The Art of Change: The Impact of Place and the Future of Academic Art Library Collections

Falls, S., & Hatheway, H. (2015). The art of change: The impact of place and the future of academic art library collections. New Review of Academic Librarianship, 21(2), 185-195.

I found this to be an interesting article because it addresses art libraries, which are a subset of the larger libraries we study.  From my experience, they are rarely, if often, discussed.  This article explores two art libraries, the Fine Arts Library of the Ohio State University, and the Haas Arts Library at Yale University, and how over time the architecturally significant spaces they occupy have changed, and how this has impacted their collections.  The authors state that, “as subject specific collecting on campuses has been decentralized by collaborative collection development, consortial borrowing, and the quick availability of materials in both digital and print formats” (p. 185), the need for a physical space for research in the library has diminished.  Circulation at the Fine Arts Library has decreased over the years, in addition to less use by patrons.  One way the space has been repurposed is using it as an exhibit space.  A series of successful art exhibits were displayed in the library as a way to engage users.  The Haas Arts Library experienced the reverse, where because study space is at a premium on campus, the library has been inundated with students.  The library itself is not able to accommodate more materials, but having a study space for patrons, and providing specialized assistance to them, is deemed more important.  As both libraries are in a state of flux, there are no guaranteed answers, in regards to their collections, and their space.  The authors conclude that they “are further challenged to promote our space as one of many options to study for all disciplines, and remain the principle location to receive specialized help and guidance for arts research…In the future, at both institutions, a service model that balances the needs of the general library user with those of the special subject user is being investigated” (p. 193).

OERs and You

Amy Jessica McMillan

INFO 266

March 29, 2016

Valenza, J. (2016, Feb. 28). OER and you: The curation mandate. Neverending search. Retrieved from http://blogs.slj.com/neverendingsearch/2016/02/28/oer-and-you-the-curation-mandate/

Summary: In this short blog post, Valenza gives an overview of #GoOpen, a U.S. Department of Education-endorsed initiative in favor of open education resources, and explains what this means for school librarians. According to OER Commons, "Open Educational Resources (OER) are teaching and learning materials that you may freely use and reuse at no cost" (qtd. in Valenza). Valenza challenges librarians to prepare themselves for this movement and to enhance it by curating quality OER collections in our schools. In other words, teacher librarians need to make OERs discoverable, select and curate appropriate resources, promote inquiry using OERs and preexisting purchases, and educate people about Creative Commons.

Evaluation and Analysis: OERs have the potential to make up the majority of our "connections" as school librarians, and possibly for other types of librarians as well. As noted by Valenza, OERs might be the "game changers" or our profession. Through OERs, students might really be able to access multiple perspectives and unlimited content without worrying about textbook biases or payment. I am particularly interested in Amazon Education's initiative to provide teachers with a database in which they can upload, search, and manage educational resources for free. Right now the #GoOpen initiative feels a bit disorganized and overwhelming, but the movement shows no signs of going away. In fact, it seems to be growing In her blog, Valenza writes, "It's our gig," when explaining why OERs need to be curated by librarians. I agree. School librarians can start now by adding OERs to their virtual learning commons and by publishing the best ones to staff and students.

Next Steps: I have already created a short list of OERs relevant to my K-12 school district. Click the link OER Source Page to see what I have so far. If you know of any I missed, please add to the comments below.

Are School Libraries Providing Adequate Collections of LGBTQ-Themed Literature?

Amy Jessica McMillan
INFO 266
March 29, 2016


Hughes-Hassell, S., Overberg, E., & Harris, S. (2013). Lesbian, Gay, Bisexual, Transgender, and Questioning (LGBTQ)-Themed Literature for Teens: Are School Libraries Providing Adequate Collections? School Library Research, 1-18.

To read the whole report, go to the American Library Association's link here.

Summary: Researchers Hughes-Hassell, Overberg, and Harris set out to discover whether school libraries maintained adequate collections of lesbian, gay, transgender, and questioning (LGBTQ)-related titles. According to the authors of the study, a typical high school's LGBTQ population is about 5.9 percent of the total population. Therefore, there should be at least that percentage of LGBTQ-related books in a school library collection. However, researchers found that LGBTQ-themed titles made up an average of only .4 percent of the collections studied. This was true for literature, as a well as nonfiction. Reasons given for this discrepancy included possible biases held by librarians or fears of repercussions by communities perceived to be "anti-gay."

Hughes-Hassell et al., endorsed increasing LGBTQ-related collections in school libraries, citing Article V of the American Library Association's Library Bill of Rights, which states, "A person's right to use the library shall not be denied or abridged because of origin, age, background or views." They also cited several studies in which LGBTQ-themed books were found to have positive impacts on readers in the midst of the "identity formation" stage of adolescence. 

