Late lunch but worth the wait: guacamole-chicken sandwich with lots of fresh garlic in the guac -- MMM!

Making Web 2.0 Work at Work

After a 5-day weekend battling the flu I now seek to utilize Web 2.0 technology with a practical issue at work: remodeling. I have been advised that our building's fire suppression systems need to be brought up-to-date, and they are embedded in a ceiling that includes asbestos. So we are gathering our entire collection and moving it to the lower level. We will be closing the library for 8 months and our staff will be scattered to nearby buildings. I have committed to combining notifications on our website, Facebook page, Twitter and (yet to be created) Flickr accounts. I have played with these tools off and on for awhile now, so it should be no problem. Yet I am nervous about taking the first steps and actually doing it. I am a perfectionist, and not happy when I make mistakes. So I will post to my personal blog one more time to make sure the system I've created works here. Then I can venture out and do the same thing for my job.

Always take notes

As part of my new job it has fallen to me to manage the library's Facebook presence and add other social media as needed. I found out how to link together my personal blog, Facebook page and Twitter account. Now I cannot remember how I did it. So I have to start over learning how I made it all work together. I realize that human beings often have to repeat the same mistakes in order to learn from them. I just did not expect to have to repeat a success in order to re-learn it!

Beautiful mountains

This past weekend we camped in the Uintas, and my 9-year old daughter led our whole group as we climbed from 10,700 feet to nearly 12,000 feet, and she's only been in UT for just over 2 weeks!

Our moving truck is unloaded, and getting ready for work today felt akin to running an indoor obstacle course!

is eagerly awaiting the arrival in UT of the rest of my family (Alissa, Sonia & Marie). A month apart is TOO LONG!

Now I am testing posting directly from Ping.fm to my blog, Twitter & Facebook accounts.

Elusive Integration

Yesterday I posted to this blog hoping that HootSuite would pick up the update, then pass it on to Twitter, which would then pass it on to Facebook. I'm trying again to see if I can get this to work. Otherwise I will have to try another combination. I feel like I'm trying to untangle a mess of yarn into its half-dozen different colors, then braid them together all at the same time!
#fb

Juggling Web 2.0 for my first job

Streamlining a blog, a Facebook page, a Twitter account and news blurbs on the website.
In July I began work as a Web Services Librarian at the Eccles Health Sciences Library at the University of Utah, Salt Lake City, UT. One of my first tasks is to wrangle together the library's blog (unused), Facebook page (well-used) and add a Twitter account (yet to be created). In addition I am to draft a proposed policy for these social media for approval.
I began by sending an inquiry to the listerv at LITA (Library Information Technology Association) for advice on tools and software to help. I quickly received a number of helpful responses from colleagues and as a result of their advice chose to use HootSuite to combine updates for Twitter, Facebook and a blog. I am now posting to my blog to see how it feed through HootSuite to my personal Twitter account set up for just this purpose. I will see how well this works. #fb

Libraries on the Today Show

Public libraries and their role in today's difficult economic times were featured on the Today Show recently. Though short, this piece effectively summarizes the situation of libraries and library professionals as they try to cope with increased demand and falling funding.

Visit msnbc.com for Breaking News, World News, and News about the Economy

LITA Forum 2008, part 1

I attended my first LITA Forum this past weekend, which was held in Cincinnati, OH, and found it to be an enriching and rewarding experience. While others will comment on the keynote presentation, I would like to launch straight into the concurrent sessions I attended. During the second concurrent session, Jean Rainwater and Bonnie Buzzell from Brown University talked about the challenges involved in borrowing materials not located in their own collections. In “Don’t Make Me Choose! (or, Just Get What I Need!),” they showed how it took 33 clicks to borrow an item from another library within the multiple consortia they belong to, which is 9-10 times the number of clicks the typical user will put up with. Rather than waiting for vendors to come up with a solution, they decided to develop one in-house, even if it was only a partial solution. When a new University Librarian (i.e., head of the library) was hired, this person made simplifying the borrowing process a priority, and put together a team with different, complementary skill sets to do the job.
The “guiding principles” for this project were that the system they developed had to be:

