The Future of Libraries/Libarians

Are libraries a thing of the past? Are they dinosaurs that can be drastically cut to save both public and institutional costs? In the future will we still need librarians? For that matter, what’s a librarian for besides checking out books and shushing folks? Did you know you had an information expert on your side?

Check out the display case on the second floor of the Saint Paul Library and the quotes below, then join the discussion by adding your comments.

What Librarians Are Saying

Richard Rubin talks about all of the negative terms that people use when they talk about the abundance of information available today, words like overload, flood, and explosion. He goes on to say that librarians are among the few professionals who are “devoted to helping people find their way among the bewildering variety of information sources.”

In a lecture on “Breaking the Barriers of Time and Space: The Dawning of the Great Age of Librarians,” Scott Plutchak says “In the digital age, physical libraries are becoming less relevant to the communities that they serve. Librarians, however, are more necessary than ever in helping members of their communities navigate the increasingly complex information space.” He talks about his objection to saying things like “the library does . . .” Libraries, Plutchak  says, “don’t do anything—people do.” This change in phrasing can be as hard to adjust to as changing to inclusive language for God—we have to break old habits.

David Lankes begins his Atlas of New Librarianship with a mission statement, “The mission of librarians is to improve society through facilitating knowledge creation in their communities.” You can see his diagram of librarianship in the library display.

——————

Lankes, David, The Atlas of New Librarianship, (Cambridge, MA: The MIT Press, 2011).

Plutchak, T. Scott, “Breaking the Barriers of Time and Space: The Dawning of the Great Age of Librarians,” in Journal of the Medical Library Association 100 (1), January 2012.

Rubin, Richard, Foundations of Library and Information Science  (New York : Neal-Schuman Publishers, 2004)

Controlled Access Library Resources

In my last blog I discussed “open access” research materials – resources freely accessible to anyone with an internet connection and a browser. At the opposite end of the spectrum are library resources with tightly controlled access. These resources are very valuable to you and the owner of the resources. They are rarely owned by the library. Copyrights are usually retained by the original publisher. We purchase a user license to gain access to the electronic book, full-text article, or bibliographic information through a vendor who owns the “search platform” (like EBSCOhost).

Controlled access resources are valuable to you for a few reasons. First, our subscription databases are designed for academic use. The resources are vetted and selected by librarians, scholars, or other information professionals dedicated to providing the most credible research resources available. The databases also target subjects most useful for the fields studied at Saint Paul School of Theology (SPST). Finally, the search platforms feature robust search and storage tools to facilitate extended periods, or even a lifetime of study.

You will need to pass through the proxy server via the “Database Login” under the Library dropdown on the SPST home page to gain access to our controlled resources. Your username is your last name and your PIN is the 13-digit number below the barcode on your SPST ID card.

Three major controlled access resources you may find helpful are EBSCOhost, the ATLA Religion Database with Serials, and the ebrary electronic book collection. Our EBSCOhost search platform offers 24 databases. The ATLASerials database is hosted on the EBSCO search platform. Follow the ebrary link to access our electronic book collection containing over 70,000 academic titles covering a broad range of subjects. In my next post I will talk about the fuzzy world of “limited” access resources.

Isn’t everything on the internet?

Being a librarian means I hear a certain question all the time: “The LIBRARY? But isn’t everything on the internet now?”

With new classes beginning and library instruction in full swing, some of you may have had this thought yourselves: “Isn’t everything on the internet?” (Don’t worry, I’m not asking for a show of hands.)

The simple answer is that, no, it just isn’t. Nothing gets onto the internet by itself, and librarians are actually spending a lot of our time putting information up there. Digitization is expensive and digital storage is more staff-intensive than print storage (because it is less stable). And rather than the internet’s being immune from copyright restrictions, it actually makes sharing copyrighted materials trickier. Many of the best resources, such as ATLA’s databases, require subscription fees. Even most of the best free research sources, like the online Dead Sea Scrolls exhibit at the Israeli Museum, are institutionally supported.

But I think the real question people are asking is, “Why should I do time-consuming library research when the internet is so much faster?”

