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SLIS Descriptor 1/2007-5/2008

LibraryPaige — Fri, 16 May 2008 22:49:30 CDT

To the Dark Side of the Library and Back
By Jackie Davis

Yes it’s true. I’ve been to the dark side of the library. It wasn’t pretty. I didn’t like it. The good news is that I didn’t stay there. So let me tell you the story of how I got there and how I got back.

I began in the light. I already had a library job when I graduated from San Jose SLIS and though it wasn’t a perfect fit, I was super grateful for it. Then I moved onto a public library position and loved it, and quickly moved up to a great job and then another great job. I was high on library and information service, databases, program planning, outreach…all the stuff that is personally so fulfilling and makes one believe that they are truly contributing to society. The stuff of librarianship.

Sadly, I did not watch the signposts. I ran afoul of the administration for a number of reasons. I was so surprised by my successes that I would run up the stairs and tell them of my latest ideas and how many people attended, etc. This was seen not as a newbie feeling exuberance and success, but as a newbie indulging in self-pride. Then a new supervisor came on board and I saw her as limiting my work, not seeing how well I had done it and could continue without micro-managing. This was seen as insubordination. In the meantime, the wheels continued to roll wonderfully and I still ignored the road that I was inevitably following.

Ultimately there was a huge showdown between the union and the administration. The assistant who worked with me was the union rep and she had been butting heads with the administration for many years, both personally and professionally. When the showdown reached a peak, I knew heads would roll. Since I was the only full-time employee who was still on probation, it was my head that rolled.

I felt all seven stages of dying except acceptance in the ensuing months. I wondered if I would ever work as a librarian again, which was the worst pain of all. I missed the people and the community with whom I worked. I missed the creative outlet. I missed the smell of books. I missed the excitement of the opening and the exhaustion of the closing each day. I was in the dark and I did not see a light at the end of the tunnel.

And then it began again–my hunger to be a librarian. I called all my folks and found out who would be willing to be references. I emailed and called my librarian friends to let them know that I was looking for a job. I began to fill out applications, some of which were really extensive and it helped me open my mind to the language of information access. I filled out applications for jobs that I didn’t begin to qualify for, just to keep the machine well oiled. One day I received an email from a librarian who didn’t even know that I was “pounding the pavement.” He let me know about a job in a place that I was sure I wouldn’t get, but in keeping with my newfound commitment to work in a library, I sent in the application. Long story short, I am once again in the light in a job that couldn’t be a better fit. The combination of my hunger and the priceless network of librarians were the magic that transported me into the light of employment in a world I love.

Read sister article “May You Be Spared: Lessons Learned After the Shattering of my Rose-Tinted Glasses” below.

Working Conditions in Kyrgyzstan and Tajikistan: An Interview with Julie Anderson
By Michele Gibney

Julie Anderson, a graduate from San Jose State University’s School of Library and Information Science in 1985, worked abroad as a librarian in Kyrgyzstan and Tajikistan from 2001 to 2005. Her experiences abroad serve to illustrate valuable exchange opportunities between librarians worldwide. She also gives her honest opinions on the state of libraries in these two countries while she was there. Nowadays, Julie can be found working as a substitute librarian and teacher at Miramonte High School in Orinda, CA.

How did you and your husband get involved with working abroad?

It began in 1998 when we began interviewing with an agency that sent Christian professionals abroad to use their skills in partnership with various local organizations. We went to Kyrgyzstan in 2000 to check things out, and then went back in 2001 under the organization that interviewed us. I thought I would be teaching English, as that was what we had done in the past when we were overseas.

What other opportunities besides teaching were you presented with in Kyrgyzstan?

We arrived in Bishkek, Kyrgyzstan a little over a week after 9/11. The country was peaceful and beautiful, but many American organizations were withdrawing their personnel over fears of what might happen (Kyrgyzstan is only one country away from Afghanistan). Fortunately ours gathered, prayed and stayed. I began to teach English at an international school, but early in October, during a coffee break at church, one of the State Department employees at the embassy heard I had been a librarian, and grabbed me, saying, “You have to come see me!” Yes, I was the only Western credentialed librarian in the country at that time. The current Minister of Education had approached the embassy about a possible library project so for the next two years I taught English to librarians, met government officials, and visited a wide range of libraries.

I know that you also went to Tajikistan. What did you do there?

My two years in Tajikistan (2003-2005) were spent doing some training at the Information Center sponsored by the American Embassy and also working with the Aga Khan Humanities Project (AKHP) in Dushanbe. At the AKHP I primarily mentored one young man who went on to earn a scholarship after we worked on a conference with the National Library.

I also volunteered a lot at the Information Center in Dushanbe. One practice we tried to help with was weeding. Libraries in poor countries hold onto anything printed—even old advertising circulars. We never could just dump anything—the dreck was sent out to the provinces just to amplify collections.

Can you give further details on the state of libraries and librarianship at the time you were there?

We were in two of the poorer former USSR republics, and in the 10 years of "independence", librarians had experienced the raw end of tiny salaries, unheated and un–air conditioned buildings and no money for collection development. Most of the librarians I met were trying to supplement their income with hoeing cotton (Tajikistan), knitting garments (Kyrgyzstan), and basic farming. That they maintained professional integrity and interest in their jobs was amazing and inspiring.

There is a little or no handicapped access to library facilities. Broadband is available only in major cities and even then is not always dependable. Computer software was generally IRBIS, a bit of basic low-cost programming from the United Nations. In one institution the librarian had given up on it as no training was included in the budget and the person assigned couldn't figure it out.

The old model of centralized librarianship hindered libraries in all sorts of ways. The biggest challenge was drawing up a budget—for instance; they didn't know how to cost out an inter-library loan, as that had never been anything they worried about.

Overall, how do you view the experiences you had in Kyrgyzstan and Tajikistan?

So much of what I did seemed a waste—all the revitalization plans for the National Library, the training center we all wanted so much, and the networks of sister libraries were rejected by the embassy because we did not specify using American materials, and we wanted to do everything in-country. Larissa [a resource manager in Kyrgyzstan] fought like a tiger to get money out of the embassy to put local newspapers in libraries—the embassy just wanted English language ones that no one could read! Still, the rare opportunity for a school librarian to work with such skilled, visionary library personnel in Bishkek and Dushanbe remains my lifetime highlight.

You’ve mentioned that meeting other librarians was one of the highlights of your time abroad; can you further describe some of these meetings?

Fortunately Kyrgyzstan was still able to retain good personnel and receive grants for fall library conferences. I went to two of them—both held in a marvelous, slightly decaying old Soviet Hotel in the Lake Issyk-kul region. The gorgeous landscaped grounds of pine trees, (replete with birds such as hoo-poos and squirrels with tufted ears), as well as fruit trees that the librarians gleefully raided, bordered the world's second largest alpine lake: magnificent. Although a long journey to a remote village where ten librarians waited in the rain to take us to a meatless meal—all they could afford—and proudly introduced a young woman struggling to keep a ruined building's dimly lit roomful of books open as a library, was perhaps the most heart wrenching. The lovely smiles, the total welcome even to a stranger who had nothing to give but her interest, still brings me to tears. A lovely memory is of many of us librarians picnicking in the mountains near Lake Issyk-kul, and sharing homemade horse sausage, pastries and tea. The sun is golden, the river sparkles, and the laughter is the best gift of all.

Michele Gibney is a second year graduate student in the SLIS program at San Jose State University.

May You Be Spared: Lessons Learned After the Shattering of my Rose-Tinted Glasses
By Jackie Davis

I haven’t had a long career, but I have had a colorful one. Here are some of the lessons learned that I want to share with library students. I admit that there are plenty of you that already know this. I, however, truly believed that libraries were places of paradise for staff as well as patrons, and that normal human foibles were not to be found in and around the stacks. In the hopes that I can help some other librarian-to-be, here are some of these lessons.

1. Politics are part of everyday life, even in libraries. Politics itself is neither bad nor good, but rather the vehicle humans use when they function together whether it be at the local garden club meetings or Little League or libraries. Observe it and learn how to be one among many. I can use the political process for bad or good, it’s my choice. If I use it to buffer my own place within an organization, maintain my enthusiasm and a good heart, that is good.

2. Manage up. This means that I learn what projects and priorities are important to my supervisor and work together to get them done. Sometimes I just have to say ‘yes’ to their vision and keep mine quiet. (In fact, there are many times that I just need to keep quiet, particularly at the beginning of a job.) At other times I have to anticipate what a supervisor might want. This is not manipulation, this is work smarts. More often than not, when I keep quiet I can learn the pacing, the history and the politics and this is a respectful way to approach an organization.

3. Watch closely for unspoken rules and expectations. Example: the supervisor would call staff meetings and I had the idea that this was a time for sharing what was going on in each person’s area. Turned out that most folks understood that this was a time to listen and allow the spotlight to shine on the supervisor. This skill is the equivalent of translating body language and for some folks this is well-integrated by the time they are adults. For others of us, this is something we have to learn, and re-learn, intellectually and then put the information to good use.

4. The most important people I have in my career are my fellow librarians. I regularly run into those with whom I took classes. We feel close simply by the fact that we hung in there together. In library school I had heard about the importance and value of networking with other librarians, but now I’ve lived it. These are the folks who have watched my back as I have struggled through my employment challenges. Without a doubt they have supported my good work, pointed out some of the signals that I was missing and finally, they are the ones who sent me notices of job openings as I was looking for a job.

Yes, I learned the hard way but you don’t have to.

To learn more about Jackie’s personal journey, read “To the Dark Side of the Library and Back.”

Jackie is proud to be a graduate of San Jose SLIS, proud to be a librarian, and proud to be working again!!

Profile of an Alum: Annie Knight
By Paige Fujisue
(Annie has always impressed me because of her amazing abilities and her warmth. From this interview, I hope others may benefit from her as I have.)

“When I used to be a book-eating beast, one kind librarian took pity on me and taught me that knowledge was to be shared and not consumed by one.” --Annie Knight

Current Position: CUC Virtual Librarian, Chapman University
Activity as a SLIS Student:
• Newsletter Editor for The Call Number, 2004-2006
• LISSTEN’s President, 2006-2007
• Served on a number of committees for LISSTEN-sponsored events such as the Banned Books Week Read-a-Thon, Professional Associations Day, and the Resume and Interview Workshop
• Volunteered on behalf of LISSTEN for other events including SJSU-SLIS’s New Student Orientations, graduation, and REFORMA’s Career Fair
• Serve as the student representative for the SJSU-SLIS School Leadership Coordinating Team.

To what do you attribute your success?

The desire to immerse myself in situations with LIS professionals and fellow students to become more in touch with the profession. And, of course, I knew I would make some great contacts that would help me land that first job.

Who are your role models?

My mama mia of course! She’s the one who sat up with me late at night (even during grad school a couple of times) to help me with schoolwork. And, while raising three kids and working full time, she managed to put herself through grad school. I also discovered my love of books and language because of her. We still read to each other.

There are so many role models and mentors, ranging from Tank Girl to Jenna Freedman. But, I must say that I’m beyond lucky to have Julie Artman as my mentor at Chapman. Her enthusiasm and talent for academic librarianship is ultimately inspiring. No one could have a better reference and library instruction coach. Thanks, Coach!

I've heard that getting a job at an academic library right out of grad school is extremely difficult and rare. To what do you attribute your success with Chapman University?

I’m indeed very lucky to have been hired for my current position at Chapman. Prior to becoming their CUC Virtual Librarian, I worked there as a part-time reference librarian. And, during library school, I interned for LAPL and East Los Angeles College’s South Gate Education Center. These temporary library positions along with my experience of serving on the LISSTEN’s Board helped me immensely when applying for my current position as a distance education librarian.

What experiences have helped you on the job?

Being so involved with LISSTEN along with the two internships I completed at LAPL and East Los Angeles College’s South Gate Educational Center provided me invaluable opportunities to make contacts and work collaboratively with professionals in the field. I approached these opportunities with the same level of seriousness, dedication, and energy that I do with my current job.

I would also have to say that my experiences as a substitute teacher, waitress, bartender, and writing tutor all contributed to the service and teaching aspects of my job.

What experiences/knowledge do you wish you had acquired beforehand?

I wish I would have studied different teaching methodologies to develop my library instruction repertoire, especially within virtual environments. However, this will definitely be one of my ongoing areas of research as a librarian.

Is there anything you wish you would have done differently?

There are always those certain classes I wish I could have taken such Vocabulary Design, History of Books and Libraries, and Publishing for the Profession. Plus, I would have loved to have participated in more internships. Overall, though, I had plenty of opportunities in the program that I took advantage of, so I don’t really have any regrets.

What advice do you have for those of us seeking employment with an academic library?

1. Attending local library association events such as those put on by CARL, SCIL, and DIAL is a fun and relatively cheap way to make new librarian friends as well as get “behind-the-scenes” perspectives from professionals in the field.

2. With teaching being a primary focus of academic librarianship, you will want to practice conducting library instruction sessions and conducting reference interviews. Observe academic librarians who are kind enough to let you sit in on their instruction sessions and observe at their reference desks.

3. It’s also important to study how technology trends and tools are being implemented in different academic library settings. This can vary widely from one academic library to the next.

4. When you are getting ready for your interview at an academic library prepare like crazy. Spend hours at the library itself, become familiar with the campus culture, learn about the communities it provides outreach service to, and know the ins and outs of the library’s website. You will want your pride for the academic institution to shine through as much as your professional experience and skills.

5. Invite an academic librarian out to coffee or lunch to interview them. I’ve met so many librarians who love their careers and are eager to share their experience and passion for the profession with future librarians.
What advice do you have for current SLIS students?

Get involved with as many different library-related social and professional activities so you get your name out and meet the wonderful people in our profession. You never know who will remember you as that ambitious student who would be a great asset to their library. And, take part in your student organizations, even if you can only attend one meeting or volunteer for a couple hours on a committee. This will open professional doors to you that may not be accessible otherwise. The LIS field, at least as I experience it now is incredibly collaborative and looking for individuals who not only have the necessary skills but who enjoy and understand the value of working with others.