1. Simplicity for the user.
2. Work with what is.
3. Release early and often.
4. Expect change.

They called their system “easyBorrow,” and used WorldCat as their starting point for acquiring materials not in the collection. They placed a simple search box on the page that pops up when a search returns zero results, with three-step instructions on how to proceed. As they moved through the system, it did require an extra authentication step, but in the end, it took only 10 clicks to borrow the same item from the same source. It required a combination of open source tools (Java, Tomcat, Python, Django, PHP, MySQL), APIs and system components to do so, and resulted in a marked increase in ILL requests and user satisfaction.
In a time of shrinking budgets and other resources, this project clearly demonstrates the value of agile software development, and having the staff available to make this happen. Commercial software companies, despite devoting enormous resources and funds to design and development of library systems, cannot keep up with the changing and evolving needs of patrons. Libraries need effective teams with a complementary skill sets to “stitch together” disparate systems to make serving the public more efficient and effective. The presenters used a quilt analogy in presenting this topic, and it rings true: libraries have a patchwork of different services and systems, which will be more immediately and effectively utilized when someone can sew them together, a few squares at a time, into a coherent whole, instead of waiting for a vendor to assemble the machinery to turn out a software “blanket” system.

Thoughts on Quality Management & Contol

Stories in the media about toxic chemicals in toothpaste, and lead in the paint on children's toys highlights the ongoing importance of quality control. Producing an online database, and the software to interact with it (as in a project for my Systems Analysis and Design class) probably will not affect the health and safety of the users, but it still needs to be a quality product. One of the most critical aspects of quality control when creating online systems is the protection of personal data. Searching the LexisNexis database using the term "identity theft" generated 999 results. Titles included "To Fight Identity Theft, a Call for Banks to Disclose All Incidents," "The Identity Theft Scare," "Employers joining identity theft battle; But many unconvinced job-related assistance outweighs the added work," and "A Banner Year for Identity Theft; 2006 was a banner year for identity theft - at least it was for me." The ease with which a tech-savvy individual can steal information gives me pause in this assignment. Pioneers in "quality management" such as Deming, Juran, Crosby, Ishikawa, Kaplan and Norton have given us a solid foundation of principles and standards on which to build. But the fluid, changing nature of electronic systems, and the security weaknesses that result from these changes, has dramatically increased the importance of having an ongoing quality control process. From a tech librarian's perspective, I wonder how many vendors that build integrated library systems (ILS) have someone on staff to attempt to hack into their systems as they are being developed, checking security.

On a more local note, the system I am prototyping has to be of a certain quality to be accepted and used. In addition to protecting private data, it must be useable and maintainable by non-techies, since my work on the project will end upon graduation. Reliability and usability are the most critical aspects I face in its development. My boss, the Principle Investigator, has a reputation of being able to crash any system you ask her to test. If she is interested in having me develop the system beyond the prototype stage (which is all that is required for my class assignment), it will require careful definition of the end result, and many iterations to result in an acceptable product. I am reminded of a bumper sticker from one of my favorite catalogs, which reads: "Oh no, not another learning experience!"

Expanding knowledge: Technorati and Accessibility

This post began as a way to claim my blog on Technorati. I was doing a regular Google search on myself, and had multiple references via Technorati, so I felt it was time to learn something about it. In addition, I am currently a Graduate Assistant on the Shaping Outcomes Continuing Education project here at IUPUI. Shaping Outcomes is a web-based tutorial that shows users how to plan projects using Outcomes-Based Planning and Evaluation (OBPE), a best practice in museum and library services. I took Shaping Outcomes as a part of my Evaluation of Library Sources and Services class during the summer of 2007.
I was brought on this fall as the second phase of the project began, and have enjoyed the work immensely. Now I am responsible for "technical and participant support," which includes maintaining both the project and course websites. I will use Technorati to watch for blog postings relating to my work. Currently the largest part of my work has been to improve the accessibility of the course's website. A friend at church is visually-impaired, and was kind enough to briefly look over the site and provide feedback. I am wading through the wealth of information on the WC3's Web Accessibility Initiative website, and have implemented a number of their "quick tips" that address my friend's feedback. (Thank you, Jana!) I am planning to take a course on "Resources and Services for People with Disabilities" this summer, and appreciate this head-start on the topic.
Happy New Year!

