Go Club Cook!

  Ashley Baker's A-LIST Internship Blog  

[abaker-alist-blog]

Leadership #3: “The Power of Relationships” (iLead)

This iLead session was about evaluating the different types of relationships in your life. I was surprised that a lot of emphasis was put on the relationship you have with yourself. One of the first things we did was think about the meaningful relationships we have, and when we were asked to share, nobody mentioned their relationship with themself. The program leader then went on to talk about how the relationship you have with yourself is important; maintaining a healthy self-image, living aligned with your values, practicing self-care, and so on. The workshop reminded me that it’s really important to nurture your self-relationship. This past year, I’ve been focused on developing professional/mentoring relationships through A-LIST as well as in my academic department. However, sometimes I need a reminder to take care of myself and make sure my own needs are being met; it can be easy to take on too much work in the hopes of impressing others, but overloading yourself will ultimately backfire in some way (for example, falling very ill because you’re run down). After this workshop, I’m working on finding more balance in my life. Allowing yourself to indulge in scheduled ‘me time’ will actually make you more productive when you get back to work!

[abaker-alist-blog]

Project Information Literacy - Graduate

I wasn’t surprised by most of the study, but I was a bit surprised that participants said finding the “right answer doesn’t actually matter.” However, it makes sense that the process and the presentation of an answer matter more in an interpersonal workplace context.

I am a bit confused at the contradiction between the reportedly fast-paced, deadline-driven atmosphere of the workplace and the fact that employers “needed newcomers to apply patience and persistence when solving information problems in the workplace.” Participants report there being less time to solve problems, yet employers want them to have more patience? This paradox must make workplace transition difficult.

***

Information literacy is important throughout one’s career and life in general. While the types of information that are needed and the method of finding information may vary depending on time and place, it is still critical to be able to find, evaluate, and use information, whether for academic, workplace, or personal purposes. In a digital “information age,” one might assume that most, if not all, information is easily accessible. However, this is not always the case. Not all information can be found from a quick Google search, and information must always be evaluated carefully. Finding information is usually not about getting the quickest answer; it is about finding quality information from reliable sources, whether the source is an academic journal or a trusted coworker. Developing strong information competencies is necessary for the success of the individual and, in turn, the success of society.

[abaker-alist-blog]

Project Information Literacy - Freshman

I identify with many of the student quotes about being both overwhelmed and excited. The independence and freedom that comes with college-level research can be amazing, but it is very daunting. It IS hard to know where to start, what the expectations are, etc

The expectations of college work makes the transition difficult - not only because the standards get higher, but because of the uncertainty that comes with entering college. When a freshman comes to college, they don’t know what to expect from their courses nor do they know what quality of work is expected of them. The difficulty of workload and level of expectations can vary significantly from professor to professor, even at the same college. Also, students are coming from different backgrounds with unequal preparedness, so gauging how much each person needs to ‘step up their game’ is near impossible until after you’ve already submitted a paper and gotten feedback 

(I, for example, came to college pretty prepared because I had excelled in AP English at a school with high standards... so, I ended up doing fine in my first semester of college. However, students that came from ‘lower-achieving’ high school environments will have more ‘catching up’ to do.)

Finding/narrowing/selecting the best sources, and then understanding the sources, is so overwhelmingly. Even though I can remember using databases a bit throughout grade school, the college experience is a whole other level. You do have to learn to “dig and dig and dig” - it is far more time consuming than any of the ‘research’ I might have done in high school

Cook Library assists in freshman transition by giving librarian instruction with TSEM classes (such as the one I observed with Kim). I think this information is really helpful, but many new students do not yet really how helpful it actually is; they are usually not engaged and have no/little context for college work until they get further into the semester/year. I wonder if there’s other services we could offer to freshman (or students in general) as they start to see the difficulties they may be having.

As undergraduate students ourselves, the ALIST-ers can relate to freshman more than older librarian staff can; this puts us in a unique position with potential to really help new students. The question is, of course, how do we do that?