Using a search engine is a quick way to get an answer to a simple question like, “What is the phone number for my local pizza place?” But the theological questions that students are wrestling with in their classes here don’t have such easy answers. Deep down, you all know this or you wouldn’t be investing your time and money in education! You have to spend time finding the best resources, actually reading them, digesting the ideas you’ve found, and putting them back together with your thoughts and perspective. Your best papers are going to not only demonstrate that you understand the problem, but teach something about it, too.

Where does the library come in?

We evaluate, purchase, and organize some of the best resources that we can find so that you can more easily find and access them—whether online or in other formats. And then we use our expertise to help you build your own finding, evaluating, and organizing skills. The world of knowledge is vast and complicated, but we do everything we can to make your journey easier.

Good luck, and start your research early!

What a Difference a Summer Makes!

If you have already been on the Library database selection page, or into the EBSCOhost databases, you will have noticed some major changes and additions.

But first, in case you don’t know what I’m talking about, go to the SPST homepage, and select “Database Login”  under the gray “Library” dropdown menu. If you get a security warning, go ahead and do what they warn you not to do – proceed to this site that we know and trust. For the username, enter only your last name. For the password enter the 13-digit number below the barcode on the front of your SPST ID card. This should take you to the online database selection screen for Dana Dawson Library.

When you scan the list, you’ll notice a new item – “ebrary”. This is a continually expanding collection of over 70,000 scholarly electronic books – e-books.  You can search for materials directly in ebrary, or all of the titles are also in the SPST / WILO online catalog with direct links to the ebooks. Just click on the link for the SPST holding and you will be prompted to sign in using the Database Login procedure as outlined above.

If you venture into the EBSCOhost database you will see new databases listed on the initial EBSCO screen including:

• Biography Reference Center
• Science Reference Center
• Consumer Health Complete

When you go into the EBSCOhost “Choose Databases” section, look below the familiar ATLA and Academic Search Premier. Browse the descriptions of the databases, some never before available to SPST students, faculty, and staff including:

• Child Development & Adolescent Studies
• Humanities International Complete
• Bibliography of Native North Americans
• Violence & Abuse Abstracts
• ERIC (Education Resource Information Center)
• MEDLINE

If you encounter any problems accessing these resources, contact John Oyler in the library or at joyler@spst.edu. We will be offering general database overview training as well as training and helps for each of these specific resources. Let us know what you think!

So, you need to write an annotated bibliography…

Today’s students are commonly tasked with composing an annotated bibliography. What is an annotated bibliography? And, why would you want to write one (besides for a grade)? As a natural product of reading with intent, you probably uncover most of the information included in an annotation as you conduct research.

Ink Jar and Quills by studentofrhythm (Charles Stanford)

According to the University of Maryland – University College library (UMUC), an annotation is both descriptive and evaluative – noting a source’s usefulness or distinctiveness. More specifically, it discerns an author’s argument, and assesses the source’s applicability.

According to University of California – Santa Cruz, annotations serve several purposes:

• Demonstrating the scope and quality of one’s research
• Reviewing published literature on a topic
• Recording supplementary, illustrative or alternative sources
• Allowing a reader to identify sources consulted
• Illustrating the types of resources available
• Placing original research in an historical context

Generally, annotations include the following information (UMUC):

• Purpose of the work
• Summary of its contents
• Intended audience of the work
• Relevance to your topic
• Strengths, weaknesses or biases in the content

Your instructor may indicate other purposes as well, so clarify expected content.

Quill Array with Knife and Test Paper by studentofrhythm (Charles Stanford)

Annotations usually run between 100 and 200 words. Cornell University library presents a brief annotation (111 words), while Purdue University offers more lengthy examples (199 words). Again, consult with your instructor to define length.

Finally, if you are using Zotero, record an annotation under the “Notes” tab. Notes will print along with other information when you right click and select “Generate report from selected items….” From there copy and paste into your bibliography.

Organizing Digital Photos

Does your digital camera overwhelm your computer? Do you know you have a really neat photo, but can’t remember where you saved and what you named it?

Keeping print photographs organized is a challenge, but then along came digital cameras.  We can take lots and lots of photos and save them on our computers. We no longer have the built-in limitations of being able to afford the film and the developing. However, organizing the hundreds of digital photos we can take organized is a chore!