Technorati Profile

Throw a Drowning Librarian a … Brick?

 
I just finished reading “Consuming Information” by Brett Bonfield on LibraryJournal.com, and this blog’s title accurately describes my emotional response. I entered graduate school with good skills in web page development, strong abilities in computer software and hardware, and an eager willingness to learn about the latest advances. As the semester ends and as I work to complete numerous projects and assignments, I’ve been feeling pretty successful at riding the technological wave on the ocean of Library and Information Science, and far from drowning. Mr. Bonfield’s list of twelve steps to better information management, while meant as resource-for-choosing-resources, is simply too long for most librarians to complete amidst all other work-related tasks. The advice makes rational sense, but how many of us need one more reason to spend scarce “off-duty” time being better prepared when we go back “on-duty?” And the list of 42 links to web sites relevant to his topic, while helpful, feels like added weight to the workload I’m already carrying. To top it all off, Mr. Bonfield uses an analysis of “Second Life” as an example of a three-step strategy for “staying informed.” Like the information above, it is valuable and informative, but combined into one article it can have the cumulative effect of a certain iceberg on a certain cruise ship. Don’t get me wrong: I plan to test his ideas to see if they really work. But their value rests on some assumptions that bear closer examination.

First, while emphasizing the low-cost or free nature of these resources, using them is dependent on having newer computers and quality data connections. Both are more likely for libraries with greater funding in large, metropolitan areas. And, both are more likely for higher-paid library staff than for new and/or lower-level staff. I live in a semi-rural area, and pay twice as much for a broadband connection as my peers living in larger cities. In some places in the US, dial-up is still the only option available!

Second, suggestions like “check out podcasts and vlogs,” and “become a Firefox hacker” assume that librarians have spare time at work to learn some programming, and would enjoy doing so. Nothing could be further from the truth for many of my classmates. And for them, a suggestion that “IM saves time” translates into “yet one more thing I have to keep track of.” Even Meredith Farkas admits in a recent blog entry, “Must admit, being out of the loop for a week was nice” after spending time in Florida. Our daily lives are already tethered to cell phones, voicemail, email, and the like, both at home and at work. Now I should add IM to the mix??!!

When I think of a library-school peer who was nearly brought to tears because of the frustrations of trying to make even the best technology in a thoroughly modern computer lab work for her, I just have to ask, “Is technology working for the librarian, or is the librarian working for technology?”

Change is Inevitable, Wisdom is Sought

I am struck by the similarities between widely divergent topics of discussion that I’ve experienced lately. As I was driving to school Monday, I was listening to a podcast of “The Woodsongs Old Time Radio Hour,” which I’d downloaded (legally!) to CD. One of the featured guests was an African-American blues singer and musician named Bobby Rush. As guest and host were talking between numbers, Mr. Rush related an exchange where a “young lady…about 18” told him “I don’t want to hear about the blues because it reminds me of slavery.” He went on to say that fewer and fewer “black musicians” are playing the blues, while more “white” musicians and audiences are taking an interest in the blues. Mr. Rush’s response was that “Slavery is a part of history. It happened… and you must know about that.” I agree that if we do not know where we have come from, we cannot truly know where we are going.

In a less-profound way, the cataloging and organizing of information is facing a similar turn away from the past. I am currently taking a class on cataloging, and I can see in my classmates’ reactions that AACR2, LC, and Dewey are just something to put up with. A part of me feels the same way as well. With all we’ve learned about organizing data, why hasn’t someone invented a better way to classify and arrange books and other materials in a library? But as I struggle to learn and use the tools we have, I see that, while inconsistent, culturally-biased, and far from perfect, these rules and procedures have real value, and are a laudable attempt to organize something that is determinedly inconstant. As our profession moves to embrace the power of the latest technology -- Web 2.0, Library 2.0, Subject Guide 2.0 -- let us remember to bring forward the lessons learned by Dewey and others. Our profession strives to provide the best and easiest access to any information our patrons want. Let’s use that knowledge and experience to influence and guide the future of information searching. If we do not, we will end up either re-creating the next millennium’s version of the AACR2, LC, and Dewey; or we will simply settle for something of poorer quality, and trading the power knowledge for the vulnerability of ignorance.