Being available with research assistance via the desk?

Some other way students could reach out to us? (Being available to meet with students for advice sessions? Have A-LIST contact info explicitly and clearly stated on library website?)

Creating written guides to transitioning to college research?

[abaker-alist-blog]

The Value of Academic Libraries

Libraries originally served as a key place for finding information. With the rise of the internet, the value of a library in serving that purpose has declined. However, in the past decades, libraries have increasingly taken an active role in their patron’s journey of learn; hence, the shift from bibliographic instruction (BL) to information literacy (IL). “Instead, the emphasis moves to offering quality teaching, providing user-centered environments, and reframing the role of libraries as central to the teaching and learning process” (Ariew 214).

I was surprised to read that current discussion about libraries does not include “the priority of service to the surrounding community, the library as cultural center” ... I think it is pretty clear that Cook Library, despite its many great resources, is ‘most’ valued as a quiet place to study. Therefore, I was NOT surprised to read in the Menchaca article that students flock to libraries in search of focus; the library is a “space to think” rather than the main “source for materials (Menchaca 357).

I think it is especially important to note that students feels confused and overwhelmed with all the information available to them; they may not use library information resources because they don’t know how to dissect what is available and determine what to do.

I am surprised that test results show that many students are not showing improvement in critical thinking, complex reasoning, and writing (361). I think libraries do have an opportunity to encourage the development of these skills, though I am not sure how to do so. Engaging students who are not actively seeking that engagement is difficult. If Cook Library could strive to develop programming with this in mind, I think that would be fantastic; the problem is figuring out what will actually work for students.

[abaker-alist-blog]

Roving Reference

Challenges:

One challenge is settling on the most effective model: length of roving shifts, what other tasks may be including in roving, how is staffing optimized...

Another challenge is having rovers who are comfortable being proactive offering help, but also can navigate the privacy boundaries with patrons

"One of the main challenges was highlighting and promoting the service.” Perhaps the biggest challenge is making the roving reference resource as clear and visible as possible, and actually having people take full advantage of that resource (such as, getting research help instead of just asking how to use a printer)

Marketing the service can improve the usefulness by making the service known. An example from the article was offering free candy with labels informing patrons about the reference service.

Roving reference can be improved if the rovers are properly trained and have electronic resources such as a tablet for web access and a phone to contact a librarian for assistance/referral.

And, of course, presenting oneself as friendly and approachable is important as well.

[abaker-alist-blog]

IM reference

An IM question may be shorter and more direct than an in-person question. There won’t be as much dialogue/conversation. IM questions are also more likely to be sent from the patron’s home/location away from the library; therefore, it’s more likely that questions will be about research assistance or navigating the website versus in-person directional questions (where is the bathroom? how do I print something?)

If a text message question appears on my computer, I need to respond to it because it won’t be delivered to anyone else.

I can answer questions about getting started on research by doing a reference interview and explaining how to use the help guides, databases, and catalogs. Specific/specialized topic questions can be referred to a librarian, as well as questions I don’t know how to answer.

[abaker-alist-blog]

Shadowing the Research Help Desk (1)

Types of questions that were asked:

Where are rare books?

directed to special coll

Student looking for research help on very specific subject (related to zoning optimization and geography for an actuarial science/math class)... 

Kim showed student how to access research guides, gave business cards for relevant liason librarians

Student was having access issue with an ebook

Adjusting heading in Pages (word processor)

Student had title of book that was in the library but didn’t know how to find it

Kim showed her the call # online and explained, generally, where it would be in stacks on certain floor

Questions that I feel comfortable answering...

I feel pretty comfortable with directional questions, though I could definitely stand to familiarize myself with the library even more.

I now know how to use the printers, and where copiers and scanners are.

I could show students how to access the research guides and navigate the resources there (specific databases, style guides, liaison librarian)

I think I should be able to answer questions such as these, as well as be adept at locating books using call numbers and aiding students in their search for sources. I should also be better prepared for answering citation questions.