Ultimately, while Hughes-Hassell et al. acknowledged the barriers to building LGBTQ-related school library collections, they encouraged librarians to equip themselves with the "courage, honesty, and fortitude" necessary to do so anyway. In their view, a robust and diverse collection will "open up a world of understanding to other students, teachers, and administrators," who may soon become "allies and advocates."


Evaluation and Analysis: One aspect of this study that I found very interesting was the authors' use of LGBTQ book lists for teenagers, particularly from the book Webber's (2010) Gay, Lesbian, Bisexual, Transgender, Questioning Teen Literature. I recommend opening the link to this study in order to see the books the researchers recommend. I noticed the study was published shortly after California's FAIR Education Act (2011), which mandated the inclusion of LGBTQ-related content into the curriculum. In California at least, the situation may be improving in response to that legislation. Finally, as a middle school teacher, I wonder what LGBTQ-related titles are appropriate for younger adolescents. This study focused solely on high school students, and I would argue that middle school students have different needs than older teenagers.

The Collaboration of Libraries, Archives and Museums

Megan Hamby
INFO 266
March 24, 2016

Novia. J. (2012). Library, archival and museum (LAM) collaboration: Driving forces and recent trends. Endnotes, 3(1), 1-10.

This paper focuses on the importance of collaboration between libraries, archives and museums as well as the benefits not only for the institutions, but for the patrons. Libraries, archives and museums can all build on each others collections and by working together, they share a wealth of information with their patrons. This paper also discusses collection development and how archives and libraries must choose what to digitize while museums are able to digitize and upload an entire exhibit for users. Other issues addressed include funding and support between libraries, archives and museums as well as the importance of a relationship between the three which would aid collection development and management.

This paper was interesting because the collaboration between libraries, archives and museums are not uncommon nowadays. Many libraries have archival materials in their holdings and even occasionally host exhibitions. Museums utilize both archival and library materials for exhibitions and all three use similar collection management systems and have outreach programs to draw in more patrons and visitors.

Connection + Collaboration = Successful Integration of Technology in a Large High School: Formula for Success

Mitchell, Ruth

Lankau, Louise. (2015). Connection + collaboration = successful integration of technology in a large high school: Formula for success.  Knowledge Quest, 44(2), 66-73.

This article focuses on ways to use technology in the high school learning commons to create connections.  It recognizes that the library media teacher is co-teaching with a few teachers and has connected students to the subscription databases but that there is more to do.  It encourages the library media teacher to continue to connect with more teachers through school leaders such as administrators, instructional coaches, and respected teachers.

The author recommends two technology tools:  Symbaloo and QR codes.  Both of these tools can be used in the learning commons and created for teachers for use in the classroom.  She also offers strategies for meeting with department leaders and a variety of services you can support them with. This article subscribes specific strategies to make you, the library media teacher, the best resource available.

Can computers be racist? The human like bias of algorithms.

Acosta, Greta

NPR. 2016. Can computers be racist? The human like bias of algorithms. 

This podcast, inspired by tonight's collaborative intelligence gathering session, is one very eye-opening example as to what may happen when "robots" replace professionals.

http://www.npr.org/2016/03/14/470427605/can-computers-be-racist-the-human-like-bias-of-algorithms

CLICK HERE

Infographics: Why and Why Not!?

Jonathan P. Bell

INFO 266

March 14, 2016

McDermott, I. E. (2014). Show, don't tell. Online Searcher, 38(4), 35-37.

Why we should use infographics

Infographics are indispensable tools for libraries, says San Marino City Librarian Irene McDermott. A well-designed infographic can make complex data sets comprehensible to laypersons -- a group that can include users, elected leaders, and library board members.

Infographics are examples of data visualization, which “liberates” raw data by translating it from bland spreadsheets into captivating graphic design. As McDermott notes, data visualization is powerful because it “allows [data] to be instantly understood, telling a story and changing minds.” The most effective infographics are ones that covert dull numbers and mundane facts into a compelling narrative.

In this era of plummeting library budgets, it’s more important than ever to show the public and elected leaders -- quickly and clearly -- just how valuable the library is. No expensive design consultant is needed, says McDermott, because free data visualization services are available online. These include Infogr.am, GoogleCharts, and Easel.ly, while apps like Adobe Kuler help users select effective infographic color palettes. These services are designed for beginners and can be learned quickly. For individual product reviews, please read the original article.

The core takeaway is that an effective infographic uses images to communicate your story. Data and text must be translated into visual representations. Hence the advice, “Show, don’t tell.” Viewers should grasp the narrative, the story you’re telling, from your infographic’s design.

Why we might NOT use infographics

McDermott also includes an important sidebar critiquing infographics, and the points are well-argued. Citing marketing and information science analysts, she points out that infographics have become trite, often lack source citations, are difficult to index, and aren’t fully accessible to users with disabilities. This last point merits closer scrutiny.