Little Things and Big Questions

Usually I spend Tuesdays working on homework, and by the time the afternoon rolls around, I find inspiration for my blog. Today, however, I spent the morning on a conference call, my first one in an academic setting. I was reminded that no matter how whiz-bang fantastic a new technology is, the success or failure of its implementation/use is highly dependent on non-technological stuff, namely the environment and behavior of human beings. As an example, the conference call I participated took place in a room that had a large, donut-shaped table about a dozen feet across. The tabletop was made of finished wood, and looked great, but the hole in the middle prevented the leaders from putting the conference phone in the middle, where it would do the most good. Of the ten people present, only a few projected their voices well enough to be heard from where they sat. The rest had to take turns moving to the head of the table, and even then some were so naturally soft-spoken that remote participants had a hard time making out their words. One of the remote participants, obviously using a handset instead of a speakerphone, kept blowing her nose at very inopportune times, interrupting or completely obscuring important content. Finally, another participant tried to dial in using a cell phone, and for several minutes everything she said had an echo. I don’t know how others felt, but these distractions both tried my patience, and reminded me of the fragility of any multi-person endeavor, no matter how carefully planned and pre-tested.

Taking a step back, I have worked in a variety of jobs and environments. I have worked in a major call-center, where I was judged more by the number of calls I handled than the quality of service provided. I have worked in childcare, where every time you turn around another child’s natural needs demanded your full attention. I’ve worked on a production line for Keebler, a cog to help turn out cookies by the thousands. Every position I’ve worked has had its share of demands, busy times and slow times. But the time I’ve spent as a Graduate Assistant has been the most laid-back, evenly paced, take-the-time-to-learn-first work I have ever done. Observing reference librarians’ work, they too seem to have a bit more time to take doing their work than anything I’ve ever done. And, like one’s health, one often does not appreciate what one has until it is threatened, or gone. How do I share what I’ve learned, seen and done with other librarians? What words and/or actions can I employ that will encourage them to see that every time someone’s profession is downgraded (e.g., some forms of outsourcing, or having untrained personnel serve in Reference positions), all our professions can be called into question?

Blog Surfin' for Ideas

Some weeks I come to the process of blogging with an issue I want to discuss, or at least comment on. Other times I surf the feeds I’ve subscribed to via Bloglines, hoping to be inspired. This week is one of the latter, and two postings, one thoughtful and one humorous, are worth commenting on. First, from Infoblog, some of the “Prognostications from CLA 2007, Part 1”, and my thoughts thereon:

In the future…
*Library users will choose from a variety of convenient borrowing plans – enabling them to check out more items for a shorter loan period, or fewer items for a longer loan period, or have all materials due on the same day each month, etc.
*Retiring baby boomers will demand elaborate summer reading programs for adults.
*The library will become a primary destination for consumer health information and services such as flu shots, well baby clinics, etc.
*Libraries will broaden – and improve - their pool of applicants for customer service jobs by omitting the word "library" from recruitment ads.
*Demand-based dynamic shelving algorithms will replace the Dewey Decimal System

Inspired and creative thinking like this is essential if libraries are to survive, and remain relevant as society evolves. While I was unemployed in the summer of 2006, a friend, who had just graduated from IUPUI – SLIS, talked me into enrolling, saying that someone with my combination of computer skills and a strong customer service ethic would be a valuable contributor to the profession. In a cynical mood, I asked if Google and the Internet would make libraries irrelevant, or would there really be a job for me when I graduated. I’ve learned that what I thought was an either-or proposition turns out to be a kind of “both-and” choice. We all know the inroads Google has made into areas such as ready-reference. So, how else do we get patrons in the door, and expose them to the variety of resources we offer that are not easily or not at all available at their fingertips? We possess the tools and skills to make the power of information available to all. Why not tie this in with community services such as flu-shots and well-baby clinics? Our local Boys and Girls Club has a mini-branch of the library within. Why not put mini-branches in daycare centers, with specialized resources for parents? Or in malls, with Consumer Reports, fashion magazines, and money-management resources prominently displayed?
Yet, I am no different from any other job-seeker. I want this degree to guarantee me a position that pays decently, and will last many years. Otherwise, why spend all the money and time to get an advanced degree? Truth be told, as I look at the richness and diversity in the library science profession, even when I am (hopefully) awarded an up-to-date MLS, I feel like a surfer who has missed most of the good waves of the day, and the seas are beginning to calm. Do I have to run twice as hard as those already in the field, fighting and clawing my way through crowds of tech-savvy, highly experienced professionals, just to find my niche? Sure, there are libraries out there that are farther “behind the times” than I am; but will they even be interested in the education and skills I have to offer? I can be as averse to risk as anyone, but I would prefer to work in a place where such aversion is the exception, rather than the norm.