Very specific topics of research, such as the one Kim encountered, would be referred to a librarian that is more specialized to that subject.

[abaker-alist-blog]

Research Help Questions (notes)

citations/formatting

specific questions (ex: how to cite in APA style when there are no authors)

checking over formatting

using style guides/where to find style guides

finding sources

getting started on a paper (broad search)

finding articles for specific topic

locating specific books w/ call #

browsing sections of library (ex. where are the books on feminism; where are the leisure/bestsellers; where is the juvenile section)

looking for textbooks

using USMAI or ILL

navigating library space

printing, copying, and scanning (using WEPA, copies plus, SCS)

wifi

outlets

quiet spaces

group study spaces

how to check out books

access issues

accessing ebooks and e-reserves

tech issues

using blackboard, myTU, and other ‘unrelated’ online resources

[abaker-alist-blog]

RUSA Guidelines

5 Guidelines for Behavioral Performance of Ref. + Info. Service Providers:

Visibility/Approachability: making the assistance opportunity clearly known to patrons, be it in person or remotely; being friendly - make the patron comfortable while maintaining professionalism (includes body language)

Interest: being committed and invested in the patron’s needs; this also includes body language/eye contact and other non-verbals that indicate attentiveness and concentration; being nonjudgmental and helpful

Listening/Inquiring: good communication with patron; maintaining a friendly, supportive presence without personal judgement; use of appropriate, clear language; use of open and closed questions to determine patron’s needs; confidentiality

Searching: based on the patron’s ideas/what the patron has already tried, the librarian will construct a search strategy and suggest key terms and sources to the patron; librarian explains how these resources are used; librarian accompanies patron in search, if desired, and/or refers to other sources of assistance

Follow-up: ensure questions have been answered; determine if patron’s needs are satisfied; encouraging patron to come back or go to other referred resources if more help is needed in the future

I can’t recall an interaction with a librarian in the recent past, in which I personally was looking for research assistance. However, reflecting on my recent observation with Kim’s TSEM class, I can see how these guidelines are used during classroom instruction. 

She was teaching the class how to evaluate different types of sources (ex. scholarly journal, trade journal, edited book) and how those types of sources could be used. She also explained search strategies to the class, including how to broadly search a topic of interest and then refine the search by picking out key terms that are frequently used in the topic’s literature. This aspect of instruction is an important part of the “searching” guideline.

[abaker-alist-blog]

Information Literacy: ACRL

To me, information literacy means the ability to recognize and effectively evaluate different forms of information.

My definition turns out to be quite similar to the one provided in the book; “a set of abilities requiring individuals to ‘recognize when information is needed and have the ability to locate, evaluate, and use effectively the needed information.’”

Information literacy becomes all the more important as society becomes more deeply saturated with media, technology, and other resources... the term “Information Age” is used for a reason. More information is available to more people, but without the ability to effectively evaluate information, people will not be benefited. In fact, increased informational content without the information literacy to match can yield negative consequences (for example, the growing power of ‘fake news’ as well as other types of mis- and dis-information). Therefore, information literacy is essential for everybody throughout life.

Information literacy is also, of course, important for students as they embark on various research journeys in college (and various stages of education from primary to post-graduate). When a student is tasked with any assignment requiring any time of research, they should meet standards, such as ACRL’s, in order to successfully complete the research task.

Under the ACRL information literacy standards, students should be able to:

determine the nature and extent of info needed

access the needed info effectively/efficiently

evaluate info/sources critically

use info effectively to accomplish specific purpose

understand economic, social, and legal issues surrounding the use of info

access and use information ethically and legally

Cook Library helps students with information literacy in numerous ways; two of the most obvious, involved examples are classroom instruction (such as the TSEM I observed with Kim) and research help desk assistance. These are two opportunities to help students determine their information needs and find appropriate sources of information. By working in these ways, A-LISTers help the mission to improve information literacy. We could also work on developing programming that aims to improve information literacy, such as a workshop on recognizing fake news (similar to the library staff discussion we had with Miriam).