Paige Fujisue aspires to develop her own leadership skills. She plans to graduate in December 2008.

Community College Internship: Great Rewards
By David E. Gross

Cañada College is a public community college on the peninsula between San Francisco and San Jose, in Redwood City. The enrollment is about 5,500 students. The library is in a new building that just opened in June, with many new PCs, study rooms, and a large information literacy training room with 37 new Mac computers—all very clean, modern, and attractive.

Internships can be a great way to gain library experience and help you decide if this particular type of library and position is what you want to pursue. It’s also a great addition to your resume when looking for that first job. I have just finished a spring semester internship at a community college and I’d like to share my experience to give you an idea of what it’s like and why you should think about doing one yourself. I had finished the three core courses and at least three more courses, so I met the requirements for an internship and I was accepted to work in both reference services and information literacy instruction at Cañada College Library for spring semester. This was perfect since it met my interests in working at an academic library. I was eager to start in January and actually came a week early, for an informal orientation and the chance to get trained in copy cataloging. Already the experience was looking good, as this was not an expected opportunity but one that was welcome. I had expected to learn about reference services and information literacy instruction, but here was a chance to learn an additional skill. My supervising librarian and the rest of the staff were very friendly and accepting from the first day, as well as open to my learning new things and getting as many different kinds of experiences as I could.

My supervisor manages the library and works in Reference and Information Literacy training. He is full-time and there are two other part-time librarians who also work in this area. I took a 3-unit internship, so I needed to work 135 hours in the semester. I set my schedule to work four hours a day, three days a week—one afternoon and two mornings—to give me an opportunity to work with each of the three librarians. With holidays and spring break, I finished my 135 hours in mid-April. This was a good plan for me, as I then had extra time in the last weeks of the semester for papers and other assignments. For the internship, you keep a daily log of your activities and experiences and report them on a Blackboard discussion board every three weeks, as part of the class requirements. At the end of the semester, you need to fill in a short evaluation form for your library site and then write a short paper summarizing your experience.

This internship experience was most rewarding, as I had the opportunity to staff the reference desk and help students with their questions, as well as plan and teach two library information classes and help with others. I really enjoyed teaching students about using the library resources for research. For one of the sessions, it was possible to do the planning a few weeks in advance and the classroom teacher was very cooperative and interested in my plans for the class. It went extremely well and she was very pleased. Serving at the reference desk, you often get questions that are moredirectional or informational—how to print from the computers, where are the copy machines, where are the course reserved books, etc. While the students appreciate this kind of help, I must admit that I enjoy providing reference help the most, though, and the students are very happy to find what they need and to see how to do it themselves. There is a computer with two monitors at the desk so that you can show the student what you are doing. Sometimes, it was more efficient to go to the student’s computer and work there with the student so that she or he could do the hands-on work to find the answer.

In addition to working at reference and teaching, there were short projects to work on for the supervising librarian, like searching for books or articles on a topic that will be the focus of an informational literacy training session. Also, the librarian shared his ideas about collection development and identified a number of resources that are very useful in searching for new books and evaluating them. Near the end of the internship, the librarian also provided me the chance to develop an annotated bibliography in support of a faculty lecture, and this is now part of the library’s research resource link on its website.

So, this internship worked out very well for me. In addition to the excellent experience that I received by working in a college library, I also gained the rewards of knowing that I helped students be successful. A student returned to the desk a week after I had helped her learn how to use the library catalog and electronic databases for research. She told me that she appreciated what she had learned and that she had passed it along to her friends, and they to their friends also. She guessed that my initial teaching had actually helped maybe 40 students in all. This was a wonderful reward and I strongly recommend that you consider an internship so that you too can be rewarded in this way!

David Gross lives in San Jose and plans to work in an academic library upon graduation in May 2009. His interests are in teaching information literacy (IL) and providing reference services and he will be working on a thesis on IL assessment this fall.

Power Networking for Introverts
By Amanda Quist

On February 20th, the San Diego chapter of the Special Libraries Association presented a program on “Power Networking for Introverts” by information professional, introvert, and power networker Marcy Phelps of Phelps Research. Ms. Phelps explained that librarians make natural networkers (even when we are introverts) because networking really comes down to four skills: listening, asking the right questions, matching needs with resources, and a desire to help others. Sound familiar?

If the thought of walking into a room full of strangers terrifies you, don't worry, you can learn to network. It's important to remember that you won't be a power networker overnight. Like any other skill, it takes practice, so be strategic in how you approach it. Think of your long term goals, and who you might need to meet to achieve those goals. Then create a plan to begin moving in that direction, whether it is by attending small local association meetings, or big, national conferences. Set achievable goals for yourself and reward yourself when you meet them. So for example, plan to attend an event and have a goal to meet and connect with three new people at the event. When you have achieved that goal, allow yourself to leave and feel proud of your accomplishment. Another strategy she suggests is to arrive early, that way you are not walking into a room full of people you don't know, and you have an opportunity meet (and offer to help) the organizers of the event.

Ms. Phelps emphasized that it is critical that you get out and meet people face-to-face. Wherever you are in the world, find local opportunities to meet with people. As wonderful as online communications are, they simply cannot replace the value of making a one-on-one connection with someone in person. When you do make a connection, make an effort to follow up on it. Ask for a business card, and follow up with a phone call or email, or an invitation to coffee, but do make that effort to build the relationship. Remember, when you are making these connections, you want to think about what you can do to help that person.

Find out if they have a problem or need help on a project. Maybe you can help, or maybe you know someone who can. As students, we often wonder if we really have anything to offer in these kinds of situations, but Ms. Phelps (and other pros in the audience) were emphatic in their assertion that students have a lot to offer. Maybe volunteer to help out on a project, or ask a seasoned professional for career advice. People love to give advice and sometimes just being willing to listen to that advice makes them feel good.

Once you've jumped the hurdle and made a connection with someone new, it may seem more comfortable to just stick with that person. Resist that impulse! Learn how to end a conversation by summing up the next steps in the relationship (do you plan to: call them, set a coffee date, e-mail?), and graciously move on. When looking for someone new to make a connection with, look for a “loner,” someone who's probably feeling as awkward as you are. Just by initiating that connection you are making that person feel good. Think about how relieved you have felt when you have been the “loner” in the room and someone took the time to speak to you. Try to remember when making any connection, that most of the other people in the room are nervous too. Project confidence and you will be perceived as confident!

Finally, know yourself and your limits. Allow yourself to take breaks, but always push yourself a little out of your comfort zone. The more you do, the easier it will become. Are you ready to get started? There are lots of opportunities within the library community, including ALASC and LISSTEN. Also consider local chapters of professional organizations like SLA. No library organizations near you? No problem, find another group that shares another of your interests. Just because it's not specifically for librarians doesn't mean you won't make good contacts, and it's good practice when you do find yourself in a room full of information professionals! After you?ve chosen an organization, raise your profile, volunteer, and get involved. People will be wanting to meet you, and networking becomes a lot easier.

For me personally, the folks at the San Diego chapter of SLA have been very welcoming. I started out by answering a plea for volunteer help with the chapter archives. Less than a year later, I was asked to be the chapter's Student Liaison. Right now, I get the satisfaction of knowing I am performing a service that is much appreciated by the chapter leadership. I also get some professional service credit for my resume. Down the line, the contacts I am making within the chapter may lead me to a great new job, or maybe just some new friends. Either way, it's a win-win situation.

This seminar validated a lot of the things I have been trying to work on in my professional life, and gave me some great tips for moving forward. As a fellow introvert, I want to assure you all that you have entered the right profession. One thing I have found is that librarians are a very caring, welcoming group. They are eager to meet students and you couldn't ask for a softer landing when jumping off that networking cliff. So just do it!

Amanda Quist is the Student Liaison for the San Diego chapter of the Special Libraries Association. She plans to graduate in May.

Retrieval of Sound: A Discussion of Two Newer Search Tools
By Ashley Wright

Have you ever had a melody in your head and had no idea where it came from? You can?t think of when or where you heard it, much less a title or composer, but you still ask your friends “You know that one that goes „dooba dooba ta tummm??” Have you ever needed a sound effect to put in a multimedia presentation, and wondered how you were going to search for a “boing”, a “fwoosh”, or a “splat”?

When you search an electronic database or the World Wide Web, usually you type in a query consisting of words or numbers that match up with important words and numbers in the documents you hope to find. This is text-based information retrieval, the success of which depends on how familiar the user, or searcher, is with the vocabulary of the indexers (humans or computers that assign searchable keywords to documents). However, sometimes the user needs to use sound to search for sound. This paper is an overview of search tools that can help the user retrieve audio files without relying solely upon textual queries.

Query-By-Humming

Let us return to the situation in which you need to identify a melody but you don?t know the title, composer, performer, album, or any other textual entry points. In this case, Query-By-Humming systems can help. There are several different algorithms for Query-By-Humming (QBH), in which “the user sings or hums a melody and the system searches a musical database for matches”. Dannenberg et. al. explains that “many such systems have been built, but there has not been much useful evaluation and comparison in the literature due to the lack of shared databases and queries. The MUSART project testbed allows various search algorithms to be compared using a shared framework that automatically runs experiments and summarizes results”. These search algorithms are quite advanced, being that “audio signals cannot be compared directly, as even two „identical? melodies from the same instrument or vocalist will have little if any direct correlation between their waveforms”. The details of Dannenberg et al?s study are beyond my mathematical understanding, but I did gather that they ran a program to extract the melodies from a collection of MIDI files, made recordings of human volunteers singing or humming popular melodies to be used as queries, and ran these queries through several different QBH algorithms. Naturally, different algorithms had different strengths. All of them were slow to run, and all successful searches depended upon the user surpassing a particular threshold of musical accuracy when submitting a query. Nonetheless, Dannenberg et. al. stated that they had “found various algorithms for QBH that perform well with „realistic? audio queries”.

An automated name-that-tune tool is useful and fascinating, but it is part of the earliest stages of musical search tool development. If the user has a query about a recording that is non-tonal or doesn?t use a Western melodic framework, QBH would not help them. It will be interesting to see what other kinds of non-textual musical searches become possible in coming years.

Sound Effects

In another category of recordings are sound effects, which are important in theater, film, radio, television, animation, video games, and experimental music, to name a few. There is an impressive selection of sound effect search engines on the World Wide Web. Of all of them, I think findsounds.com by Comparisonics is the most impressive. It is the only one I reviewed that offers non-textual retrieval. Once you find a sound you like using keywords, you can search for similar sounds based on the audio data itself, which in this case is called a “sounds like” search. In a supporting document, Rice and Bailey explain that textual sound cataloging can get unwieldy as catalogers struggle to assign onomatopoeia and adjectives to inexplicable sounds.

I tested out the service by entering “cuica” as a keyword and, upon finding a good result, ran a “sounds like” search. The first two results, an owl call and a human moan, actually sounded a lot like a cuica, which I had chosen as a search term because of its bizarre, uncommon sound. A cuica is a friction drum played in many Brazilian musical traditions, although the basic design and sound have variations elsewhere. A skilled player can make it sound like any variety of animal vocalization. I figured that if this search engine could find a cuica sound and similar sounds, it must be good. Comparisonics? technical explanation of the “sounds like” algorithm is perhaps purposefully vague:

In addition to keyword and “sounds like” searching, users can set other parameters such as file format, number of channels, resolution, sample rate, and file size. Another advantage of findsounds.com is that it is free to use. Similar to Google in this regard, it “crawls” the web, indexing files. Sound files longer than 10 seconds are rejected, along with music and speech, intentionally specializing in sound effects. Since it is a library of both public domain and copyrighted sounds, it is stated that users are expected to take personal responsibility for clearing copyrights before using a protected sound in a for-profit project.

Textual and non-textual retrieval can complement one another nicely, and search tools that incorporate both can be quite powerful. The development of search tools that increasingly allow audio content to speak for itself, loosening the shackles of textual labeling, is a truly revolutionary direction in library and information science.

Sidebar

In the "indexing" step, digital audio data is analyzed by the algorithm and characterized by "signatures," where each signature is a vector of perceptual features encoded as a 16-byte quantity. In the comparison step, a signature is derived from the prototype and compared with the signatures computed for an indexed collection. For each indexed sound, a score is determined indicating the degree of similarity between the sound and the prototype, ranging from 0 (least similar) to 100 (most similar, i.e., identical) (Rice and Bailey).

References

Advanced Search. Retrieved 30 November 2007 from www.Sound-effects-library.com.
Comparisonics (2007). Search the Web for Sounds. Retrieved 1 December 2007 from www.findsounds.com.
Dannenberg, R., Birmingham, W., Pardo, B., Hu, N., Meek, C., and Tzanetakis, G (2007). A comparative evaluation of search techniques for query-by-humming using the MUSART testbed. University of Michigan, Ann Arbor, Electrical Engineering and Computer Science Department.
Rice, S., and Bailey, S. (2004). Searching for sounds. Retrieved 1 December 2007 from www.findsounds.com.

Ashley Wright lives in Eugene, Oregon. In between studying and working, she rocks the house and gets up to get down. You can email her at awright[at]slis.sjsu.edu.

I am Your Classmate, I am Your Co-Worker
By Carissa Purnell

The average age of today's library school student at San Jose State University is 37 according to Peterson?s 2007 Professional and Graduate School Guide. Only 6.7 percent of the nation's librarians are under 30, and just 13 percent are under 35, according to the American Library Association Committee on Diversity. Cause for concern arises when these small numbers of Generation Y students, those born between 1980 and 1990, are placed alongside the numbers for their older Generation X and the Baby Boomer classmates representing birth years between 1946-1979.