In the future…
*The majority of new library construction will be "green" – and LEED certified.
*Libraries will take steps to become carbon neutral.

For a profession that saw the advantages for organizing information, I say, “It’s about time!” When I first joined ALA and subscribed to the Social Responsibility Round Table, I thought that this was what they would be all about: challenging the profession as a whole to call for environmentally sound practices. I will celebrate the day when libraries actively strive to be “green” and carbon neutral.

In the future…
*Library users will schedule personalized reader’s advisory sessions with a "reading coach."

Watch this YouTube video for a humorous interpretation of this one. (If I can’t end my blog with thoughtful questions, at least it will end with a laugh!)

Cheers!

Exercise your brain?

A recent discussion on the LITA listserv is my food for thought this week. It began by citing an op-ed column from the NY Times (tongue-in-cheek, I suspect):

“Until that moment, I had thought that the magic of the information age was that it allowed us to know more, but then I realized the magic of the information age is that it allows us to know less. It provides us with external cognitive servants – silicon memory systems, collaborative online filters, consumer preference algorithms and networked knowledge. We can burden these servants and liberate ourselves.”

The first respondent indicated that this “outsourcing” of information was seen “as being the antithesis of thinking, therefore it was less knowledge, not more.” Another talked about how the brain is a muscle that needs to be exercised, and deplored the technology-induced entropy of the brain. My first reaction to these discussions was to ask why we must create and control so much information that we need techno-crutches to survive? What purpose do they serve? If this “stuff” will help us live longer, make more money, and be more comfortable, then how much information is enough? How much is too much? But even these questions, for me, only scratch the surface of this issue. I prefer to take a step back and look at the context that encourages us to leave it all to technology.

“How may I serve you?”

Here in the US, the capitol of capitalism, we are asked this question, in all its myriad forms, dozens of times a day, both overtly and subtly. I’ve worked as a business customer service representative for a major telecommunications company, and was encouraged to greet each incoming call with, “How may I provide you with excellent service today?” Our kitchens abound with gadgets and tools just waiting at our beck and call to help us fix quick meals. Cable television waits in most homes to entertain, as does the Internet on our computers. GPS devices in our cars help us find our way to wherever we want to go. At the drive-thru or the restaurant we are asked, “May I take your order?” And at the bank, “How may I help you?” The roll of the librarian is a service-oriented role, though the level of knowledge required to be most effective does allow us to require a “masters” degree. Nonetheless, most of us in this technological society have a role to play serving one or groups, and being served or assisted by others, on and off the job.

The larger number of “servants” you can call upon, can direct and control, the more prosperity and power you are perceived to have. The more we can control in our lives, the safer (and happier?) we can be. As a recent beneficiary of arthroscopic knee surgery, I am exceedingly grateful for the ability to walk, bike, swim and sleep without pain anymore. Medical and related technologies have improved my quality of life above what my ancestors even dreamed of. Yet, why do we feel the need to have impersonal help with every aspect of our lives? What are we avoiding this way?

On a more personal note, I find it far too easy to "outsource" thinking. When I sit down to work at the computer, whatever answers I need are only a few keystrokes and/or mouse clicks away. As a graduate student, I am expected to have read and absorbed knowledge, and have it waiting and ready for class. But when I get to class, too often my mind is a blank, assuming that something outside me will provide contextual clues to help me know what to say or do next. And while I grew up with very little technology (beyond paper and pencil), I shudder to think how irrelevant traditional education must seem to students who have been served by technology all their lives. (If you haven't seen the YouTube video created by Michael Wesch and students at Kansas State University, take time now to see it.)