I did some research and found some resources that are helpful for organizing personal photos. I’m old-fashioned enough to want print resources (book propped open, next to computer) but if you prefer watching a video, there’s one on the Digital Preservation website at the Library of Congress on archiving personal digital photos. That link is http://www.digitalpreservation.gov/you/content/photos.html. If you are a print person, check out the resources below.

Pogue, David.  David Pogue’s Digital Photography: The Missing Manual. Sebastopol, CA: O’Reilly Media, Inc., 2009.

David Pogue is an author, photographer, and indexer. He writes a weekly technology column for the New York Times. Pogue is the creator of the Missing Manual series and has written for the For Dummies series. The first part of this book takes the novice through buying and using a digital camera. The second part is about what to do with the photos after you have taken them. Pogue gives instructions for using free software (either iPhoto for Macs or Picassa for PCs) to organize and edit your digital photos. The instructions in this book are very clear and understandable. It is a good source for the beginning digital photographer. In addition, by including instructions for free software, it presents an affordable way of organizing photographs.

Baldridge, Aimee. Organize Your Digital Life. Washington, DC: National Geographic Society, 2009.

Aimee Baldridge is “a freelance writer and photographer who specializes in technology. For six years she was a senior editor at CNET Networks, an online news and magazine website dedicated to photography and technology” (Andrus 2008). This book first talks the user through making an inventory of existing media: photos, movies, music, and important papers. Then Baldridge guides the user through prioritizing, planning, and executing the copying of analog media into digital. The chapter on photographs contains instructions on setting up the computer’s file system to provide an organizational backbone for digitized photos and for born-digital photos. The software emphasis is on the functions that are needed, rather than on a specific software package. There is a discussion of metadata, comparing it to sticky notes on a print photograph (the data). Baldridge assumes a much higher level of technical expertise of her audience than Pogue does. The home user will need to feel comfortable updating his or her hardware, operating system, software, and firmware.

Consumers Union of United States, Inc. “Organizing Images: Best Storage Strategies.” Consumers Reports (2005, July): 20-21.

Consumers Union is the largest independent testing and information organization in the world. They maintain their independence by not taking any advertising and or gifts, and buying all products they test. This article is addressed to three levels of home users: the casual (takes and saves few images), the serious (takes and saves a lot of images), and the advanced (takes, edits, and shares a lot of images). A simple chart shows the software, time, and features recommended for each level of user. For the casual user, they discuss iPhoto for Macs and Picassa for PCs, both available for free. For the serious user they recommend Photoshop Elements and ADCSee. The article also includes a rating of web-based photo-sharing and photofinishing sites. This respected organization gives useful, easy-to-read recommendations that serve all levels of home users in a summary form for those unwilling to wade through a book to get to the bottom line.

Resources

 Andrus, S. M., “Using a camera phone: Aimee Baldridge shows ‘How to Shoot Like a Pro'” [Review of the book The Camera Phone Book: How to Shoot Like a Pro]. Suite101.com. Retrieved July 26, 2009, from http://videofilmtechnology.suite101.com/article.cfm/using_a_camera_phone.

 

One-stop Shopping for Bibliographic Organization

Zotero [zoh-TAIR-oh] is a free, easy-to-use tool to help you collect, organize, cite, and share your research sources. It “lives” in your Firefox browser as a 2.4MB add-on. You can easily capture bibliographic information from library catalogs, online journals, databases, Amazon, and web pages with one click of the mouse. You can also collect and store PDFs, images, screenshots, and links to websites, preserving them for later access.

Zotero Homepage

Zotero allows you to edit collected records to correct errors, or standardize bibliographic format. You store records in logical files, relate items directly to one another, or group them via tagging. Insert notes about how you found the source, create abstracts, or comment on the item’s usefulness to other research opportunities.

You can output data in many formats including bibliographies, html code, lists, reports, and more. Zotero integrates fully and directly into Windows or OpenOffice so that footnotes and bibliographies are pre-formatted to the desired citation style.