At First Glance

As a proud 1985 born, Generation Y graduate student at San Jose State, I see and experience the frustrations of a young person trying to penetrate the library glass ceiling of tradition and established discourse with our digital demands and taste for Library 2.0. Trying to gain respect and credibility has proven a challenge as many have been kind enough to point out that many of us are indeed younger than their own children. However, although few in numbers we are the future of the library system, despite a fair amount of resistance.

Take a Second Look

While often labeled and cast out as the "children" of our courses, we bring to the table a new perspective and set of experiences that can potentially move the library system forward in its efforts to embrace technological innovation. Though I may not remember using a card catalog, I do know I was exposed to in house online collection catalogs at the age of three, and can contribute a large amount of my digital competencies to early and frequent exposure to computer software and programs. I have not seen a due date stamp but have regularly used self checkout terminals, and online renewal features, and have years of experience as a user and student interacting with the integration of technology into the library system. I have never checked out a VHS tape, but very much enjoy seeing the DVD collections of local libraries continuing to grow. I created a myspace page before the term "social networking" became chic. I am a product of what the library system hoped to create when they integrated technology into circulation and reference functions.

Although terrifying to many, those of us barely legal to drink and vote are enrolled in the program, and we offer a wealth of knowledge. Rather than disregard and overlook our generational experiences, I very much encourage all enrolled in the program to discuss and collaborate with us "kids". Planning that includes a comprehensive range of viewpoints can better represent and reflect the differences in library's patron bases.

Put to the Test

Case in point: strategic planning efforts. When assigned the task of evaluating and altering library programming for the betterment of a library community, as faced by every SLIS student at one point in their graduate career, I had to work with a partner--a mother of three. With a pregnant daughter slightly older than me, a son my same exact age, and another son quite close behind, I was well aware that I was significantly younger than my classmate. The awkward feelings of walking into her home, noticing walls plastered with family photos dated to the 80's and a yearbook with the year 1971 on the spine cannot truly be described.

Nonetheless, after the sweat beads of terror cleared from my face we sat down to discuss our initial visit with our test library branch and exchanged our ideas for improvement. Though I admit being mortified that this woman was older than my own mother, I was further shocked when her list of improvements included signage, floor plan, ADA standards, and beefing up the large-print collection. My list of suggestions were based on the large number of VHS tapes, poor OPAC user interface, and lack of online journals, and I leaned toward improving the technological standards of the branch. The split in library user ideas of wants and needs was more than obvious at this point; generational expectations and tastes were laid out. Then it happened.

How We Fit Together

After the passing of a few moments of silence, we both laughed. Not a single perspective of need was shared. We did not have a single idea in common about how to improve this library. In hopes to find common ground (or secretly hoping to prove the other wrong,) we reviewed the patron demographics collected by the branch and were more than amused to see the highest user age groups reflected by our own ages. As a college town, the library served a large, young university base as well as an older, retired base due to the area?s high cost of coastal living.

Placing our lists alongside one another, we highlighted and explained why we chose our areas of need. As a young, independent, and slightly anti-social student, I had no need for signage or directional help. She however, self-described as aging and needy, sarcastically emphasized the need for directional assistance in a sea of books and computer terminals. Remembering the large-print inconveniently tucked behind the computer terminals, we laughed at the idea it was the last place readers of large print collections would begin and want to look. She explained to me the feelings of intimidation walking into a library branch met by a sea of computer terminals, rather than books themselves. To further contribute to her confusion the reference desk was tucked behind a new book display, rather than evident and welcoming for someone like her, or anyone, seeking reference assistance. Her final proposal was moving a small reading nook away from the bathrooms. Little did I realize a set of comfy chairs and a few desks were placed directly across from the bathrooms which can?t provide the most pleasant leisurely reading experience. I hadn?t noticed because I was looking at computer terminals as my area of interest in the library, not a reading nook.

Agreeing on the floor plan renovation and creating a more hospitable environment for those in search of books, and those with interest to use the library to read and study, it was now my turn to shed light on technology love. Having received my BA less than a year ago, I emphasized the needs and requirements placed on students to explore online academic journal material. With the failing book market and financial woes in the publishing industry many academic scholars have taken to web hosting, and in order to receive contemporary information to this material, subscriptions to them were required. Many students living on Top Ramen noodles can barely afford to do laundry, much less pay a monthly $300.00 fee to use Lexus Nexus. Skeptical I had made a dent, I was saved by her son chiming in from the next room, "Hello, um, Mom, don't you use online resources for YOUR classes right now? Just because you went to college before we were born, don't be so old". Trying hard to contain my laughter, I glanced over at my partner. We exchanged eye contact, and burst into roaring laughter.

Why it Works

With knowledge only developed through experience, and knowledge only learned through a digital upbringing, the partnership between our generations offered a comprehensive learning experience, on top of an excellent grade. Regularly exchanging emails addressing our current courses and sharing stories, we've come to help one another in the areas in which we struggle. Though I'd like to hope I won't ever have a need for a large print mystery collection, and she will never admit to enjoying using myspace to exchange messages, we were each humbled, educated, and bettered because of our open, shared experiences in recognizing and working with the age differences between us.

Carissa Purnell is an MLIS student at San Jose State University pursuing the Information Architecture and Design Track. Upon graduation she hopes to increase computer access and digital funding to urban libraries in need, and develop children’s programming to educate minority youth groups about the potential and possibilities of technology.

Troubled Waters: SLIS Complaints?
By John D. Berry

Yes, I admit I am an online lurker on blogs and discussion lists as it is always faster to read than post cogent replies to light-speed discussions. By the time you organize your thoughts, edit them to be semi-politically correct, the discussion has evolved into another life form. Not that I?ve ever worried too much about political correctness.

I read a lot of complaints about SJSU?s SLIS program. Most of them can be categorized as:

1. Why is it so expensive?
2. Why is it not democratic?
3. Why do they make us take X, Y, Z?
4. Why is it all online, or why isn?t it all online?
5. Why did evil SJSU eat CSU Fullerton?s Library program?

1. Why is it so expensive?

Back in the old days we trudged to school in the snow and it would make our shoes heavy! To which is replied–you had shoes? You may think SJSU is expensive but I have to say to you now; it has always been hard to pay for school–even when CSU tuition was $86.00 a semester it was hard. The reality check is: what has gone down in price that is worth anything in terms of quality? This is a professional degree. Have lawyers, dentists or doctors ever paid less for their educations year to year? Have any of them in practice dropped their fees? Let?s face it folks, if you are here for the money as the primary reason, you are in the wrong profession. Inflation has always been a real issue.

2. Why is it not democratic?

Western-European-based education was started during the same historical period in which guilds were strong and so is patterned after guild-based learning. You become an apprentice (the B.A. or B.S. degree), a journeyman (the M.A. or M.S.) degree, or a master (the Ph.D. and sundry degrees including “professional degrees”). It has never been a democratic process and most likely never will be democratic process. Tradition has a power of its own. Frankly, I worry that the cohesiveness of the scholarly community will become fragmented and much weaker with so much non-resident scholarship.

3. Why do they make us take X, Y, Z?

Making you take X, Y, and Z introduces you to the profession, and hopefully synchronizes you somewhat with your professional peers nationally and internationally. I?m old fashioned I guess, but I think you should have to take advanced reference, (where you actually have to handle books in addition to databases!) and cataloging even if you aren?t going there. It is helpful to understand cataloging at a basic level for all kinds of very good reasons. Remember, one of the first and most massive databases in the world is still a library catalog.

4. Why is it all online, or why isn’t it all online?

It?s not all online because there are just some things you can?t do online. It?s just not all digitized and it most likely never will be even in your lifetime. I hear complaints about there not being physically-based classes. Actual experience from here (U.C. Berkeley all of 40 miles away from SJSU) merely demonstrates that when hybrid (North and South combined) classes won?t fill, that doesn?t leave much hope for physically-based classes being offered. Sometimes you do get what you ask for, and then no one takes advantage of it. Such is life.

5. Why did evil SJSU eat CSUF’s library school?

The factual answer is – It did not. CSUF?s library school was crushed by not achieving ALA accreditation back in the 1970?s. There are many rumored reasons for this, but we will not go there in this article. This pre-dates SJSU?s reactivation by some few decades. Not only is it an erroneous question, it is heinously false. I roomed with a CSUF LIS student back then so I “actually know.”

John D. Berry
Full Librarian
Comparative Ethnic and Native American Studies
Ethnic Studies Library
U.C. Berkeley

Radio Frequency Identification: Coming Soon to a Library Near You?
By Katie Melville

RFID technology is finding a way into more applications, including retail inventories and government records.RFID is a powerful tool but controversial; it may be a little premature to implement in libraries at this time.

RFID, or radio frequency identification, is a "wireless identification technology poised to sweep over the commercial world,” according to Ari Juels of the RSA Laboratories in Bedford, MA. RFID is a combination of radio-frequencybased technology and microchip technology. Why is RFID so attractive to retail and other applications maintaining inventories in constant motion and fluctuation? RFID technology is substantially superior for tracking stock, products and prices. Inventory control tasks can be performed in a fraction of the time, with better accuracy, according to a white paper by VTLS, a library technology company located in Virginia.

The RFID system consists of three components: the RFID tag (a tiny, inexpensive chip), the reader or sensor to interrogate the tag, and a computer. The RFID tag transmits a unique identifying number over a short distance to a reading device that permits rapid, automated tracking of objects.

What do Libraries Have in Common with Wal-Mart, Target and Albertson’s?

Many libraries are considering using this technology and a number of them have implemented it within the past few years. Large department stores like Wal-Mart in the USA and Marks & Spencer in the United Kingdom have made aggressive plans for the use of RFID in their management of product inventories and sales, according to experts at VTLS. RFID technology is slated to replace barcodes on library books and other materials, according to many experts. Barcodes have to be within close proximity to be read by readers, but RFID tags do not. Many barcode readers also require actual contact with an item to read the code. RFID tags do not have this restriction and offer more flexibility.

According to 3M Library Services, 2% of libraries in the U.S. and 8% of libraries worldwide use RFID. Academic libraries and public libraries are both included in these figures. A large instillation is found at the library in Singapore and at the new Central Library in Seattle, Washington. Closer to home, the technology is currently in operation in Santa Clara City Library and at Berkeley Public Library, though not without some negative feedback.

Do the Advantages Outweigh the Drawbacks?

The benefits of RFID for libraries are most apparent in three areas: inventory, sorting and security. Many inventory tasks can be done in a fraction of the time as with barcode readers: a whole shelf of books can be read by a portable RFID reader in one sweep. The portable reader will then report which books are missing or misshelved. Sorting of books can be done automatically using RFID and an automatic sorting system, which drops the books into various bins depending upon the number on the spine, the call number. Security is a major benefit for the technology, as one tag provides both identification and sensors capable of activating the alarms at the exit.

RFID technology allows patrons to check out their own items much more efficiently than the traditional barcode system. This is a benefit to many understaffed libraries, as funding remains flat or is dropping in many communities, yet the demands for services continues to rise. Libraries are attempting to do more with less.

The primary drawback of the technology is the cost (currently about 75 cents per tag, but falling) and the privacy issues. According to Library Technology consultant Lori Bowen Ayre, "RFID technology introduces an ethical dilemma for librarians." In her position paper "RFID and Libraries," she states, "The tags contain static information that can be relatively easily read by unauthorized tag readers. This allows for privacy issues described as ‘tracking’ and ‘hot listing.’" Ayre states that proper safeguards for RFID have not been developed to the extent that libraries can embrace the technology. Berkeley Public Library director Jackie Griffin resigned, following a controversial decision to install RFID devices.

Should We Be Concerned?

Library attorney and author Mary Minow is also concerned with the use of RFID. Her Library Law blog posting of August 20, 2004, declares: "Although the Patriot Act weakens library patron privacy, in some ways RFID tags pose a greater risk if not handled with great caution. Whereas the Patriot Act requires legal procedure to obtain information about your reading habits, RFID tags are promiscuous; that is they can be read by anyone who has a compatible reader, including your next door neighbor."

The Electronic Frontier Foundation (EFF) is dedicated to defending freedom in the digital world. The EFF is strongly opposed to the use of RFID in California’s public libraries. They believe that the issues regarding patrons’ privacy have not been addressed or resolved at this time. There is current legislation on the use of RFID pending before the California legislature. California Senate Bill #768, the Identity Information Protection Act of 2006, proposes privacy and security measures for RFID tags implemented in state identification cards. California Senate Bill #1834 would have prohibited the use of RFID on library circulating materials to collect, store or share information that would identify a borrower. However, this bill failed in Assembly last year.

Will the pizza delivery guy actually have access to my financial and medical records? An email joke circulating for the last few years highlights a common concern for consumers. Through the use of one multi purpose card number--according to the joke--the pizza ordering agent had access to phone numbers, addresses, medical records, library transactions, financial records, DMV registrations and legal information. A customer was discouraged from his choice of pizza due to his medical profile and not allowed to pay by credit card because he had exceeded his credit limits.

What is the Future of Libraries and RFID?

At what point does tracking become intrusion? Will RFID technology allow library records to become available for any technosavvy hacker or geek with the appropriate tools? This short, cautionary exposition provides more questions than answers. Stay tuned; this is an issue that will not be resolved soon.

Katie Melville is a library assistant at the Livermore Public Library. The views expressed here are hers alone, and do not represent the position of the Livermore Public Library.

How to Succeed at the e-Portfolio Without Really Worrying
By Daria DeCooman

1. Save Everything

Well, within reason. Papers, presentations, contributions to Blackboard discussions: If it pertains to one or more of the 15 competencies, save it. If an artifact is a website, take screenshots and assemble them in a PDF. If you're not the sole creator or owner of the website, don't assume it will still be online when your culminating semester rolls around or that you can recover all or enough of the site via the Wayback Machine. If an instructor returns comments inserted into one of your papers or presentations, save the graded version as well as your final version (in its original program, e.g., Word, versus only in PDF).

