world of information literacy tools because they offer users resources in an entirely different medium, letting them learn with audio-visual materials rather than the standard text-based paper or electronic formats. The key concept with these new tools? Convenience. By utilizing these mediums, libraries are giving their users information that can be downloaded to an Ipod and taken on the go, then accessed while exercising, cooking dinner, or riding the bus. This high level of accessibility and ease of use could make all the difference for individuals with a busy lifestyle, who would find it troublesome or impossible to attend a tradition class or keep up with a blog or wiki.

The article “Innovation in a podshell: Bringing information literacy into the world of podcasting,” (2007) explores how podcasting was successfully utilized by the Curtin University Library. In this piece, it is emphasized that podcasts, after being downloaded, “can then be played and replayed, anywhere, anytime and as often as required. It is this liberation from the computer desk and tracking of personal programs that adds so much value to the podcast” (Berk, Olsen, Atkinson, Comerford, 2007, Introduction, para. 3). The authors also suggest that podcasts would be especially helpful for audio learners as well as the university’s ESL students, because of their ability to be replayed and viewed at a personal pace. This article suggests that podcasts are an important learning tool partially because Ipods and similar devices have become so popular in our society. The authors acknowledge that “essentially we recognized that podcasting could be incorporated into the lives of our students because this is a new trend and trends play an important role in the successful dissemination of knowledge” (Berk, 2007, Potential for podcasting at Curtin section, para. 8). Taking advantage of this new trend, the library created a series of 5-minute podcasts, intended to supplement their existing information literacy programs (Aims and methodology of library podcasting, para. 4-5). They simultaneously promoted the project by advertising it on the library blogs and holding contests, offering prizes to students who suggested good future podcast topics (Promotion section). The authors report that the podcasts were well-received in the first year they were offered, and that similar programs have been instituted at Arizona State University and at several Australian universities, and are being considered at Brown, Duke, and Stanford Universities (Conclusion section, Introduction section, para. 8-9). This medium holds an infinite number of possibilities as libraries, both academic and public, begin to utilize it in their information literacy programs.

Conclusion

In today’s technology-driven world it is imperative that libraries maintain their position as leaders in information literacy instruction. To remain relevant and ensure that their efforts reach as many users as possible, it is necessary for libraries to utilize the technologies that have been embraced by the public and are being used in popular culture. As Meredith Farkas (2008) adeptly points out: “As institutions rooted in our communities… we belong where our users can be found – and they are increasingly being found online, interacting in completely new ways” (xix). In order for libraries to successfully reach their audiences – for entertainment or for education – it is necessary that they brave the world of new technologies and take advantage of the digital tools that will connect them with patrons.

Reference List

Bell, S.J., Shank, J.D., & Szczyrbak, G. (2008). Instructional: technologies. In C.N. Cox & E.B. Lindsay (Eds.), Information literacy instructionhandbook (208-229). Chicago: Association of College and Research Libraries.
Berk, J., Olsen, S., Atkinson, J., & Comerford, J. (2007).: Innovation in a podshell: Bringing information literacy into the world of podcasting. The Electronic Library, 25(4), 409.
Casey, M.E., & Savastinuk, L.C. (2007). Library 2.0: A guide to: participatory library service. New Jersey: Information Today, Inc.
Coulter, P., & Draper, L. (2006). Blogging it into them. Journal of: Library Administration, 45(1). 101-115.
Etches-Johnson, A. (2009). http://www.blogwithoutalibrary.net/
Farkas, M.G. (2008). Social software in libraries. New Jersey:: Information Today, Inc.
Mackey, T.P., & Jacobson, T.E. (Eds.). (2008). Using technology to: teach information literacy. New York: Neal-Schumann Publishers, Inc.
Partridge, H., Edwards, S., Baker, A., & McAllister, L. (2008). The: Reflective Online Searching Skills (ROSS) Environment: Embedding information literacy into student learning through an online environment. IFLA Journal, 34(1), 55-71.
Plagiarism and Academic Integrity at Rutgers University. N.D.: Retrieved July 22, 2009 from
http://www.scc.rutgers.edu/douglass/sal/plagiarism/intro.html.
Secker, J., Boden, D., & Price, G. (Eds.). (2007). The information: literacy cookbook: Ingredients, recipes and tips for success. Oxford: Chandos Publishing.
Texas Information Literacy Tutorial. (2004). Retrieved July 22,: 2009 from http://tilt.lib.utsystem.edu/.