[abaker-alist-blog]

Leadership #2: Pushing Past Your Comfort Zone (iLEAD)

Tonight, February 27th, I attended an iLEAD workshop about zones of comfort/discomfort. The two leadership consultants facilitated a discussion with our group about what a comfort zone is, what falls into each person’s comfort zone, etc. 

After discussions, we did an activity where we had to write out things in our comfort, learning, and panic zones, and post them on sticky notes on a board.

There’s not too much to write about, since this was a short iLEAD program with a relatively simple focus. But, I did enjoy participating in the discussion and self-reflecting! I feel like I benefitted from allowing myself to “pat myself on the back” about what I’ve achieved. It feels good to acknowledge that I’ve grown sooo much over the past two years, and I’ve had some GREAT success by steadily pushing past my comfort zone!

My biggest takeaways from the workshop were:

Lots of people seem to be afraid of/uncomfortable with doing similar things: speaking in front of crowds, public embarrassment, etc. Being nervous about these things is normal, so don’t be ashamed!

There is a gradient from comfort zone to learning zone to panic zone. 

Don’t expect to suddenly jump to the furthest edge of your panic zone and walk away with no scars. It’s good to push yourself, but do it in a way that will encourage you to keep trying and going farther. Pushing too far can result in you feel discouraged and retreating even further into your comfort zone.

Reframing what “failure” is in my mind. What actually is “failure?” A quick search will provide the definition, “lack of success.” But now I’m realizing, maybe lack of success isn’t so bad. I’m finally believing “we learn more from our mistakes/failures than our successes.” Just because something doesn’t work out, doesn’t mean it was a waste of time; just use the opportunity to learn and grow. Failing to do something does not equate to being a failure. (This in particular was really important for me to realize!)

Be proud of how far you have come, and use that as inspiration to keep growing even more!

[abaker-alist-blog]

Social Media and the Library

Social Media Articles - Ideas I Liked:

“Libraryshelfie”

involving management/showcasing people; this relates to my “meet a librarian” idea

having challenges

tweeting links following a colon, like this: (link)

tweet photo w/ 525x262 pixels

create facebook events and invite followers to it

Other Social Media Platforms?

I wonder if we could be successful with a library Snapchat. At the very least, I am on board with creating a geofilter(s) for the library - I think this could be a great way to promote our image and engage people with the physical space of the library. If we could get a geofilter, then we could even have some type of social media challenge promoting the use of the filter (with possible giveaways).

While I use snapchat fairly regularly to communicate with friends and family, I am not familiar with what goes into making a public snapchat (such as ones like Buzzfeed or Tastemade that people subscribe to)... But if we were to make a Cook Library Snapchat, I would see it being used to casually update followers on what is going on in the library. Librarians, library staff, and us ALISTers could document what a day in the library is like, what is currently on display, how construction is going, what events are happening... 

[abaker-alist-blog]

Library Outreach #2 - What Are Other Libraries Doing?

First I thought I’d start off with other colleges nearby... College Park was fun to look at -

marketing strategies:

reposting other people’s (high quality) photos, especially of pretty outside views (and giving photo credit of course)

events:

speaker series

Shakespeare event series that honored his 400th death anniversary

edible book fest

wizard challenge

dialogue forum about social media and politics

other neat ideas:

for the warmer weather part of the year, the library lets students check out hammocks... maybe we could do a similar thing where people could check out outdoor blankets for sitting (and studying) outside ?

“at a glance” chart for navigating spaces and technology available

I didn’t find anything really striking from UMBC, Loyola or Goucher.

One social media trend that I like is the “book face friday” where a book with a face on it is held up against a real person!

Public libraries, seeing how they are catered to the entire public (not just college campuses), seem to have fun events related to crafting (especially for kids and for seniors)... makes me wonder what fun/light events we could do here!