Your data is available to you both on and offline with up to 100MB free server space. Your personal account login allows you to access, add to, update and edit your information with online synchronization from different locations and equipment. Collaborate and share resources openly or privately with others with similar research interests.

Zotero is developed by the Center for History and New Media at George Mason University. It is sponsored by the Institute of Museum and Library Services, and the Andrew W. Mellon and Alfred P. Sloan foundations.

See John at the Dana Dawson Library circulation desk for help in setting up and personalizing your Zotero account. It took me 15 minutes to install Zotero and enable all of the features listed above. How long does it take you to type footnotes and a bibliography for a 10-page paper? Oh, and did I mention it was free?!

Searching for Contextual Relationships with Quintura

Choosing search terms to begin a research project can be a guessing game. We often search topical words that are new, ambiguous, or off-target. In academic databases like EBSCOhost or online catalogs, the strongest keywords are often “controlled vocabulary” – words assigned by a cataloger or indexer. One example of controlled vocabulary is Library of Congress (LC) subject headings. Controlled vocabulary is one way these records are linked together.

Quintura Seach Engine

Outside the controlled environment of academic databases, search engine keywords often yield an unmanageable collection of results. Generous results are displayed in an order of “relevance” chosen by the search engine provider, such as the number of other web pages linking to a given site. What you often receive as most relevant is in reality most popular – this correlation may or may not be valid.

An alternative search concept for the academic researcher is the notion of clustering, or linguistic contextual relationships. Using this algorithm, search results are clustered around frequently grouped words assumed to be meaningfully related.

One contextual relationships search engine is Quintura. Results for searches in Quintura are displayed in a cloud as well as a list. The cloud denotes the clustering of results with larger, bolder, darker font signifying stronger contextual relationships. The smaller, grayer font indicates weaker relationships.

Quintura Search Results

If you rollover a cloud term, a window displays three results. If you click on the cloud terms, a new search generates results using that term. Try it and see what you think.

Have you ever thought it would be useful to save your internet searches? Quintura has a solution for this as well. Stay tuned for my next blog where I will introduce how Quintura preserves your internet searches for greater recall and more targeted researching.

Banned Books Week

Banned Books Week 2010

 

September 28 to October 2, 2010 is Banned Books Week. Sponsored by the American Booksellers Association; American Booksellers Foundation for Free Expression; the American Library Association; American Society of Journalists and Authors; Association of American Publishers; and the National Association of College Stores, Banned Books Week celebrates the freedom to read. This year’s theme is “Think for Yourself and Let Others Do the Same.” 

You can find lists of frequently challenged books and banned and challenged classics on the ALA Website. Banned books are of concern to the American Library Association, whose Code of Ethics states, “We uphold the principles of intellectual freedom and resist all efforts to censor library resources.” 

You are probably aware of the media reports of the Florida pastor who planned to burn the Quran on September 11th. However you may not be aware that the Bible; several different dictionaries, including Websters; and many popular children’s books have been challenged or banned. 

The greatest number of challenges come from parents of school-aged children. Librarians resist censorship. How would you face such challenges if they became an issue in the community in which you minister?

Four Basic Reading Questions

How to Read a Book

 

from How to Read a Book, revised and updated edition (1972) by Adler and Van Doren

Whether reading an article, a book, or a website, an assigned reading, or something of one’s own choosing, there are four basic questions (46-47) that will focus one’s reading.  Focused reading effectively prepares the academic reader to write an annotated bibliography, a book review, or a paper.  The reader must ask:  

1) “What is the book about as a whole?” – Discover the “leading theme of the book” and the “essential subordinate themes and topics.”  

2) “What is being said in detail, and how?” – Tease out the “main ideas, assertions, and arguments.”  

3) “Is the book true, in whole or part?” – Understand the author’s argument(s) and support to discern their validity.  

4) “What of it?” – So What? Why is the book important or useful?  What does the author suggest or imply is the next logical step?  

Answering the four basic questions precisely and accurately constitutes “the whole obligation of the reader.”  Answering the first two questions (content and argument) allows the reader to discern the book’s validity (truth).  Once the first three questions are answered, the reader can then assess a book’s significance.  Adler observes that learning how to ask all four questions “as you read” is the “art of reading.”