Assessing Information Literacy

2009-07-21T20:38:00.000-07:00

In any educational scenario, the key measurement is not what was taught, but what was learned. Information literacy is no exception. As schools and libraries make an effort to teach information literacy, they are also ramping up their efforts to assess this type of knowledge.

Assessing information literacy ranges from the informal to the formal, and it varies based on the institution doing the assessment. This post will cover some of the efforts made by school and academic libraries to measure their information literacy programs.

Why Assess Information Literacy?

When institutions make plans to measure the information literacy of their students, one of the first questions they must ask themselves is why exactly are we assessing this information. Reasons can and do vary. Some want to track what students are learning; they want to use the assessment tool to determine what concepts students understand and what areas need more instruction and practice. Another reason to assess is because librarians want to improve their instruction. “Without assessment, program weaknesses cannot be easily identified or corrected.” (Oakleaf & Kaske, 2009, p.277) Additionally, librarians need to be accountable to the larger institution, such as the university or the school district. (Furno & Flanagan, 2008) Scores on information literacy tests can even affect accreditation. (Oakleaf & Kaske, 2009) The reason for the assessment will help determine what measurement tools are used.

What Needs to Be Assessed

Creating an assessment program begins by determining what skills need to be measured. The skill sets measured will vary, of course, depending on the education level of the students; high school students will be asked to be proficient at different things than college students. Some of the skills assessments try to measure include the following:

Ability to use Boolean search strategies
Understanding of controlled vocabulary
Ability to find appropriate print and electronic articles
Creation of key search terms
Critical evaluation of web sites

What Assessment Tools to Use

One of the most complicated areas for library instructors is determining what tools to use for assessment. The options are seemingly endless. Libraries can create their own tools, or they can implement one of the tests already available. Furthermore, libraries need to decide what type of test to create.

There are a multitude of ways to evaluate student learning. While there is not space here to detail the benefits and disadvantages of each type, it is important to delineate the options available for librarians.

Fixed Answer Assessments

One format most of us are familiar with is the fixed answer, often known as multiple choice, test. (Oakleaf, 2008) Here, students select from a set of predefined answers. Libraries can create these on their own, even tailor them to the specific instruction session, and for the most part they are relatively simple to create and score. For example, James Madison University requires all freshman to meet standards on the Information–Seeking Skills Test (ISST) that they developed themselves.

In addition to creating their own assessments, libraries can also use some of the standardized options available. Two possibilities include the following:

Created in 2002 at Kent State University, Project SAILS (Standardized Assessment of Information Literacy Skills)is intended to assess college students. (Seymour, 2007) The web-based exam is primarily used to measure groups of students; in fact, data is not available on a per-student basis. Even so, it can give colleges and universities an idea of how their students are performing compared to students at other schools. (Project SAILS)
TRAILS (Tools for Real-time Assessment of Information Literacy Skills), also developed by Kent State, is similar to Project SAILS except it is tailored for high school students. Here, librarians and teachers can see how each student performed. The tests are administered online. (TRAILS)

Performance Assessments

Performance assessments attempt to mimic real-world experiences in an evaluation, letting students display their skills in an information-seeking environment. These types of evaluations can take on a number of formats. For example, librarians or instructors can simply assign students a task, watch them complete it, and evaluate their success. (Oakleaf, 2009) Another option is to review the actual bibliographies of student assignments and critique their value. University of Connecticut tested a research portfolio assessment, giving students a research topic and having them keep detailed notes of their search strategies and results. (Sharma, 2007)

Rubrics

Rubrics are a set of criteria used for judging a project or assignment. Different categories are outlined, with student expectations listed for each; students are then scored based on how well they meet each objective. (Oakleaf, 2009) For information literacy, an example assignment would be for students to create a bibliography of resources on a certain topic. Categories to be measured may include quality of sources, use of search terms, proper citations and the like.