Reliance on color schemes, visual cues, and graphic design techniques can make the infographic’s messages inaccessible for the visually impaired, while viewers with cognitive disabilities might perceive the visual data field as distracting or complex, thus undermining the very point of infographics as communication tools.

McDermott also tells the story of an infographic she drafted examining her library’s “relationships” showing city residents comprised only 33% of users whereas non-residents made up 66% of library users. McDermott works for the Crowell Library in the extremely wealthy and fiscally conservative City of San Marino in Los Angeles County. According to McDermott, publishing that infographic could’ve led to a city council outcry alleging “money wasted” on non-residents. McDermott chose to leave that data buried in her Excel sheet.

Evaluation

I chose this article because of our turn to infographics as communication tools in our presentations. One of my first impressions from my initial scan is that there are many competing, and perhaps redundant, free infographic services online. McDermott’s reviews were helpful in sorting out the details, though, I was surprised the author didn’t review Piktochart, one of the industry-leading free infographic tools and a favorite in our class.

The points outlined in her article are quite simple -- and familiar. It’s essentially the same advice we learned after years of viewing text-heavy PowerPoint presentations in college and the workplace. The advice is to use images to tell your story, and include minimal text. It’s that simple. Granted there’s a bit more room for text and numbers in infographics but the advice is effectively the same: say it with images.

More Best Practices on "The Art of Weeding"

Jonathan P. Bell

INFO 266

March 12, 2016

Chant, I. (2015). The art of weeding. Library Journal, 140(11), 34-37. http://lj.libraryjournal.com/2015/06/managing-libraries/the-art-of-weeding-collection-management/#_

Weeding is one of the most challenging functions of collection management. The librarian is tasked with removing books -- a thankless, counter-intuitive and resource-intensive duty that the public rarely understands. Library users often perceive such removal as offensive, as in: “Why are you taking away our books?!!” But weeding is necessary. As Chant observed in this article, by removing outdated and unused books, weeding preserves the “health of a collection.”

It’s valuable to highlight Chant’s thesis. After opening with a description of all the headaches associated with weeding, the author asks: “So why go to the trouble? Because in a library, just as in a garden, taking out unwanted items makes those left behind stand out.” It’s difficult to say it any better. Weeding enhances your collection.  In the space below I outline Chant’s arguments for effective weeding.

• Weeding is normal - Weeding a collection should be viewed as a regular and necessary part of collection management. Conducting weeding in regular intervals prevents the confusion and potential negative optics that arise from last minute or irregular weeding.
• Be mindful of public perceptions - There stories from around the world of library users up in arms upon learning of weeded books ending up in dumpsters. Librarians can avoid public relations snafus by working with user groups to identify appropriate weeding areas and being cautious and thoughtful about their weeding methods.
• Large-scale weeding is tricky but necessary - Whether it’s because of materials damage or outdatedness, librarians will have to weed in large numbers at some point. Communication is imperative. You need to tell users what’s being weeded and why. Explain the reasoning to line staff so they can relay it to users. Consider sharing your “how and why we weed” online, too.
• Data-driven weeding with a human touch - Off the shelf software is available to run data analyses to help select potential titles for weeding. However, library staff familiar with your materials absolutely must weigh in on weeding decisions. Personal knowledge of user preferences is crucial. An algorithm alone cannot be the final arbiter.
• Weeding by age - Contemporariness and condition of materials play a role in weeding decisions. But there are caveats. Owning a rare or important book in poor condition is more valuable than not owning it. Publication date alone is not a catch-all metric for weeding in every subject. Yes, outdated and inaccurate materials are potential candidates for deselection, but librarians should consider whether such items are worth preserving for history or archival research.
• Weeding by recycling - Weeded books can have a fruitful afterlife as recycled pulp, art objects, even upcycled furniture. Before thinking of a dumpster, librarians should think of creative ways to repurpose weeded materials.
• Weeding eResources - Even digital materials should be weeded. Librarians should look to download and eCheckout data to assess the popularity of digital materials in the collection. Libraries can save on the cost of rising digital subscriptions by focusing on eResources that users actually use.
  
  

Evaluation

Chant’s article is among the many entries I’m finding in the apparent LIS subfield I’m now calling “Weeding the right way” (my own title). Chant’s 2015 entry is similar to the 2010 article by Allen I reviewed earlier this semester. Chant offers similar or the same “how to weed right” best practices, though his analysis goes a step further by including a section on digital weeding. That’s the major improvement over Allen’s article, which was a very informative piece itself. Both Allen and Chant’s articles are enlightening, and both offer useful guidance on how to weed properly, but in examining eBook weeding, Chant provides more relevant insight for today’s increasingly digital collections.