2. Back Everything Up

Don't rely on one mechanism to save your artifacts. Just as when you travel abroad you split your identification and money into two caches (one in a hotel safe, the other on your person), you should similarly take extra effort to make sure that if one of your artifact back-up mechanisms fails, you have another. Can't afford a portable drive or mass storage device? Get a Gmail account. It's free and comes with lots of room.

3. Organize Early

The e-Portfolio handbook is publicly available at http://slisweb.sjsu.edu/289/289fall06.htm. Upcoming portfolio-ers are lucky; at best, you can read the handbook before selecting and investing in courses, and at minimum you have some extra advance warning and can get a jumpstart at getting your files in order. Each student naturally will take an individual approach to organizing for the portfolio. Coming into the portfolio experience as a cusp student, among the first class or cohort to assemble portfolios rather than writing papers to graduate, I took a simple approach to getting organized. After setting up a folder for each competency, as well as one for the portfolio introduction/professional philosophy statement and one for the portfolio conclusion, I reviewed my artifacts and parked each into all relevant folders. From there, I adjusted folder contents, wrote an introduction for each folder, and worked with my advisor to ensure folder contents met with satisfaction. The main point here is that it's never too early to start organizing in preparation for the portfolio. Moving forward, I imagine students can build portfolios incrementally throughout semesters and arrive at the culminating semester assured of having in hand ample artifacts to present as evidence of proficiency.

4. Get to Know Plone

Plone tutorials are freely available to one and all at http://slisweb.sjsu.edu/plone/. Why wait until your culminating semester to get to know Plone?

5. Build Your Portfolio on Schedule

If you want to ensure your 289 advisor reviews all your portfolio contents and provides at least one round of comments before the semester ends, start building your portfolio early and keep up the good work throughout the semester. I set up a calendar with benchmarks (e.g., by this date, I'll have half the portfolio submitted for first review) and deadlines (e.g., on this date, I'll submit these three folders), and building according to schedule worked well for me.

6. Keep Track of Your Portfolio Progress

An e-Portfolio advisor may have 10 or more students. Each student may create a folder for each of the 14 competencies and a folder for the portfolio introduction (including the addendum Competency 15) and a folder for the conclusion. I guesstimate the average number of artifacts per folder is two. You can see what portfolio advisors are dealing with. Help yourself and your advisor by keeping track of dates you submit specific folders, whether your request is for first or second review, and whether you've received any reply yet. While advisors are obviously busy people and like all of us need time to get work done, if no response has been forthcoming regarding a certain piece of your portfolio, drop a note to follow up. Even if your email program provides delivery confirmation, an email may still be caught in a spam filter on the other end or may have met with goodness-knows what "lost in the ether" fate.

7. Respect Your Advisor's Preferences

Assembling a winning portfolio isn't just about you. The portfolio is our last chance to benefit from the expertise and tutelage proffered by highly trained professionals, the SJSU SLIS faculty. From following carefully your advisor's file-naming conventions, to heeding her or his advice regarding format or substance of folder introductions and contents, working well and cooperatively with your advisor can help you emerge with "Pass" (and thus an MLIS). Working well and cooperatively with your advisor can also help you emerge with a portfolio that's stronger than one you could've assembled on your own and that might prove a real, tangible asset as you continue to build your career.

8. Take Advantage of Peer Support Groups

Whether we're talking about e-Portfolio Blackboard sites or ad-hoc Google or Yahoo groups created by e-Portfolio students from across 289 classes, all these groups provide peer support. Log on often and pay attention to the discussions; learning from peers' misadventures, mistakes, insights, and successes can give you a leg up.

9. Do Some Research

Now that the first group to culminate via portfolio has wrapped up, several SJSU SLIS portfolios are becoming available on the SLIS website as of January 2007. Looking at portfolios of those who've gone before, as well as getting insights into what makes your advisor tick, could help when it comes time to assemble your portfolio. Throughout the remainder of your SLIS tenure, watch SLIS listservs, pay attention to announcements, and see if you can gain some intelligence that will help you assemble a winning portfolio, one sure to please you and your advisor.

10. Stay Confident, Be Brave, and Appreciate the Experience

The portfolio will be as good an intellectual product as all others you create during your SLIS tenure. Dedication to excellence throughout the MLIS program allows you to breathe easily at the end, when you get the chance to review your output, select from your best artifacts, and present them in winning combinations to demonstrate your specific proficiencies. Those of us who worry too much all the time should take a chill pill when it comes to the portfolio; confidence in our own abilities should guide us through assembling our goods. But if you have doubts, about any aspect of the portfolio experience, even if you're afraid of seeming stupid or offending advisors, please remember that librarianship is a profession based on respect and fairness and then speak up, ask your questions, and get on with it. In the end, the semester will pass quickly and you'll find yourself equipped with more knowledge about your own abilities, strengths, and weaknesses, as well as a tool to help you rev up your career. In fact, and as you might have heard or guessed, you may just find yourself even enjoying the portfolio experience.

Daria DeCooman, a library communications manager for the publishing company Elsevier, lives in San Diego and is very glad to have passed 289 in fall 2006.

Academic Librarian Wanted; Professional Experience Required The Library Residency Program

After graduating with perfect grades and armed with strong
faculty recommendations from the School of Information
Sciences at the University of Tennessee, I felt I had a
reasonable chance at getting a good job. I was dead wrong.
--Ameet Doshi, "Reflections on the Library Resident Program"

By Kristine Macalalad

For those of us with our sights on academic libraries as a potential career path, job ads, which often cite professional experience as a requirement, can be puzzling and discouraging. How do newly minted library professionals break in to their first job without experience? One option is the residency program.

Residencies for Librarians?

Unlike internships, which are usually unpaid, short-term assignments for students, residencies are salaried, two to three year appointments meant to give new graduates entry-level, professional experience. Residents may work individually or as part of a cohort (a group of residents hired at the same time). They can be project based or open to the candidate’s preferences for certain areas or departments in which to work. The nature of the job will depend on the goals the library administration wishes to accomplish through the residency. Some programs attempt to match the resident’s strengths with gaps in services, providing the new professional with the opportunity to create something uniquely their own; others may simply ask for support for existing services.

Regardless of the type of residency, however, most institutions are likely to require a rigorous application process, complete with multiple interviews via phone and inperson, presentation of work, and meetings with committees and potential colleagues. Unless residents are lucky enough to be around during a retirement, it’s not customary for institutions to make an offer of permanent employment.

So Who’s Offering These Programs?

Though the concept of residencies first sprang from a desire within the profession to provide new graduates with much needed support in the early stages of their career, to increase diversity, and, perhaps most importantly, to recruit new talent into the field, the actual establishment of programs at different institutions depends largely on the availability of funds. As Denise Cote, former resident librarian at the College of DuPage, points out, the residency program at that institution only became possible when a librarian gave up half of her position to take on other work funded by outside sources.

Finding programs may be a bit difficult but, Julie Brewer, coordinator of personnel and staff development at the University of Delaware library, has eased the task by compiling a database of institutions offering residencies in the U.S, available on the Internet through the Association of Research Libraries website at http://www.arl.org/careers/residencies. html. Though not comprehensive, the list is always growing. With 47 records of programs at various universities, many of which are located in the midwestern and eastern United States, there is much to consider.

Pros

There are many advantages to completing a residency, one of the most attractive being the chance to experience professional-level work without the pressures of regular, tenure-track positions. In his article, "Residency Programs as a Means of Nurturing New Librarians," Peter Hepburn, former resident librarian at the Richard Daley Library at the University of Illinois at Chicago, points out, "In a sense, resident librarians are treated as debutantes coming out into the profession. The program introduces them to the society of librarians in a comfortable workplace environment." Ameet Doshi, another veteran of the residency program at the College of DuPage, agrees. During his stay, he was continually reminded to learn as much as possible.

The residency can also be a means of discovering and developing one’s professional interests and strengths. This can be a good thing for both librarians and the profession itself. Doshi remarks, "The fact that many new librarians are thrust into the first position they are offered, coupled with the possibility that this new position may not be interesting, could lead to people abandoning the profession. The residency acts as a unique bulwark against such a phenomenon by allowing the resident the freedom to determine their strengths, interests and weaknesses."

Despite feelings of support and encouragement from established colleagues, though, residency work is real work. The program at the College of DuPage, Doshi says, is "symbiotic." He adds, I learn from my colleagues and opportunities to engage in community college librarianship at a dynamic institution, and the college gets a highly motivated, knowledgeable librarian for two years. That kind of motivation can only translate into improved services for library patrons. For instance, Doshi conducted focus groups to international students. Denise Cote, one of Doshi’s predecessors, initiated and developed "Online College" which provided services to distance education students at the College of DuPage, connecting with them to the school via email, chat, IM, and real-time video.

Cons

Many professionals who have written about their time as residents have overwhelmingly positive reactions to their experiences, but just as many also agree that one real disadvantage to the residency is the duration of the assignments. Two or three years may sound like a long time but, in reality, such a term is barely adequate to complete the projects residents take on. On top of that pressure, are feelings of disappointment over having to leave what in many ways can be an ideal work environment.

In her article, "Academic Research Residency Programs: Looking Back on the Journey," Charmaine H. Henriques highlights the fact that most residencies are temporary. Regarding residencies as tools for increasing diversity in the profession, she calls on administrators to take the next step--to go beyond recruitment and to support retention and promotion of persons of color.

Taking the Plunge

The residency program can be an attractive option for those willing to relocate for a temporary, but rewarding, experience. When applying, it’s important to consider the aims of the program--what projects will be given to residents. Henriques writes, "I had to consider the residency experience I wanted and how the training would tie in with my professional needs."

Residencies may not be a foot in the door of that particular institution, but are still a great way for graduates to find a way onto the field, to gain real-world experience and to gain access to unique learning opportunities. For library administrations, the programs provide a way to recruit new talent, to instill a lasting passion and dedication in graduates for the profession, and to benefit from the services of a highly motivated employee. That’s a win-win situation.

More Reading on Residency Programs

Agnew, S., Gray, L., & Puente, M.A. (2006, May). Academic Residency Programs: The Cohort Experience. Versed. Retrieved
September 27, 2006 from http://www.ala.org/ala/diversity/versed/versedbackissues/may2006abc/acres.htm.

Brewer, J. & Winston, M. D. (2001). Program Evaluation for Internship/Residency Programs in Academic and Research Libraries.
College and Research Libraries, 62. Retrieved September 27, 2006 from
http://www.ala.org/ala/acrl/acrlpubs/crljournal/backissues2001b/july01/brewer.pdf.

Doshi, A. (2005). Reflections on the Library Resident Program. CJCLS Newsletter, 21(2), 4-6. Retrieved September 27, 2006 from
http://www.ala.org/ala/acrl/aboutacrl/acrlsections/cjcls/print/Volume_21_No_2.pdf.

Hepburn, P. (2001). Residency Programs as a Means of Nurturing New Librarians. Feliciter, 47, 142-144. Retrieved September 27,
2006 from http://vnweb.hwwilsonweb.com/hww/shared/shared_main.jhtml?_requestid=376973.

Henriques, C.H. (2004, May-June). Academic Research Residency Programs: Looking Back on the Journey. Versed. Retrieved
September 27, 2006 from http://www.ala.org/ala/diversity/versed/versed2004/may2004abc/academicresidency.htm.

Kristine Macalalad is pursuing an MLIS in Library and Information Science at San Jose State University. She hopes to pursue a career in a community college library.

Too Much Information!!!
By Julie Gerardin

We live in a world that bombards us with an increasing amount of information. An internet marketing firm found that as of mid-2006, over 170 billion emails are sent worldwide each day -- of these, 70% are spam! Reading statistics like this, it is hardly surprising that too much information can adversely impact our health and productivity.

Researchers at UC Berkeley published a study, "How Much Information," in 2003. The study reveals that the rate at which information is being produced worldwide is increasing at a remarkably high rate. Computers and the internet have enabled us to produce far more information than most people can access in a reasonable amount of time. According to the study’s key findings, in just three years, the amount of new stored information, nearly all of which exists on computers, doubled from 1999 to 2002.

Information overload has been alternatively referred to as “information glut,” “information anxiety” and “information pollution.” While each expression is slightly different, each refers to the fact that most of us are drowning in a sea of information without a compass to help us navigate efficiently. When we have too much information, it becomes difficult to make decisions and to evaluate each source’s accuracy.

One area where many of us experience this is in the workplace. We have too many emails, voice mails, meetings, reports, and additional documentation that must be reviewed, evaluated and acted upon. Students can also experience information overload. While more data is available through the internet and electronic databases, it can become challenging to evaluate all material retrieved and synthesize it into a quality research paper. To determine if you are affected, think about where you spend most of your time. Do you ever feel overwhelmed by all there is to do, complete, accomplish or read? Studies have shown that symptoms of information overload include:

• Weakened vision due to an increased exposure to computer screens
• Stress, illness, tension and arguments between colleagues
• Confusion
• Impaired judgment based on overconfidence
• Frustration and lowered tolerance
• Decreased benevolence toward others
• Overconfidence that more information improves accuracy, when it actually does not

Why is this happening? There are several reasons. The amount of information that we are exposed to each day is far greater than our ability to process it. Information has become more complex; therefore, it is more difficult to comprehend and analyze it. Sometimes the way in which we receive information is not conducive to processing it. We receive information from multiple sources and in multiple formats. This requires additional skill sets to adapt to each of these differences. Sometimes we don’t know what we’re looking for. When I started researching this article, I wasn’t sure if the common term was “information overload” or something different. Alternatively, we might locate results we’re looking for, such as an article in a proprietary database; however, we are unable to access it if we aren’t subscribers or perhaps the link is no longer valid. Since we receive such large amounts of information, we must be able to filter out what is relevant. This takes time and practice. When I start a project, I might retrieve dozens of articles and websites, but wind up using just a handful. Sometimes as one becomes more familiar with a subject, it becomes easier to complete this process. Finally, we have to evaluate the quality and accuracy of our information no matter what its source. Some don’t have the ability or desire to do so.