What Is In Store for Information Literacy Assessment

In 2004, Educational Testing Services (ETS) began a pilot program for its latest test called iSkills, a test designed to measure information literacy. (Katz, 2007) The 75-minute test used a performance-based model, presenting test-takers with different scenarios, then asking students to solve the information need using software that mimics what students see in the real world. There are currently two different testing levels; core is aimed at graduating high school seniors and first- or second-year college students, while advanced is intended for upper-level college students. (Educational Testing Service)

The test is not intended to determine college placement. Instead, it is “an assessment tool that will assist schools in determining whether their students have information and communication technology skills and their level of competency.” (Kenney, 2006)

Knowing that ETS, the same organization that develops other high-stakes assessments such as the SAT and the GRE, is participating in the information literacy arena indicates that information literacy assessment is gaining ground. As our society continues to be saturated with news and research, libraries will continue to make plans for information literacy assessment.

References

Ann Jason Kenney. (2006, March). The final hurdle? School Library Journal, 52(3), 62-64,9. Retrieved July 17, 2009, from Research Library. (Document ID: 1010873521).

Educational Testing Service. Retrieved July 17, 2009, from http://www.ets.org.

Furno, C., & Flanagan, D. (2008). Information literacy: Getting the most from your 60 minutes. Reference Services Review, 36(3), 264-271. doi:10.1108/00907320810895350.

Information-seeking skills test.Retrieved July 17, 2009, from http://www.lib.jmu.edu/gold/isst.htm.

Katz, I. R. (2007). Testing information literacy in digital environments: ETS's iSkills assessment. Information Technology and Libraries, 26(3), 3-12.

Oakleaf, M. (2008). Danger and opportunities: A conceptual map of information literacy assessment approaches. portal: Libraries and the Academy, 8(3), 233-253.

Oakleaf, M., & Kaska, N. (2009). Guiding questions for assessing information literacy in higher education. portal: Libraries and the Academy, 9(2), 273-286.

Project SAILS. Retrieved July 17, 2009, from https://www.projectsails.org/.

Seymour, C. (2007). Information technology assessment: A foundation for school and academic library collaboration. Knowledge Quest, 35(5), 32-35.

Sharma, S. (2007). From chaos to clarity: Using the research portfolio to teach and assess information literacy skills. Journal of Academic Librarianship, 33(1), 35-127.

TRAILS. Retrieved July 17, 2009, from http://www.trails-9.org/.

Information Literacy and the Public Library

2009-07-21T10:13:00.000-07:00

Introduction to Information Literacy in the Public Library

There are books and books written about Information Literacy and the 21st century. School libraries and academic libraries seemed to have received the most attention in the last years. I imagine that may be due to the many academics, concerned about student education and who reside in these territories. As of now the public libraries have gotten much less formal attention from Information Literacy experts. Interestingly enough, public libraries serve as the general arena where information and literacy reach the most audiences.

As I pondered the most valuable way to approach our group assignment on Information Literacy, I came to the conclusion that it must make sense to me and, hopefully, bring forth some new insights to our class. So, I have decided to write from the point of view of a fairly well informed and most curious patron/ student since I am yet to become a full- fledged librarian. After reading many journal articles and speaking with local librarians, it became apparent that the public libraries, more often than not, may be considered the Cinderellas of Information Literacy. Like Cinderella, public libraries may be somewhat overlooked; however, Cindy, with her big heart, intelligence, spirit, and work ethic did end up marrying the prince. In the next paragraphs, I think it becomes apparent that the public library can emerge as an IL "shining star," too.