Wildfires and Digital Storytelling

As I tried to read the chapter on "Digital Storytelling, Libraries and Community" from the book Libraries 2.0 and Beyond (Courtney, 2007), my mind persisted on drifting to a wonderful example of digital storytelling I assisted with. While working as a Technology Paraprofessional at Merrill Middle School in Denver, CO, part of my job was to assist in the 8th grade "Advanced Technology" class, where students learned to take digital photos and movies, and turn them into music videos using Apple's iMovie. During my second year there, wildfires had swept through the mountain foothills less than an hour from Denver, leaving the beautiful landscape barren and desolate. One science teacher found out that there was grant money available to pay for students to come help re-seed portions devastated by the fire, and she arranged to take nearly the entire 8th grade on this trip. Our tech students brought along digital video and still cameras to record the event. Then they brought their recordings back to school, and in teams of two, created music videos. Then the class voted on the best video, which was then shown to the science teacher and her classes. The fun, hard work, and ultimate transformation of the hillsides on which the students worked were well-documented by these efforts, and I have seldom been prouder of where I've worked. Unfortunately, because of copyright restrictions, we could not allow copies to leave the school, for the students had used popular music from their own collections.
In addition to the re-seeding project, our tech students spent the year taking pictures and video of sporting events, assemblies, classrooms, clubs, staff, employees, and all other aspects of the school. They worked in teams of 3-4 to organize it all into a year-end music video. I watched them putting it together and, not being part of the MTV-watching crowd, was impressed by their work but indifferent to its value. But when the video was played at a year-end assembly for the 8th graders, I saw students and teachers alike with tears in their eyes. It seemed to draw everyone present into a sense of community, of a realization that they were ending a shared journey. When the 12-minute video ended, everyone applauded heartily, and we heard over and over again afterward from students, teachers and staff how much they appreciated it. Even now, almost four-and-a-half years later, just thinking about it moves me deeply.
As the technology for making such presentation has dropped in price and become easier to use, it offers us an opportunity to each tell stories that are meaningful to us. But to what end? Radio and television were once heralded as tools that would benefit all humankind. While they do occasionally inform and educate, these media spend far more time and effort in making money than making the world a better place to live. The Internet has followed suit, though recent changes in the ways people publish are helping put some power back into the hands of individuals. How will we use this power, these tools? To empower, or merely entertain? To help the needy, or hype nonsense? To speak truth to power, or sell tired platitudes? To foster community, or fight change? Our answers and actions matter, more than we may ever know ...

Moments like this ...

I was reading a classmate's blog when something she said caught my eye. Sue (sueparblog) is talking with a friend about finding joy in work:

Then she asked me the question that always plucks at my heart: “Don’t you want to find some way to use your PhD in Russian in your library job?” Ugh. I wrestle with this question constantly. I feel deep pangs of betrayal, even, about it. Why did I spend decades learning Russian and learning about Russian history, culture, etc., if I am not going to use it now to earn a living? I love Russian. I’m good at it. It’s a shame to have acquired fluency in a highly-inflected language and not use it in some external way.

I was reminded of an incident I observed as part of an assignment for my Reference class this past summer, which I used for a comment on Sue's blog, and reproduce here for my classmates to read:

Shortly after an hourly rotation of staff, three people approached the desk. It became apparent that they were three generations of females from the same family – elderly mother, grown daughter, and flame-red-haired granddaughter. The “middle” woman asked the male-librarian at the desk for help in finding English books in Russian. As the librarian was giving her his full attention, she explained that what she meant was books to help someone learn English, written in Russian, as well as easy-to-read books for adults learning English. The older woman wore a headscarf, and dressed simply in ways that reminded the author of the way people dressed in the USSR in January of 1984. To the surprise, delight and relief of all three patrons, the librarian responded by greeting and conversing with the Russian woman in her native language! This had the immediate effect of dissipating the “library anxiety” clearly present in the faces of the patrons. With a warm smile, the librarian rose from his seat, asked one additional clarifying question, and led the cheerful group away in search of resources. Had those same patrons approached a “para-librarian” who had only a high school diploma and fewer life-experiences to draw upon, the reference transaction probably would not have ended on such a high note.

Cheers!
TV