Too much information can have a negative impact on people, their family members and their places of employment. Effects reported from this phenomenon include ill health, reduced job satisfaction, working additional hours to keep up, frequently at home, stress, frustration and unhappiness. In extreme cases, family relationships suffer and depression can result.

Employees try to keep up, but in doing so become less efficient and effective, as do organizations. Productivity is reduced, decisionmaking is often impaired due to the overwhelming mass of data, and more errors result. A lot of resources are wasted by employees trying to keep on top of things or locate one piece of information that might be buried in a pile of papers on their desk or in an email.

How can we cope with the increasing amount of information that comes our way each day? There are many articles on the web touting tools to help manage all the information we need to read each day. One example is news aggregators. An aggregator is software used to read web-based subscription content. These news feeds are updated frequently and “pushed” to the user so he or she doesn’t have to seek out this information. I favor an alternative approach to managing information overload. I propose that instead of finding technology to manage it all, perhaps we can work differently and improve our productivity, efficiency and health in the process!

If we want to address this problem, there are several techniques we can use at work, school or home to become better organized. For me, it was helpful to go to a course, but others might just need to learn to manage their time wisely. Outlook or a similar email system allows a user to consolidate tasks, emails and calendar functions into one system. Purge files periodically, and handle documents (including emails) just once. Don’t check email continually – it causes a loss of focus and results in lost productivity since it takes a while to refocus on the project you were working on originally. Before scheduling a meeting, determine if it’s important. Meeting organizers should invite only the relevant participants, start and end the session on time, and follow an agenda. If you have an office close your door if you need uninterrupted time, and if not, let your co-workers know.

At home, we sometimes fill our lives with “busy work.” Television consumes a lot of time in the United States. A 2006 Nielsen research study indicates that the average household watches eight hours of television a day! The internet can be a learning tool, but also a time waster. We don’t necessarily need to keep up on all the day’s events—sometimes less information leads to more quality time with family and friends. Just like a vacation, perhaps we can spend one day a week without television or the computer.

When doing research for school or personal knowledge, don’t get distracted by unrelated websites. I confess that this is one of my weaknesses! Start with the library’s electronic databases to stay more focused and retrieve the best results before turning to the internet.

As people who are expected to process large amounts of information, it is especially important for librarians to become aware of information overload and learn coping mechanisms to handle it effectively. It’s important to remember that we don’t need to know everything; we just need to know where to find it. This ability helps us in our jobs and personal lives, and it will also help our patrons who are likely suffering from this affliction as well. A patron who has spent countless hours searching the internet for relevant material will be greatly relieved when you perform a search and hand them just the four or five most relevant references!

Julie Gerardin is currently an MLIS student at San Jose State University. When she’s not studying, she works as an information technology consultant in Turlock, California.

Canoes

This canoe travels one way, through the river of time.
From my island, I can look back and see you on your island there, where I have been.
Sometimes I wish you could hurry along and join me here.
If you could hurry, you might avoid the rivers of blood, our canoes sometimes cross.
Avoid the rapids, caused by cauldrons of racism, faith, politics and greed.
If only we could meet halfway, but I cannot paddle my canoe back.
There are unknown islands up ahead and I must go.
Still, I can leave my notes for you, to speak to you while you journey;
Leaving warnings and advise, of safe harbors, with love.
Perhaps you will heed and find them somehow.
What you will remember or read, when you arrive here, I cannot know.
As we stare from these islands in the stream, across at one another.
By the time you reach this island, I will have paddled on.
Journey safely and remember the islands where you have been;
Leaving your own notes behind.

John D. Berry, Berkeley, CA 2006 ©

What’s a Wiki? Wikis and Their Use in Libraries
by Julie Gerardin

Wikis have become increasingly popular in the past few years. This technology provides innovative ways for librarians to enhance instruction, communication, and collaboration with their patrons and colleagues. If you’ve ever used the online encyclopedia Wikipedia (http://en.wikipedia.org/) to research a subject on the Internet, then you’re already familiar with wikis.

What’s a Wiki?

Wikis are “the simplest online database that could possibly work,” according to their inventor, Ward Cunningham (http://wiki.org/wiki.cgi?WhatIsWiki). Not surprisingly, a more complete definition of a wiki can be found on Wikipedia: “A wiki is a website that allows anyone to easily add, edit, and change its content.” No programming knowledge is required and the interface is user-friendly. To take advantage of this technology, users don’t need to install anything on their computers besides a web browser (such as Internet Explorer or Firefox). The term “wiki” can be used to describe a website or the software itself which is used to update the website.

Use in Libraries

Wikis are being used creatively in all types of libraries. A wiki can be the library’s home page or strictly for internal communication among staff members. Uses include research guides, knowledge bases and collaboration tools.

Research guides, sometimes called subject guides or pathfinders, are frequently used in academic libraries. Each guide lists recommended resources about a topic and is compiled by librarians to assist patrons with research. Two examples are the St. Joseph County public library and Ohio University.

The St. Joseph County public library website is created and maintained by librarians for patrons. While patrons don’t have the ability to update the guide, there is a page where they can provide feedback that the librarians use to improve this resource.

The Ohio University Biz Wiki takes a more collaborative approach. Its focus is business research and students, staff, and faculty members are all permitted and encouraged to edit it.

Knowledge bases are collections of information about a subject or a field of interest. A research guide could be classified as a knowledge base, but is much more specific in scope. On the Oregon Library’s wiki, content can be updated by staff members and the website states that “all librarians and others interested in library instruction are welcome and encouraged to contribute.” The University of South Carolina uses the technology to provide information to faculty members, but only the library has the ability to modify the pages.

Wikis can be used as collaboration tools in numerous venues. They can be used by students and faculty working on projects in academic libraries. They can be used in any library by librarians and other library staffs to share information, create manuals, or collaborate with patrons.

One way the University of Minnesota uses their wiki is to communicate all information relevant to library staff. While update capability is limited, feedback is encouraged. In the state of Washington, the Pierce County public library system has created a wiki where anyone can contribute their opinions on topics like favorite books, film, and music.

Benefits

According to SLIS professor Debbie Faires, “Online collaboration is the biggest benefit. It is a wonderful way to enable information sharing among a group of people.” Sending a document back and forth to a distribution list by email can be inconvenient and time-consuming. If a project is developed as a wiki, all users have access to the most recent document simultaneously. Most wikis also support version control so previous iterations are archived and can be retrieved if necessary. This functionality allows all changes to be tracked, and information about when they were made, and by whom, is also available. It also makes it possible to revert to a previous version when a wiki is vandalized.

Wikis are accessible and easy to use. A wiki is available from anywhere in the world with an Internet connection and no special software is required. Users can learn the technology quickly, and they don’t need to be proficient at HTML or other web programming languages.

Wikis are also flexible and can be used in a multitude of ways. Content and format may vary, and settings can be changed as needed. It is possible to configure wikis to require that contributors register, but most allow anonymity. Some only permit updates on certain pages, although too many restrictions are in direct contrast to the open source concept envisioned by Ward Cunningham.

Drawbacks

Flexibility is one of the features of wikis that makes them so collaborative; however, it can also make them appear disorganized since there is no built-in navigation. On public wikis, vandalism might occur. Also, since no one is censoring what can be changed, information may contain errors and omissions.

Wikis are living documents and only valuable as long as contributors continue to update them. If the target audience is not trained properly or loses interest, a wiki will cease to be useful.

Debbie Faires mentions that a potential drawback is ”the reluctance many people feel to try this new technology.” She continues, “Also, it can be hard to feel that it's socially acceptable to change what someone else has written.” It will be interesting to see how libraries handle this situation and help patrons and their staff become more comfortable with this software.

Bottom Line

Wikis have shown great potential as a tool to provide services in libraries. But in order for them to be valuable, they must have a specific purpose and patronage. While new technologies can be exciting, they are simply a means to accomplishing a goal. The objective might be working collaboratively with colleagues on a project, creating a knowledge base to assist users on a reference desk, or perhaps a subject guide for the patrons and library staff to use in their research. Used judiciously, wikis are an interesting and effective way to share information.

Related Resources

How Wikis Work
http://computer.howstuffworks.com/wiki.htm
Ohio University Libraries Biz Wiki
http://www.library.ohiou.edu/subjects/bizwiki/index.php/Main_Page
Oregon Library Instruction Wiki
http://instructionwiki.org/Main_Page
Pierce County Library Wiki
http://wiki.piercecountylibrary.org/
St. Joseph County Public Library
http://www.libraryforlife.org/subjectguides/index.php/Main_Page
University of Minnesota Staff Libraries
http://wiki.lib.umn.edu/
USCA Library Instruction Program
http://library.usca.edu/index.php/Instruction/HomePage
What is a Wiki?
http://www.oreillynet.com/lpt/a/6646
Wiki – Wikipedia
http://en.wikipedia.org/wiki/Wiki

Conference/Seminar Tips
by Elizabeth Horan

During my first semester in the program here at SJSU, I got an email about a SLA professional development seminar in San Diego and decided to go. I was interested in the subject they were presenting (new technologies) and secretly wanted to see what a professional development seminar was like. The seminar was amazing! The food was great as were all the presenters. I had my first introduction to Second Life as well as new technologies and Library 2.0, but on the drive home (got to love So Cal traffic) I thought of things I could have done to maximize my experience at the seminar as well as present myself better to people who were potential employers. These ideas are what I would like to share with you.

Before You Go

Not sure what conference to attend? Check out some conference dates on the SLIS web page at http://slisweb.sjsu.edu/resources/conferences/lisconferenc es.php This is not a conclusive list, but it is a great start. Look for events in your neck of the woods. While you are there, why not see what kinds of scholarships are available for your conference. Many organizations offer scholarships to cover travel expenses as well as the complete conference package. Somebody has to win this, might as well be you! Usually you can get some kind of discount on conferences and seminars if you register as a student. You get a bigger discount if you go as a member of the organization and as student, so consider joining the organization before you go.

My first word of advice is to go as a student. When you register for these events, register as a student. The student badge is a flashing light encouraging people to talk to you. At the San Diego seminar I was the only person there with a student badge and I found that it made me very approachable. Three other students found me because of my badge. Not to mention all the people who asked me where I was in the program, how did I like it, when would I graduate, and what kind of job was I looking for. These inquiries usually ended with a request for a business card and this is where I fell short.

Second word of advice, have some business cards. My student badge was a wide open door, but when it came time to seal the deal with a way for my newfound contact to reach me, I failed. I did not have any business cards. The awful thing is that business cards are easy to come by. You can get 250 of them for free at Vista Print (http://www.vistaprint.com) if you don’t mind their logo on the backside, or pay $20.00 if you do mind the logo. What should you include on the business card? Your name, some way to contact you, expected date of graduation, and maybe your library concentration if you have one. You can include an address and any other information you would like. The trick is to have some business cards and to hand them out freely. You never know when a random person you met is going to remember you when your dream job becomes available.

At the conference

It is conference time and you are ready with your student badge and business cards, but what did you decide to wear today? I know this may seem silly, but I just want to make sure you choose your clothing with care. Chances are, you are going to be doing a lot of sitting so you will want to be comfortable, but you do not want to show up in your sweats. I would suggest something that you feel comfortable in and something that is comfortable to wear. This outfit should not scream out starving grad student, but maybe whisper, “you want to hire me, I am clean and professional.” I always feel it is more important for people to remember me, not what I am wearing, so I try to dress accordingly.

Another thing you should bring with you is breathmints. Maybe it is my paranoia of bad breath, but I would err on the side of caution on this one. If you have breathmints, you can eat, drink and be merry because when it comes time to talk to someone, you can just pop a piece of minty-freshness and you are ready to go.
Now you are ready to present yourself and start networking. Put on a smile and take advantage of the student badge and exchange business cards. When you meet someone new and exchange cards with him or her, quickly write down a note on the back of the card to remind you who this person is. “Green sweater, brown hair, sat next to me at lunch, introduced herself as Kat (Katherine).” These little notes will help you when you write “nice to meet you” notes after the conference.

After the conference

Two days after the seminar in San Diego I sent an email to the other students I had met. Just a nice to meet you, good luck in the program email, but two of those students remembered my interest in photography and archives and have sent me three job postings when they came across them. My word of advice here is to make contact with those you meet after the event is over. This is where the little notes on the back of business cards come in handy. “Dear Kat, It was nice to meet you at lunch. I am excited about your project in Second Life and hope to ‘stop by’ when it is finished.” We never know where a job will present itself. By making contacts and nurturing common interests we set ourselves up to be the person someone thinks of when they come across a job or employment opportunity. I will take all the help I can get in this department. On a personal note, I usually write snail mail notes instead of emails for things like this. I blame it on my mother, but I would encourage you to do whatever you are more likely to do in a timely manner.

So You Want to Attend a Library Conference?
ER&L 2007 and Suggestions for First-Time Conference-Goers
by Xan Arch

In February 2007, I attended the Electronic Resources and Libraries (ER&L) conference in Atlanta, Georgia. My trip was funded through a grant from San Jose State’s College of Arts and Sciences. This was my third library conference and I have begun to understand how to make these events both fun and useful. Here’s how to make your experience worthwhile:

Before you go:

1) Learn how to write a budget proposal. To ask for funding from your workplace or through a grant, you will often be required to provide a proposed budget for the trip. For this, you will need an average plane fare to your destination, hotel prices, and per diem rates for the city you will be visiting. The U.S. General Services Administration (www.gsa.gov) provides current per diem rates including hotel prices. Look in the Policy tab under Travel Management. Make sure to round up just a little! Taxes on flights and hotels can add significantly to your expenses.

2) Consider a smaller conference. ER&L had around 300 attendees in 2007 which made it a more casual, less intimidating environment. Another good smaller conference is the North American Serials Interest Group (NASIG), which focuses on library serials management.