The American Library Association's Presidential Committee on Information Literacy Final Report states: "To be information literate, a person must be able to recognize when information is needed, and have the ability to locate, analyze, and use effectively the needed information. Libraries remain today as the potentially and most far reaching resources for life- long learners" (1989).

Another resolution supporting Information Literacy in public libraries is UNESCO's Decade of literacy (2003- 2012) adopted by the United Nations General Assembly. The aim was to not only to encourage information and literacy, but to "extend the use of literacy to those who do not have access to it" (1999). Much of UNESCO's emphasis was placed on supporting adult and family literacy in the acquisition of information. Who is better positioned to accomplish this mission than the public library?

Public libraries are in a unique position to deliver the never ending new technology to their communities. Information literacy, it has to be remembered, is a context- dependent concept in which the particular client and the particular community needs define that public library's role. The common element of all public libraries is the following of a constructionist model which differentiates information literacy from bibliographic instruction so that patrons "learn how to learn." Whether teaching an Internet course, showing the use of a database, setting up an email account, or uploading pictures, to cite a few examples, public libraries are all ready teaching their clients how to navigate this "Internet jungle." Librarians need to continue honing their information skills to insure their clients continue becoming life- long learners.

Roles of 21st Century Public Librarian to Support Information Literacy

- with children

Children have always been traditionally considered of prime importance in public libraries. Weekly story hours for varying ages, Internet training programs, summer reading programs, and youth reading clubs have all helped parents learn how to better interact with their children. Partnerships with schools, where the public library can support school literacy training, have been established. In 2000, the National Institute of Health and Human Development and the ALA's Public Library Association created the Preschool Literary Initiative to underscore that reading is a taught skill to parents and caregivers and to access libraries' abilities to effect change. ALA's Association for Library Services to Children joined this initiative in 2001 to add accompanying reading materials and to form a task force. Librarians, in essence, became early childhood teachers of reading. Story times now included the literacy activities of clapping of syllables, looking for patterns in rhymes, and beginning alphabet sounds. Certainly, parents and caregivers have reported an increase in their knowledge of beginning literacy and their increased interactions with their children. A possible problem that I see is that librarians will need more literacy training in their MLIS programs to meet the goals of this Preschool Literacy Initiative. Early childhood education majors spent 4+ years learning how to teach reading. Children's librarians will require a lot more than one course in reading literacy. The ALA also supports Family Literacy- Helping Parents Help Their Children, a project which states: "Through family literacy programs, the home becomes an environment where young minds can grow to their fullest potential, and where parents can play active roles" (2000). Families in communities partnering with public libraries is one of the first steps in creating life- long learners.

-with Senior Citizens

Seniors often make up a large percentage of a public library's clientele, especially as the Baby Boomers head toward retirement. Many libraries are offering day information classes on Internet navigation, particularly tailored to seniors. Courses such as Microsoft Word 2007, Powerpoint, Excel, Facebook, Twitter, web- browsing, Photoshop, Outlook Express may be available. Seniors may, at first, be fearful of new 21 century technologies; however, with sensitive guidance from the librarian, they may outdo their children. The public is a wonderful spot to provide information on such subjects as Planning Retirement, Estate Planning, Empty Nest Syndrome, and Second Careers.The important point to remember is Seniors are never too old to become life- long learners.

- with Adults

Most importantly, adult classes must be tailored to the needs of a community using some type of a needs assessment followed by good marketing techniques. The reference librarian has to pay special attention to the reference interview to best assess how to help the client "learn to learn." Public library webpages can unique purposes. They can link the community to local happenings, data bases, online journals, search engines like Google or Bing, library surveys, and online self paced tutorials such as Microsoft Office 2007 Suite. Another important function is to provide direct information regarding specific community resources like HeadStart, Meals on Wheels, or the local farmers market. The public library becomes the heart of the community where information is always readily available.

In conclusion, if the public library is to create life- long learners, it will need to continue teaching its patrons to fish instead of merely feeding them fish. It will need to strike a realistic balance between the budgetary constraints and the most efficient way to service the community on the ever changing information highway.