I also came across these outreach ideas:

http://www.ala.org/advocacy/advleg/publicawareness/campaign@yourlibrary/prtools/academicresearch/moregoodideas

I love the murder mystery idea from Gould Library!  This seems like a very creative way to educate students about the library while being an entertaining event as welll.

[nprbooks]

People Of Color Accounted For 22 Percent Of Children's Books Characters In 2016

Two decades ago, only about 9 percent of children’s books published in the U.S. were about people of color. Things have changed since then, but not by much.

[abaker-alist-blog]

Library Departments

Dean of University Libraries: Debbie Nolan

Budget decisions

Support students in all disciplines

Encourage critical thinking and information literacy

A-LIST role? giving feedback to help with decisions for the library (such as the new furniture that should be ordered), promoting the library and getting people informed and engaged

Research and Instruction: Claire Holmes

Instruction of students

Inform students of resources; increase comfort and accessibility

Teaching information literacy

Liaisons with colleges/departments

A-LIST role? research help desk, roving assistance, outreach initiatives, connecting to students and to different academic departments

Access & Outreach Services: Carissa Tomlinson

circulation: checking out books, shifting books, reserves and e-reserves..

billing (late book returns)

ILL and USMAI

outreach projects

overlap with other library departments

A-LIST role? promote resources such as USMAI/ILL to students, various types of outreach, helping out at circulation desk if needed (?)

Content Management: Mary Gilbert

ensuring students have access to resources (online access is worrking correctly, books can be found, etc.)

copyright issues

make sure product licenses are up to date

maryland state standards

weeding out books

A-LIST role? feedback on what works and what does not, what type of resources are students in need of, find out if resources easily accessible to students

Special Collections & University Archives: Ashley Todd-Diaz

recording history: of the university, community, etc.

A-LIST role? promoting what the archives has to offer to students, increasing information/records for the archives through outreach to students

Information Technology: Bill Helman

library website management

updating tech. resources (ex; replacing computers on 5 year plan)

A-LIST role? feedback on website, recommendations for facilities and services

Development and Communication: Joyce Garcynski

social media management

events/programming

A-LIST role? assisting with social media, advertising, displays, events, fundraising, etc...

[mymodernmet]

Clever Tea Packaging Comes in Book-Shaped Tins Inspired by Classic Novels

[abaker-alist-blog]

love this!

[abaker-alist-blog]

Library Walk-Around: Getting Familiar With Needs

During my roving observation of the library on Tuesday, I saw only four people who looked like they might need help. All of them appeared to be students, and I saw them during the course of a 15-20 minute interval I spent on the fourth floor. They all appeared to be searching more books in the 4th floor stacks. 

The list of people I saw:

The first was wandering down the main aisle - I lost sight of him, but I think he may have been looking for a specific call number

The second person I saw was crouched on the floor, pulling out books and adding to a specific pile, within the stacks. 

Another was within the stacks, walking upright and browsing the shelf.

And, most obviously in need of help, was someone whom I noticed wandering all around the fourth floor (going down the main aisle, trying to find the right shelf?) until she eventually headed into the stacks.

Based on this, the most obvious form of help people need is how to specifically locate physical resources in the library, be it tracking down a specific book, or being guided to the section where one can peruse the shelves containing books relevant to a certain topic that is of interest/needs to be researched.

No one seemed to be asking friends/other students for help... I think in a quiet place like the library, it is good to have clear guides/signs to assist people!

Other observations I made on my tour: 

lots of people work at computers on second and third floors

study cubicles on all floors and study “nooks” on 2nd floor are popular

many people have laptops with them

some are texting/lounging

others are intently working/study with papers strewn about

lots of people also using collab cubicles on 2nd floor

people working in groups and solo at larger tables on the 2nd floor

using whiteboards

both solo and group studying on 5th floor w/ cubicles/tables\

caught someone sleeping (or appearing to sleep) in a nook on second floor - wondering if there is potential for new couches/beanbags that could be put in a designed nap/rest space??