When you’re there:

1) If your budget permits, stay at one of the conference hotels. Impromptu meetings in the coffee bar or the elevator are a good way to get to know your fellow attendees. Note: conference hotels often fill up quickly. Make a reservation early, before your funding is confirmed and cancel later if you are unable to attend.

2) If possible, bring business cards. If you have business cards from your work, bring enough to give to people you meet. These are the currency of conferences and the most professional way to establish new contacts.

3) Attend the social events. It will be difficult to meet other attendees during the few minutes before and after the sessions; the social events provide the time to meet and learn from your colleagues.

4) Ask around about the best sessions to attend. The quality of the session tends to be less about the topic and more about the speaker. The library community is not very big, so more experienced conference attendees will have an idea which speakers are worth hearing.

5) Pay attention to the biography of the presenter and the systems they use at their library. Many presentations involve the way a particular library has solved a common problem, which is most useful if you work or want to work in a similar environment. The issues facing public and academic libraries are often the same, but the solutions are very different. Likewise, if your library uses a SirsiDynix integrated library system (ILS), and the presenter is speaking about the way they solved a problem using their Innovative ILS, you may not find the session as helpful.

6) Consider volunteering to write a conference report. Most conferences send out a request for reporters on several listservs a few months before the event. These reports are short summaries of presentations and are usually published on the sponsoring organization’s newsletter. Writing a report is an easy way to get published for the first time.

Finally, I strongly suggest you spend some time after the conference summarizing your experience for yourself. These events contain an overwhelming amount of information and it is easy to return from the conference and focus on catching up on sleep. Instead, take an hour or two and make some notes about any new vocabulary you heard or new ideas that the conference inspired.

I had a five hour plane ride back from Atlanta so had plenty of time to write a summary of what I learned. Additionally, I volunteered to write two conference reports, to be published in Library Hi Tech News, so my summary will help me prepare those articles. A nice feature of the ER&L conference is the flash drive with the PowerPoint slides of every presentation that we received at registration. I can view presentations that I missed and review the slides of the ones I attended to help me remember the main points.

A major advantage of conference attendance is to see a snapshot of the most current issues in librarianship. The ER&L conference was aimed primarily at academic librarians and focused on electronic resources in libraries. Two of the most discussed topics were social software tools as a way to push library content to patrons and electronic resource management systems (ERMS). Several presentations detailed ways in which the presenter’s library had implemented a “Web 2.0” tool such as a wiki or a course management system and the problems and solutions that resulted. Electronic resource management systems are major software tools that allow libraries to track and maintain electronic resources. Many libraries are still struggling with the best ways to use their ERMS and presenters spoke about their experiences or their suggestions for the future.

Library conferences can seem intimidating but they are an excellent way to keep current on issues in librarianship and meet the people who have discovered solutions to the problems your own library faces. Look for me at the ALA Annual Conference in Washington D.C.!

It's a Bird! It's a Plane! It's Library 2.0!
by M Ryan Hess

For some, Library 2.0 is a fine excuse to wear a mask and cape. Such is the story of Libraryman (a.k.a. Michael Porter of OCLC Western), one of the twelve hundred librarians in the Library and Librarians Group on the photo-sharing website known as Flickr. And if superhero outfits aren’t enough to get you excited, Flickr is also a great place to talk shop, network and participate in the Library 2.0 revolution. And besides, as Libraryman states: “Librarians on Flickr rock ever so much!”

There’s a lot of buzz these days about Library 2.0, a movement built upon the Web 2.0 technologies that have made You Tube and My Space so popular. These technologies enable users to manipulate, contribute and organize information by themselves as they see fit.

Like similar Web 2.0 websites, Flickr provides a space for users to broadcast their personalities to the world, specifically by uploading their digital photos, tagging keywords to photos, organizing them into collections and forming groups with people sharing similar interests. In short, users play the role of librarians, managing their own photo collections.

The result is an enormous universe of self-organized content, entirely searchable by keyword, author, date, geospatial tags and more. You can even search Flickr by doodling in a graphical search window on the mashup website Retrievr. Discovering the next great Ansel Adams can be serendipitous but also amazingly precise, which is quite remarkable simply because no authority control exists on Flickr. In fact, the functionality of Flickr is enabled by what columnist James Surowiecki has termed the “Wisdom of Crowds.” Out of the chaos of user-determined, uncontrolled vocabulary, logical patterns emerge.

Many librarians have decided to join the fray and have found a rich space in which to experiment and observe. The Library and Librarians Group currently hosts over eight thousand photos with 85 discussions. Some of the topics include a series of emails that were circulated to public libraries by religious groups opposing library integration with Flickr. The opposition was based on the erroneous belief that the site allowed pornographic content. (On that matter, the wisdom of crowds apparently extends to self-policing duties as well.) Other topics have covered the controversy of uncontrolled tagging and whether Best Practices should be adopted. The Library and Librarians Group, for their part, have pushed for Best Practices, mandating specific tags must be used when adding photos to their group.

Many Flickr librarians have used the website in interesting ways for their own libraries. Michael Stephens, a Library 2.0 blogger and an instructor at Domincan University’s Graduate School of Library and Information Science, has suggested 16 library uses of Flickr. Some of these include creating a Flickr page for the library and posting photos of book displays, conference slides, art exhibits and other library events. But with the ability to embed notes in your photos with HTML links as well as blogging photos, the potential uses are probably many times more.

Indeed, the more one uses Flickr, the more one sees the potential of Flickr-like tools for libraryies themselves. Imagine, if you will, library websites that don’t just serve as portals to OPACs, databases and reference services, but which supply a space for the user community to come together socially like they do on Flickr. Users could form affinity groups to share favorite books and debate the ideas in them. They could post their own content to add to the library. They could even join in a parallel cataloging effort using tags which would accentuate the official library record. And yes, users could even don superhero clothing and proclaim themselves champions of their own destiny. It would be entirely up to them. It would be Library 2.0 at its best.

Joining Flickr is free and while you’re at it, join the SJSU SLIS Flickr group at www.flickr.com/groups/sjsuslis.

Califa’s Symposium: Digitizing in a Material World

I finally have found out what a symposium was like and in the process learned a great deal. I hope that in presenting this article perhaps others can benefit as well.

By Darin Hoagland

What Was the Symposium About?

On April 19, 2007 I went to a workshop called “Digitizing in a Material World.” (http://califa.org/digitizationsymposium/announcement.html) The event did not disappoint. The oneday event addressed the practical applications surrounding how to “plan, create, and provide access to a variety of materials in a digital collection.” Digital preservation, copyright concerns, and digital project funding possibilities were also addressed. The workshop was appropriate for library, archive, museum or special collection staff seeking help in creating or enhancing their institution’s digital collection in the face of rising expectations. Several California library consortia co-sponsored the engaging symposium, primarily as a service to their members.

What Was it Like?

The symposium was well attended with over 100 present. The event was thoughtfully organized in a logical series of topics with appropriate expert speakers addressing each topic. Nine speakers representing various institutions each took their turn passing on their knowledge and experience. Many explained the ways they approached digitization, preservation problems, and how they ultimately solved them. Each presenter prepared handouts with what they thought would be useful to attendees. These were all usefully arranged and distributed within a folder provided by the symposium organizers. Some handouts were copies of PowerPoint slides and others were screenshots of websites. By the end of the workshop, I got a good sense of who is doing what in California and acquired take-home hard copy materials as well

The atmosphere was professional and sociable. While presenters took up most of the symposium time, there were a few short breaks and a long lunch. Networking opportunities were also provided to learn and share experiences with other attendees. Indeed the symposium organizers encouraged such interchanges among all who were present and I became more aware of this phenomenon as the symposium unfolded. One might even call it a common theme. Before I address this further, I want to make a couple other important observations about what I learned.

What I Learned

First, I found out that you might ask organizers to offer a student discount. In this symposium, the organizers eventually decided to offer a limited number of student internships. This meant that students could participate without registration fees in exchange for their assistance during the workshop. This is a very helpful option for students who cannot afford the $100 registration. The lesson is that it pays to ask.

Second, I discovered that my LIBR 284 class on digitization and digital preservation prepared me well for the subject matter of the symposium. While the concepts and terminology at times left other attendee’s with puzzled faces during presentations, I found I followed the discussion well and understood most of the jargon. Building on my 284 foundation, I learned and appreciated additional reasons to be there. There were enough new example applications, extensions on previously understood topics, and material to make it quite worthwhile. “Digitizing in a Material World” was a great refresher for me in the fast changing area of digitization.

I now feel I was silly initially worrying that the symposium was not appropriate for a student. All event organizers, presenters, and attendees were “students” at the symposium due to the complexity and rapid changes in the area of digitization.

Conclusion

Although the symposium was seemingly dominated by experts and their presentations (mostly a one-way communication), an underlying spirit of collaboration held sway during the event. Although subtle, this made a qualitative difference by the end of the workshop. Whether it was attendees asking experts questions, experts asking each other questions, or attendees providing feedback to the experts, all contributed to the event in positive ways.

Simply calling this networking seems somehow inadequate. Better still to characterize this phenomenon as a mutually rewarding exchange of ideas and experiences. Learning from others with similar professional and academic interests and participating in discussions and activities has to be one of the main objectives of any successful symposium. I not only learned about the practical applications of digitization, I became better acquainted with the importance of contributing to others and their interests. I hope to become more experienced at both receiving and providing these experiences. Fortunately, this certainly will not be my last symposium.

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This symposium will be repeated in Los Angeles in the Fall, 2007. Details should eventually be available on the Califa Website at http://www.califa.org/.
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Darin Hoagland is a MLIS student who is pursuing the archival studies track. He hopes to complete his degree at San Jose State University and begin a new career as an archivist. Darin lives in San Carlos, California and recently returned from a 13-day trip to Guatemala.

Latinos: Serving the Next Generation
By Nick Arce

While much light has been shed on the importance of addressing the needs of the Spanish-speaking population, it has virtually gone unnoticed that the nation’s largest minority group in the U.S. is undergoing a transformation. This change is so significant, it will affect all public libraries. U.S. born children of immigrants will soon emerge as the largest sub-segment of the Latino population. According to a study by the Pew Hispanic Center, experts estimate that between 2000 and 2020 the Latino population will increase by about 25 million, of which nearly 12 million will be second-generation Latinos.

In the U.S., the desire for representation and the influence of this new generation of Latinos is well illustrated with hybrid-culture primetime television shows such as the George Lopez show and Ugly Betty. It is also reflected in the increasing popularity of Spanishlanguage and bilingual cinema from Latin America, Spain and the U.S. such as Y Tu Mamá También, Volver, and Quinceañera. However representation cannot be limited to film and television, it must include library collections as well.

Traditionally, librarians have utilized a language segmentation approach when marketing to the Latino population. When librarians assess the best way to meet the needs of the Latino population, more often than not they think about developing a Spanish-language collection and displaying bilingual signage. This will surely aid our Spanish-speaking patron, however what about our Latino patron who speaks English? Librarians must take into consideration the major socioeconomic and linguistic differences between secondgeneration and foreign-born Latinos such as increased earnings, higher levels of education, exclusively English-speaking or bilingual, and a hybrid cultural identity. Secondgeneration Latinos have strong cultural ties to their heritage, however their nationality is American and as such, they should not be limited to solely seeing themselves represented in “foreign” language collections.

English-language collections present challenges of their own. Most of the available English-language literature in libraries do not represent this growing minority. To remedy this, librarians need to acquire Latinothemed material in English such as translation of best-selling works by authors from Latin America, in addition to material written by U.S. born Latino authors such as Sandra Cisneros, Gary Soto, and Rudolfo A. Anaya. Non-fiction titles dealing with Hispanic genealogy and history can also serve as a tool to help secondgeneration Latinos explore their cultural heritage. Furthermore, bilingual and bicultural programming and outreach should be incorporated to reach the Latino population as a whole without inadvertently alienating one segment from another.

Although some librarians may consider the Latino population too segmented to market to, or simply regard this as too a difficult task, we must remember that the future of our profession is dependent not only on serving our current patrons, but attracting new library users as well.

Nick Arce currently works as a fulltime healthcare interpreter/ translator at Long Beach Memorial Medical Center and as a part-time librarian at the Downey city library. He studied Spanish abroad at the Universidad Complutense de Madrid and earned a Bachelor of Arts degree in translation and interpretation from California State University Long Beach.

A Practicum at World Images
By Katie Melville

Imagine a library that exists only online. It has varied content and much of the content is of an artistic nature. It is housed on a Mac computer. It is updated weekly by web professionals (who are actually librarians). Could such a library actually exist? Yes it does and more that that it is very close to our SLIS home.

While the WorldImages database is located online at http://worldimages.sjsu.edu, its physical location is in the library at the Visual Resource Center (Slide Library) in the Art Building at SJSU. The WorldImages database is a digital library with over 50,000 images available. Developed out of two intercampus projects sponsored by the CSU, WorldImages was originally focused on art images. Now the project encompasses many more disciplines, including anthropology and biology. Last fall I helped to create a portfolio of marine creatures: vertebrates and mostly invertebrates. As an aspiring but failed marine biologist (and/or artist), this was an incredible experience. I got to choose 100 images to scan, crop, adjust colors and (attempted to) catalog this information.

The project involved compiling the necessary elements to create a portfolio of marine animals from slides taken by Dr. Cohen. Additional direction came from the project curator Andrea Creswell Hattendorf and Stacy Mueller (SJSU Visual Resources Curator), as well as our own, Dr. Bill Fisher.

A Positive Experience

Creating a new portfolio involved working with new software and procedures, as well as with different standards and terms. There were numerous steps in the process of creating the portfolio: first I selected the images, scanned them using the Nikon scanner, and opened them with Photoshop to crop and adjust colors. Later I attempted to fix problems and deal with the cataloging issues. I had the opportunity to use some great widgets that I had never used before and apply cataloging rules to the digital images.