Nyack, New York Public Library: Meeting the Challenge???

Look at the Nyack Library website. See what you think. Is this library meeting our 21st century challenges in the realm of Information Literacy? Your comments are very welcome.

References

Balas, J. (2006). Information literacy and technology: They work when they work together. Computers in Libraries, 26(5), 26-29. Retrieved on July 16, 2009 from MasterFILE Premier database.

Eyre, G. (2004). Towards a literate Australia: Role of public libraries in supporting reading. Aplis, 17(4), 186- 194. Retrieved on July 15, 2009 from Gale Group database.

Harding, J. (2008). Information literacy and the public library. Australasian Public Libraries and Information Services, 21( 4), 157- 168. Retrieved on July 16, 2009 from the Gale Group database.

Leninger, M. (2008). Information literacy and the public libraries. Online Computer Library Center, 1(19). Retrieved on July 14, 2009 from http://www.webjunction.org/information-literacy/articles/content/438653.

Libraries and literacy. (2004). Monkeyshines on the Library. Retrieved on July 15, 2009 from MasterFILE Premier database.

Quigley, T. (2003). How public libraries can promote literacy with the world wide web. Feliciter, 1(7), 38-42. Retrieved on July 14, 2009 from http://www.cla.ca/.

Renea, A. (2003). Public libraries and early literacy. American Libraries, 3(6), 48- 51. Retrieved on July 16, 2009 from MasterFILE Premier.

Skov, A. (2004). Information literacy and the role of public libraries. Scandanavian Public Library Quarterly, 37(3), 26- 29. Retrieved on July 16, 2009 from http://www.splq.info/issues/vol37_.htm.

posted by Gail Roshong

LIS 6010 Blog

US Government & Information Policy

The Role of Information Policy in the Library

Diversity in Elementary School Libraries

Diversity in Law Libraries

Multiculturalism and Diversity

Multiculturalism: Languages in Libraries

Diversity in Academic Libraries

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Information Literacy in the Classroom

Teachers and Information Literacy

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Technology and its Impact on Libraries: Resource Sharing

Technology and its Impact on Libraries: Youth Services

Technology and its Impact on Libraries: Academic Libraries

National Library of Thailand

National Libraries: The German Library System

Bun­des­mi­nis­te­ri­um der Jus­tiz (2009). Gesetz über die Deutsche Nationalbibliothek. Retrieved on October 25th, 2009 fromhttp://bundesrecht.juris.de/dnbg/index.html

Deutsche Nationalbibliothek(2009). The German National Library in brief. Retrieved on October 23rd, 2009 fromhttp://www.d-nb.de/eng/wir/ueber_dnb/dnb_im_ueberblick.htm

Digital Archiving in National Libraries

National Libraries: The National Library of Korea

National Libraries

Types of Libraries: Media Centers

LIS 6010 Blog: Types of Libraries

Types of Libraries: Public

Types of Libraries

Intellectual Freedom and a Literary Rating System

Intellectual Freedom LIS 6010 Fall 2009

Censorship of Books in School Libraries

Intellectual Freedom & Social Networking

Intellectual Freedom: LIS6010 Fall 2009

Collection Development Policy

Service Policies

INFORMATION POLICY: CHILDREN’S SERVICES

ALA & Information Policy

Multicultural Sources for Libraries

Multiculturalism in Library Programming

Diversity and the Workplace

Multiculturalism and Diversity Primer

The Technology of Information Literacy

Assessing Information Literacy

Information Literacy and the Public Library

Bundesministerium der Justiz (2009). Gesetz über die Deutsche Nationalbibliothek. Retrieved on October 25^th, 2009 from
http://bundesrecht.juris.de/dnbg/index.html

Deutsche Nationalbibliothek(2009). The German National Library in brief. Retrieved on October 23^rd, 2009 from
http://www.d-nb.de/eng/wir/ueber_dnb/dnb_im_ueberblick.htm