Digitizers Restrict Access to Public Domain Books

Thormann, Gabrielle

Clark, A. & Chawner, B.  (2014). Enclosing the public domain: The restriction of public domain books in a digital environment.  First Monday, 19(6). doi: http://dx.doi.org/10.5210/fm.v19i6.4975  

     "Research shows that open repositories allow works to have far greater societal impact than when access is restricted (Cullen and Chawner, 2008)."  Access to public domain books is being threatened by digitizers.  This article does a great job of making the complex issues clear, and offering solutions.  The writers who are from New Zealand examine this problem by choosing to track 100 public domain books from New Zealand before 1890.  The questions they ask and answer are:  How much are public domain books being restricted in terms of access and use?  What are the reasons for these restrictions and are these reasons okay?  What’s a fair way to digitize and host public domain books to balance needs of digitizer and the public?  Starting this study as a microcosm within New Zealand led them to the macrocosm of varying copyright law and contractual law internationally.
     Basically, these digitizers create contracts for internet use, and then claim these contracts take precedent over copyrights.  Those of the public who are concerned believe the books still belong in the public domain on the internet also.  And, different countries have different definitions of copyrights and contracts.  
     Interestingly, digitizers HathiTrust and Google both of the United States apply the most restrictions to access public domain books.  They use 'Technological Protection Measures' (TPM) to block access to materials that may be considered public domain.  These measures include blocking the cut and paste function, using the ‘snippet view,’ and blocking full pdf download access.  The writers did contest blocked public domain books for both large companies.  As of the published article in 2014, Google did not resolve the dispute, while HathiTrust immediately released all 11 of the contested books back into the public domain.  The problem is that there are many more books blocked by these companies.  Further, other companies will access and download pdfs, and then charge unreasonable access prices for these public domain books:  Amazon is one company doing such practice.  Know that other digitizers as mentioned by this article, such as Early New Zealand Books, New Zealand Electronic Books, Project Gutenberg, and The Internet Archive, usually do provide full access for most public domain books.  Thus, it’s always worth searching for the item you’re looking for to see if it’s available for free. 
      Why are these digitizers restricting access?  Since copyright law varies globally, Google Books and HathiTrust responded that they are wary of legal battles, as they are missing bibliographic information for many books.  So, they apply more restrictions, specifically increase copyrights beyond terms.  They also increase copyrights as they figure they have done the work to digitize, so they are entitled to reap profits from this work.  However, the research is clear that " the social costs of copyright extension do not outweigh the benefits.  Legislators should refrain from increasing the period of copyright protection..."

     Here are suggestions by the writers to solve issues:

• Attach bibliographic metadata to each public domain book that takes a minute to find and is found 66% of the time.  This time is in comparison to the time needed to digitize a book.  In 2006 digitizing 500 pages took 30 minutes plus other processing time. 
• Use statistical analyses to develop copyright restrictions for books with missing biographical data.
• Create standardized processes to determine copyright, and create an easy way for users to contest digitizers.
• If standards are agreed to, create a ‘safe harbor’ for digitizers, as problems emerge regarding copyright issues.

     While this was a tough article to get through, I wanted to know how and why digitizers are charging for items that are supposed to be free.  And, what are the implications of such practice?  We know the ideal internet helps to make information accessible, not restrict those who can have access and those who cannot.    
  

            

Digital Storytime

Mitchell, Ruth

Paganelli, Andrea. (2016). Story Time for Learning in a Digital World. Knowledge Quest, 44(3), 8-17.

School librarians can enrich and enliven storytime and engage students with digital storytime.  Kids are growing up in this digital world and don't see the difference between digital books and traditional books.  Using digital books can revitalize traditional storytime.  This article provides tables comparing traditional storytime with digital storytime and links to recommended titles and sources.

Evaluation - I was a naysayer about digital storytime until I read this article; now I am excited to try it. If it will engage those "blase" fifth-graders then it is worth a try!

Social Media - Uses for Libraries

Bonaventure-Larson, Nichole

Wetta, M. (2016). Instagram Now. School Library Journal, 62(2), 30-32.

Summary: This short article outlines how libraries can use the social media application Instagram for the promotion of their programs, inclusion of their teenage patrons in goings on at the library, and the significance of the image-based site over other resources like Twitter.

Evaluation: I though this is was a really interesting short piece. I think Wetta makes some pretty good points about the simplicity of including an Instagram account in your promotional planning. She also makes several good points about the inclusion of day to day library life - such as posting photos of new books as they come into the collection - and how these kinds of posts are on par with how teenagers and young adults are expressing themselves through the internet. We don't see, as often, the long stream of consciousness blogging from the days of MySpace and LiveJournal. Accessing patrons who are active on social media is simpler now than it has ever been.  All it takes is a photo, a quick caption, and the proper use of hashtags. I think it's a brilliant way to connect and I would definitely follow my library if it had an account on Instagram. What do you all think? Is it as worthwhile as it seems?