My lessons were varied and diverse in this experience. Dr. Cohen assisted me extensively to learn how to crop and adjust the color balance of the images with Photoshop. Andrea, the technical librarian for the project, helped me to learn about the structure of the database and the vocabularies. She explained that the terms and the structure had been originally developed for art images and they were adapting it for the biological specimens. While working with digital marine images, I faced cataloging challenges and had lessons in aesthetics, composition and balance.

Challenges, to be Faced

My biggest challenge in this experience was the weekly commute to San Jose during the morning commute hours. Much of the work I needed to do was on location, because I needed specialized equipment and general assistance.

Another very big issue for me was the absolute frustration in not being able to positively identify the scientific names for creatures that I was working with. The problem stems from there being too many scientific species that are referred to by the same common name. All images that I worked with were identified by common names, their locations, and the dates photographed. In my attempts to positively identify the images, I used many authoritarian sources and consulted experts but was only 40-60% accurate. Learning to live with ambiguity is a problem for aspiring librarians; however, I believe that with enough research I would be able to positively identify 80-90% of the images.

Keeping organized was another big challenge; so much of the work was done in bits and pieces, and at different locations using different desks. It was hard to keep myself organized, between the numerous work sessions and different locations.

Conclusion

The technicians of the digital library face numerous challenges on a daily basis. These range from hardware and software problems, compatibility issues and the computer network specifics. Add in the human element, with various personalities and their personal agendas/deadlines, it is a wonder that any work gets done. But still the library endures. My practicum experience gave me the opportunity not only to imagine a digital library, but to experience the joys and frustrations firsthand. To see the final results of the Coral Reef portfolio click on this link: http://worldimages.sjsu.edu/Prt1306*1$?Display=thu

Completing a practicum at WorldImages has given me an experience to work with a library that was previously hard for me to imagine. The classroom (the physical/plaster type or the Blackboard online equivalent) is full of the theoretical: readings, discussions and projects. A practicum gives students a chance to actually apply the concepts to a library or an information need. My practicum at the WorldImages project exposed me to many library concepts in a concrete fashion and gave me the opportunity to contribute to a great online library.

Katie Melville is a library assistant at two very different libraries and a MLIS candidate for Fall 2007.

Google Reader: A Tool You Should Use
By Robert Boyd

As if our class reading weren't enough, I found it next to impossible to keep current on postings to a bunch of library-related blogs I like to follow. Then I found Google Reader. Like most everything from Google, they call it "Beta" while others describe it as "best of breed.” If you want to be "in the know" about the latest in your field, hear from a plurality of voices, and perhaps even jump into the fray with your own blogosphere contributions, consider Google Reader and read on.

Getting started

It’s a snap… just go to Google and select "Personalize this Page." After creating your account, select "Google Reader" which is just one of hundreds of options for content that, once selected, will appear on your personalized page. Next, start adding blog subscriptions to Google Reader. Don't worry about the nitty-gritty of RSS feeds, with Google it is simple: click on "Add Subscription" and paste the url of the blog(s) you want to track.

Under the hood

Just in case you're wondering how the "magic" works, Google Reader is a web "aggregator" meaning it gathers web content and makes it available using an RSS web feed. RSS stands for "Really Simple Syndication" and retrieves and displays syndicated web content using XML-formatted data. The latest version of Google Reader has some nifty functionality including the ability to view the latest postings "at-a-glance," to import/export subscriptions from or to another aggregator (e.g. Bloglines, Rojo, Newsgator) and the particularly helpful function of marking items as read—by simply graying them out. Google Reader is a work in progress and new features continue to appear. Updates are announced on Google Reader’s own blog at http://googlereader.blogspot.com/.

Blog recommendations

The first blog I began following is written by Lorcan Dempsey, vice president and chief strategist at OCLC. It was mentioned in a Blackboard discussion board post by one of my classmates and I'm grateful to her for suggesting it. Dempsey is an active and interesting blogger at http://orweblog.oclc.org/.

Last November, I attended the Lazerow Memorial Lecture in San Jose and was dazzled by Stephen Abram of SirsiDynix. I've been reading his blog, Stephen's Lighthouse, ever since. He travels and speaks extensively, so there may be a week lag and then a flood of postings. The url is http://stephenslighthouse.sirsidynix.com/.

I'm trying to come up speed on library systems and enjoy Andrew Pace's blog, "Hectic Pace,” http://blogs.ala.org/pace.php/. Andrew is head of IT for NC State Libraries and their supercharged catalog with a sweet front-end by Endeca has been all the talk for over a year now.

The ALA TechSource blog posts articles written by a variety of leaders in the field and the multiplicity of voices is a real strength, http://www.techsource.ala.org/blog/. My personal favorite is Karen G. Schneider of Florida state libraries who wrote a fascinating, if slightly scandalous expose "How OPACs Suck.” See: http://www.techsource.ala.org/blog/Karen+G./Schneider/100003/. This particular thread was posted in three installments and the commentaries that follow Schneider’s original postings are worth a peek. Schneider also maintains her own blog at: http://blogs.lib.fsu.edu/libtech/.

I follow two dozen blogs using Google Reader including Karen Coyle, D-Lib Magazine, LITA Blog, California State Library, and, of course, the relatively new slis21 Blog! Using Google Reader keeps me abreast of new ideas as they are forming and which, eventually, might take shape more formally in a published scholarly article.

If you are looking for library blogs and need a few (hundred) suggestions just go to: http://liswiki.org/wiki/Blog/ Google Reader: Try it, you’ll like it.

Robert Boyd is in Cohort #2 of the Executive MLIS program and, by day, is an IT Manager at Santa Clara University. He lives in Morgan Hill with his wife, Janet, and their three teenagers, Patrick, Mary Beth and Andrew.

Cross-Cultural Cataloging: Lessons from a School Library in India
By Lisa Gonzalez

For ten days during late March and early April, I had the privilege of taking a service trip to Bangalore, India. Located in the southern state of Karnataka, Bangalore is the third largest city in India and known as the Silicon Valley of India due to its booming information technology industry. Four other team members and I worked in cooperation with ACTS Institute, an Indian Christian organization which operates several schools, an environmental project, and a health center.

The last three days of our trip were the most memorable for me. Along with two of my team members, Devin and Ben, I was assigned to work in the library at ACTS Secondary School (equivalent to a K-12 school in the U.S.) In a meeting with the principal, we discovered that the acting librarian had recently left for a better-paying job at a call center. Since his resignation, the library had become extremely disorganized. Books were in random order on the shelves and many were without Dewey numbers. Also, the principal had recently purchased several hundred new books and needed them to be cataloged and classified.

It was a daunting task. I had three days to re-shelve over 3,000 books and catalog over 1,000 new ones— all without the aid of computers. Having worked in a school library for two years, I was fairly confident in my ability to assign Dewey numbers (especially since I was in the middle of taking LIBR 248 and had all the standard subdivisions fresh in my mind!) However, I was unsure how we were going to catalog the books without a card catalog or computer catalog.

Devin and Ben provided me with invaluable help. We found spine labels in a local store, and they spent many hours handwriting labels for the fiction books. Most of my time was spent assigning Dewey numbers to the nonfiction books and reorganizing the shelves. It was hard work, but we still managed to indulge ourselves in the traditional tea break twice each day!

This experience changed my attitude and perspective in several ways. First, it reminded me that despite ongoing struggles with budgets, my school library is rich in comparison to the library I saw in India. This realization does not diminish my resolve to fight for better budgets or to improve my school library. Rather, it helps me remember the big picture: I should work for the improvement of ALL school libraries, not just my own.

Secondly, my experience in India provided me with insights into the educational system of another country. During my time at the school, I was able to have several conversations with both the principal and vice-principal. They each shared what they felt were the strengths and weaknesses of the Indian education system. Both expressed pride in their state’s ability to produce children who are literate in English, Hindi and their local language, Kannada. Both also expressed frustration that qualified teachers are leaving the education field to work at higher-paying call center jobs. Bilingual education and teacher salary: do those issues sound familiar to anyone? The fact that educators in India deal with the same issues that we do should reaffirm the idea that collaboration and professional development with other educators and librarians around the world is critical.
There is so much to be learned from a library experience abroad, even short trips! I would encourage you to take any travel opportunity that is presented to you. Getting out of familiar surroundings opens our minds to new possibilities, fresh ideas, and a renewed sense of professional purpose.

If you’d like to read more about ACTS Institute, go to http://www.acts.co.in/mission.htm. To see pictures from the trip, go to http://MsGIndiaTrip.shutterfly.com

Lisa Gonzalez is the acting media specialist at Notre Dame High School in Salinas, CA and is looking forward to finishing her MLIS in December.

Why Diversity is Overrated: ALA’s Spectrum Initiative
By Paige Fujisue

When numerous scholarships, fellowships, and classes address diversity; when library boards launch and expand foreign-language collections; when library programs and outreach connect with diverse populations, why are we continuously solicited to support diversity initiatives? Few would argue against the merits of staff who reflect changing demographics, yet considering the rising costs of serials, technology, etc., we must question whether such initiatives are worth the money. To date, ALA’s Spectrum Initiative has spent more than $2.5 million dollars in scholarships and leadership training. Do we honestly need to spend a quarter of a billion dollars to ensure that we have all the colors in the crayon box?

My answer is a resounding yes.

As a 2006 Spectrum scholar, I learned that the Spectrum scholarship, more than money is a responsibility. I awakened to the necessity, no, to the gift that diversity brings to our profession as well as to life. Within me stirred a recognition of something, a kind of internal reverberation, when placed in a room full of color, culture, and ethnic pride. It was an amazing sense of exhilaration to be recognized as different, while simultaneously recognizing how these differences give me much to offer our profession.
Spectrum’s leadership institute was a safe place where the voices of those before us inspired, encouraged, and advised me of the path that lay ahead. With this safety I became aware of my tendency to closet my differences as I would a kimono. Just as it wouldn’t cross my mind to sport a kimono to work, it wouldn’t cross my mind to sport my cultural differences either.

I also assessed that despite the best of intentions, colleagues with different backgrounds may not be willing or able to relate to my experiences, my perspectives, or my paradigm. Consequently, I can regularly expect to be listened to, but not necessarily heard or understood. And I will choose to respond with kindness, compassion, and a steadfast resolution to press on. Without question, the pool of strength derived from fellow scholars identifying with my struggles, will prove invaluable.

In conclusion, diversity is overrated when our understanding is limited to that of a colorwheel. Diversity in leadership, what the Spectrum Initiative is all about, stimulates change in the ways we see, think, do business, and relate to one another. Be advised, true professional diversity will change core values, policies, languages, programs, collections, bibliographic records, databases, serials, reference, and more. True diversity in thought and action will rock our fundamental understanding of librarianship and information science.

Paige welcomes questions, concerns, and feedback to stimulate dialog about diversity. She can be reached at alasc.descriptor@yahoo.com.

Welcome to Elluminate Live!
By Tobie Garrick, Kristine Gialdini, and Cindy Runnels

The introduction of Elluminate Live! to the SLIS program created an entirely different educational and social environment for students. Elluminate makes it possible to attend real-time, interactive classes without having to deal with travel, traffic, parking or changing out of your pajamas! The software allows for interaction in a more natural way than the chat feature of BlackBoard. This in turn makes for more comfortable and successful communication between participants. Some social cues that are lost in email and chat communication are reclaimed by students using Elluminate. Because of the social networking tools, students who were anonymous and nebulous to one another become collaborators and cohorts. Some SLIS students may never step foot on campus; with the introduction of Elluminate (and other key technologies) this is no longer integral to learning or the social experience.

SLIS began using Elluminate in fall of 2006; a few "early adopter" instructors used it as a teaching tool and several more used Elluminate for office hours or tech troubleshooting. To ease any anxieties that SLIS students might have about using this new technology, students involved in Libr298 offered Elluminate Participant Orientation and Training sessions prior to the start of spring semester 2007. In January, 22 student-trainer led sessions were conducted, involving a total of 280 SJSU SLIS students. In hour-long sessions, a team of student trainers demonstrated the basic elements and functions of the Elluminate Live interface, guided participants through a series of hands-on exercises, and answered questions. As the session concluded, a brief survey was pushed to the participants to capture impressions about the session that they had just attended. Here are a few sample responses:

What did you enjoy about today's session?
• Finally! We're in a classroom.
• Instructors were great. They explained things very clearly and let everyone participate.
• I thought it was very informative. I was a little wary about learning a new online system but I enjoyed this session.
• Fun atmosphere, lots of chance for questions and to practice different skills.

From the Trainers’ Perspective

Though the Lib298 Elluminate trainers were all participating in the same project and having positive experiences across the board, their individual experiences throughout the semester were quite diverse.

Tobie

When the sign-up email arrived from Debbie Faires in December announcing the Elluminate training project I was ecstatic. Until that point, my experience with Elluminate was limited largely to the direct messaging feature. Throughout the spring semester our responsibilities as Elluminate trainers involved presenting introductory and advanced training sessions, troubleshooting for students and faculty and assisting students one-on-one as they prepared to present in Elluminate.

The trainer experience was rewarding on several levels. I not only gained the skills to moderate sessions and train in online environments, I also had a chance to witness the conversion of numerous people from adamant non-users to successful and committed explorers of new technologies. On a personal level, I have become more confident with the use of communication-based technology and importantly, have felt more involved in the SLIS program than in any previous semester.

Kris

I answered an email from Debbie Faires and the next thing I knew I was dragging a 245 page Elluminate Moderator’s Guide to Mexico. While others around the pool were reading beach novels, I was thumbing my way through the manual. Finding a computer with Internet connectivity to sign up for training sessions was quite a challenge. Before I left on my vacation, I participated in my first collaborative meeting on Elluminate. Wow, talk about stress – microphone, talk online, use all the tools – high learning curve! But I always enjoy a challenge. And in a short time, I was a trained Elluminate professional helping SJSU instructors and SLIS students.

