Monthly Archives: January 2012

Class Reflections

Discussion Points: Screencast examples, class discussion on articles read in regards to information literacy, information fluency and transliteracy, lecture on synthesis, emotional reactions to research, constructivism, metaliteracy, digital natives/digital immigrants.

Today’s class was very interesting.  It was exciting to hear all about the various articles classmates read and I made a note to visit all the class blogs to at least get the citations for the articles to be read at a later date (summer?).  There were a lot of great ideas and terms that I know I have not been exposed to enough, if at all, before todays class that would benefit my future career goals to learn more about.

The one thing about a class like today – one that brings up so many different opinions, thoughts, examples and points of library things – is that it gives me a taste of exactly what is out there for me to pay attention to and begin searching / learning / discussing more about these issues.

Quotes from class that I found exciting/interesting/enticing (attributed to class discussion, I have no idea who exactly said what):                                                                 “redefining peer review”                                                                                                                         “information literacy plus reading skills, plus tech skills, plus evaluation”                    “success requires buy in”                                                                                                                 “we are more confident then we are skilled in on-line searching”                                          “where is the line between education and advocacy”                                                             “looking for and finding information is only a part of the puzzle”

These quotes speak to some of the most new ideas for me and the ideas on which I want to learn more about.  I still do not know enough to decide whether or not I agree with everything or how to voice my argument for those I do not – but I am excited to learn and formulate my thoughts (synthesis, anyone?).

The discussion about intellectual freedom was very interesting to me.  I am not sure yet what kind of librarian I am (one that is willing to stand up for issues as publicly as some of the examples in class were) but I know that I had a little spark in me any and every time I hear about a library or librarians standing up for the rights of their patrons – and ultimately all patrons.  This part of class did make me even more excited to be working with the Office for Intellectual Freedom for Alternative Spring Break.  I think it will really be an eye-opening experience and one that will help me decide which librarian I am.

One note I do want to make – more for myself than anything else – is that it’s okay to still be learning about these issues and to still not know about things.  Coming into the profession very recently means I am just starting to form a base of knowledge of skills, history and concepts of librarianism and that it’s not a bad thing to miss an event – or a discussion – as long as I am committed to keeping note of what I do need to learn for myself and so I can be a productive member of the profession.  I’m okay with this.  This class made me even more excited about all there is to learn!


Information Literacy: Article 3

Citation: Koltay, Tibor. “Library 2.0, Information and Digital Literacies in the Light of the Contradictory Nature of Web 2.0.” Webology 7.2 (2010): 1-12. ProQuest Technology Collection. Web. 29 Jan. 2012.

This article discusses Web 2.0 and Library 2.0 and whether all types of libraries (public, academic, school) need to approach Web 2.0 and Library 2.0 ideas and concepts in the same way.  It recognizes that students and professional should use these tools much differently than they do and that librarians are responsible for teaching and informing correct and better use of the tools.

He uses the term “playground” for public libraries meaning that they do not have to have the same sort of focus as academic or public libraries since they tend to focus much more on serving the wants of the now and less on research.  I think this is interesting when you think of people who do use the public library for research – but maybe he means the difference between an academic library being used mostly just for that purpose.

One point brought up discusses whether or not libraries are merely “meeting users where they are” or “being useful to users where they are”.  I really like the distinction because it seems like all we hear about is going out to meet the people or find ways to bring them in but there might need to be more focus on what services people actually need and will use in all types of libraries.

Information Literacy: Article 2

Citation:  Gilton, D.. “Information Literacy As a Department Store: Applications for Public Teen Librarians. ” Young Adult Library Services  1 Jan. 2008: Research Library, ProQuest. Web.  29 Jan. 2012.

This article takes a very interesting perspective on public teen libraries and their connection not only to teaching information literacy to teens in the public library but also to interact and share the responsibility among academic librarians and school media specialists.  Gilton argues that it is all librarians responsibilities to find ways to work together to better serve teens in the community.

She is careful to say that public libraries should not, and do not, replace school media specialists nor should they do the work for them, but instead, the public librarians should offer their ability for more flexibility (night, weekend and summer hours) to benefit teens.  She points out that doing so, teens may be better prepared to research in an academic library, thus lightening some burden on the academic librariasn shoulders.

One topic I found very interesting were types of classes and research programs she felt teens could benefit from and how to reach them.  Not only could the programs be offered at the public library, but they could also be done by having public libraries who go into schools and help run workshops in their buildings.  She discusses that teachers should more deliberately plan instruction/lessons with the library in mind so that the librarians can help students better search for results.  She offers the idea that public libraries could run workshops such as how to get into college, test taking, etc.  I think this is my favorite concept simply because I have not seen anything like that before and I know schools are strapped to add any “extras” into their budget – such as running classes on college entrance exams.