Elluminate is a powerful collaborative tool with live interaction – it leaves BlackBoard in the dust. Remember, when using your headset, you’re attached to your computer. I didn’t and tried to answer the phone, oops, had to go buy a new headset, right before a session! You may feel a little funny sitting alone talking to your computer, but trust me, it becomes very natural. However, if you’re NOT on Elluminate and you hear voices, well ……

Cindy

I found that one of the more challenging aspects of Elluminate lies in developing a good online technique. There’s a fine line between being ‘enthusiastic and engaging’ (good) and ‘should-probably-be-medicated-perky’ (bad). The session participants asked great questions, and their curiosity and interest about the potential uses of this new technology made for an excellent online experience: for learning, for teaching, and for discussion.

Easing anxieties—particularly for those students who have been away from the classroom for a while or who were concerned by the demands and ‘strangeness’ of a distance program—was the most gratifying part of the training experience. It may sound like a cliché, but making a positive difference in someone’s life is tremendously rewarding. What does the future hold?

SLIS has purchased licenses for Elluminate through mid-2008. LIB298 student trainers are already signed up for Summer and Fall (competition for these spots was fierce and classes filled up fast). SLIS will be updating to Elluminate 8.0; some improvements were based on feedback from SLIS students and faculty. Larger numbers of faculty are showing an interest in using the communication tool and are coming up with interesting ways to enhance student experiences through the use of Elluminate.

Conclusion

Being an Elluminate trainer is an awesome opportunity. Trainers interact with other students and faculty like never before, while improving their own technology and communication skills. The best thing about Elluminate, however, is that you don’t have to be a trainer to experience these things - just be brave and use the software. It’s fun, it’s free and has the potential to improve your educational, social and professional experiences at SLIS and beyond!

For more information please visit: http://slisweb.sjsu.edu/software/elluminate/students/

Tobie Garrick is currently working as a Library Assistant for the the Idaho State Historical Society Public Archives and Research Library. She lives in Boise, ID (a long way from her native home of Australia) and tries to take advantage of the great outdoor activities and downtown events the city offers when not studying or working.

Kris Gialdini was a teacher at an elementary school computer lab for 17 years before she moved to the big time and became a teacher librarian at a Bay Area high school. She's completed her 6th year in the position, is passionate about working with students and staff, loves reading young adult novels, and is almost finished with her MLIS.

When not desperately attempting to instill good manners in her new puppy, Cindy Runnels is a Teaching Assistant at SJSU SLIS. She plans to earn her MLIS in May 2008.

So, What Is Elluminate?
By Cindy Runnels

Elluminate is a web conferencing tool that creates a real-time virtual classroom environment. Designed for distance education and online collaboration, Elluminate has two key features that basically leave Blackboard in the dust: live discussion and dynamic interaction.

Live discussion means exactly that. Real-time discussion—with spoken words, not typed chat messages—permits instructors to lecture and share resources, allows students to ask questions or present their research, and enables classmates involved in group projects to meet, brainstorm, and collaborate in a virtual conference room.

Dynamic interaction allows immediate feedback from all participants. Have a question about the material? Raise your virtual hand and ask, just as you would in a face-to-face meeting. Want to express a quick opinion? Click on the appropriate emoticon to nonverbally express your approval, disapproval, agreement or confusion. Instant polling, file, application, and image sharing features create an online learning environment that is much richer than anything we’ve had available previously in SLIS. Classroom sessions conducted via Elluminate may also be recorded for later access—if you can’t attend synchronously—or for review.

Tech Specs

Elluminate is compatible with Windows, Mac, Linux, and Solaris operating systems. All bandwidth connectivity means that Elluminate is accessible for dial-up users as well as DSL or cable subscribers. For more information, check out the SLIS guide to using Elluminate at http://slisweb.sjsu.edu/software/elluminate/students/, or go to www.elluminate.com.

Collaboration in Bibliographic Instruction
By Sami Lange

Information literacy is necessary to student success and cannot be achieved without strong bibliographic instruction (BI). Increasingly, BI is viewed as unimportant or minor in the scope of overall information literacy yet LIS professionals can address this through collaboration, an often forgotten, but essential element. It is the responsibility of academic librarians and university faculty to collaborate and therefore develop effective bibliographic instruction curricula to enable students to move to the next level of information literacy–the ability to evaluate resources and determine their cultural and social contexts.

After a semester of teaching drop-in workshops at an academic library and through readings from my instructional design class, the component that continues to stand out with regard to successful information literacy is the collaboration with faculty. This collaboration can happen at many different levels but starts with the need for students to become more information literate.

What is it?

Bibliographic instruction can often be seen in the form of drop-in workshops at an academic library, a classroom visit from a librarian, or a quick library tutorial in an English 101 class. The topics usually cover the basics of searching the web, the library catalog, the databases that cover each topic, and topic and journal searches. Traditionally, these skills were taught only with the teaching of library logistics in mind. It is clear that these BI tools serve as the vehicle to information literacy, which is why the collaboration and reinforcement of the skills should be encouraged by faculty in university departments.

Has it always been this way?

There is evidence that library instruction started as early as the 17th century in German universities. It started to take shape in the U.S. as early as the 1820’s at Harvard University. Throughout the 18th and 19th century the pendulum of the impact of library instruction has been discussed. The formats have continued to change along with the training that reference librarians receive. The format of instruction has included tours, one-on-one instruction, closed circuit television, and lectures and handouts. There have been concerns about effectiveness, staff shortages, a disconnect with faculty approval, and an inability to see the holes in the curriculum. These problems have sometimes led to the disagreement about the successful impact BI can have on a student’s academic career and on the university’s research as a whole.

What problems are associated with BI workshops?

Many of the students attending the drop-in workshops are at different grade levels. They range from re-entry students who have spent several years at a junior college and have a good background in library instruction to students in their freshman year who had limited library instruction in high school, are in a wide range of majors, and are required to take BI. In my workshops, all a student needed was a slip of paper from me serving as evidence that they attended. Had I known the types of students, their library backgrounds, their majors or even what classes prompted their attendance, the workshops could have been structured more accordingly. Instead, it is likely that some students retained little information, some were lost, and some found it of no use.

Why collaboration is important

With a collaborative relationship, the librarian can work with the faculty member to design a workshop (and eventually a curriculum) that integrates the tools associated with information literacy. Without assignments and an understanding of where the student is coming from, it is difficult to design drop-in workshops and have students gain essential tools for later success. Without repetition of the skills obtained from BI workshops and informal instructional sessions, students will not retain the necessary tools for information literacy. Faculty and librarians need to agree on the importance of repetition and collaboration in BI workshops. This will help to fine tune the instruction of information literacy skills and will give students the ability to carry these acquired skills with them in later coursework and careers.

In the future

With the continued effort in academic libraries to integrate the teaching of coursework between faculty and librarians, the need for a constant emphasis and marketing of the impact of library skills on quality of education is necessary. It has been shown throughout history that academic librarians need to promote their skills to faculty and make it clear that they are a valuable partner in academia. Instructional librarians need to continue their learning in areas of teaching and curriculum to continue to thrive and collaborate in academic settings.

Sami Lange will graduate in August 2007 from San Jose State with an MLIS. Her emphasis has been on instruction and reference and she hopes to one day become an instructional librarian at a University.

The Value of Volunteering
By Margot Pasquini

As a volunteer, I have logged many hours of unpaid labor in schools and libraries while pursuing my education and career as a school library technician. Some experiences were field credit requirements for the Library Technician Diploma. However, most of the time, I did it for my love and passion of helping others, promoting literacy, and learning as much about the field of libraries as possible. Last winter, I represented SJSU at the Ontario Library Association SuperConference in Toronto. It was the highlight of the weekend—four hours in two days—to promote the MLIS program at San Jose State on the other side of the continent in Ontario, Canada.

When SLISADMIN advertised for volunteers to man the booth for the 2007 conference, I figured, “Why not, I’m going to be there anyway.” Wearing 2 badges representing my school district and SJSU, most people took a second look and said, “Lady, you’re in the wrong place when there are two excellent library schools [University of Toronto and University of Western Ontario] down the road.” What they didn’t know, was their programs are not totally online or part time for my convenience, and I could not jeopardize my job with daytime class commitments. Another advantage at SJSU is having 7 years to complete the program. I knew I could only handle one course at a time, so an extended program was a necessity since other schools have more course requirements within a shorter time frame.

Working the booth was a great networking experience. Not only did I meet Dr. Fuller and Dr. Haycock in person, I also met a few more Ontario students who were pursuing the program online. Having just started the spring semester, I discovered the other volunteer was a fellow classmate in my online course. I felt much better about SJSU knowing I was not alone and there were other students pursuing this program from outside the USA.

Over 3,000 miles away from the campus, I collected a dozen names of prospective students for Dr. Fuller by the end of the day. Although he left early to catch a flight back to California, I felt confident enough to promote the program with only one course, Information and Society, in my portfolio. Now with the first three required courses completed, I have at least one assignment in each competency folder on Plone. I am very excited about the new formats that SLIS is introducing and being able to participate in the innovation. As librarians, we are lifelong learners, and by experiencing new technologies and learning opportunities as 21st century students, we will bring new and improved skills to our library communities upon graduation.

If you have the time, get out there and volunteer! The world is full of opportunities to share your expertise and learn more about librarianship! More importantly, brag about your SLIS experience, it is a fine example of the future of education!

Margot is a secondary school library technician with the Dufferin-Peel Catholic District School Board in Mississauga, Ontario, Canada.

Challenges to the Online Classroom: Censorship, Wifi and the Trials of a Wired Victim
By Karen Cooper

When I applied for the SLIS program from the United Arab Emirates, I never dreamed the online aspect would be a problem. For five years I'd lived in the UAE, with 364 days of sunshine a year and non-stop high speed internet. A recent computer upgrade would ensure Second Life & Elluminate would deliver high quality video and sound. So I was all ready. Or was I?

Trying to get onto an Elluminate course last May, I was astounded to find that I simply couldn't connect. A lengthy chat session with Debbie Faires involving diagnostics and every possible configuration setting didn't solve the problem. A helpful man at my ISP made some suggestions, too, but to no avail. Having only one government-controlled ISP in the country didn't leave me many choices. The most likely culprit? Censorship, plain and simple. The UAE is one of 42 countries that actively censor emails and internet, and although many communications and signals are let through, not all are.

I quickly started checking alternatives. Perhaps a move to Italy might be an option. My husband and I own an apartment in a small Italian town. The local library has low-cost internet, and a beautiful reggae-singing librarian—but limited operating hours and no wifi. Getting wifi installed in our Italian apartment (a 500 year-old building, which doesn't even have a phone line) wasn't a possibility and there was no known, reliable wifi nearby. All that old-world Italian charm apparently comes at a price.

So I arrived in the US mid-June for vacation—and immediately learned that I can't necessarily use a public library's internet. (Many require proof of local address.) After buying a laptop, my luck improved sporadically: I found truck stops in Kansas with free wifi, but surprisingly few other places seemed to offer it, truck stop or otherwise.

Two months later, I was able to take that Elluminate class. But I was in a B&B in Brooklyn, and the signal was weak. I lagged (literally and figuratively) behind my classmates.

In the end, I decided to settle in New York, close to friends and “only” a 14-hour flight from my husband. Getting wifi in my apartment involved a nine-day waiting list…so in the meantime I began classes via the public library. The other option involved Starbuck’s which, on top of the price of a decaf mocha, charges $10/day for wifi, and it would take another article to explain the security issues surrounding public wifi…

So what have I learned? Don't take anything for granted. You have to test the actual program in the environment before you can count on it. It will be a while before the online classroom becomes entirely trouble-free. These trials and tribulations can affect anyone moving, doing the course from more than one location, or overseas students. Keep that in mind if you're thinking of posting your assignments from a beach in the Caribbean.

Karen Cooper lives to travel...and all that time waiting on buses means more time to read!

The Unexpected Archivist
By Jennifer Greenwood

“I’m an archivist.”

“Really? You don’t look like one.”

For the past year, this exchange has occurred more times than I can count. Every time it occurs, I always have to ask, “What does an archivist look like?”

The resounding two answer are always the same. Most people picture an elderly, white-haired man who inhabits the dark recesses of a library, waiting patiently for a request to arrive. Others imagine a cranky, cardigan-clad woman sitting beside a stack of dusty books, grey hair in a tight bun, quietly glaring at patrons from behind her bifocals.

In my case, neither of these personae are true. Admittedly, I do wear glasses, but that is where the similarities stop. I am a petite woman in my late-twenties, my blond hair is rarely in a tight bun, I am not naturally cranky, and I am far from quiet (as any member of my family will tell you).

The fact is, the root of the old stereotype of the archivist runs deep, as far back as Jenkinson and Schellenberg. As many years as it took to engrain the stereotype into society’s collective mind, it will undoubtedly take even longer for archivists to escape the pigeonhole into which they have been placed.

The stereotype even extends to paint an inaccurate portrait of archival working conditions.

The working environment of the archivist has long been viewed a dark, musty basement filled with toppling stacks of musty books. However, many people do not realize just how inaccurate this scenario is, and why it would be in complete opposition to the overall mission of most archives.

In reality, most archives are brightly lit, dry, and welcoming for readers. In fact, a dimly lit space would compromise the safety of the items—it is much more difficult to steal an item in a brightly lit, open room—and musty conditions would lead to the materials’ rapid deterioration.

So what about the stereotype of archival duties? True, the duties of acquiring, appraising, preserving, and making materials available have remained similar in their original framework, but the environments in which archivists work, and the duties that they perform, are as diverse as the archivists themselves.

Activists, subject specialists, informational professionals, database coordinators, website designers, cataloging experts, special event coordinators, high-level donor cultivators, teachers... These are just some of the titles that are appended to the archivist title. Many small institutions rely on archivists to fill multiple roles, such as resident database expert or event coordinator during showings of individual pieces, and many more institutions (large or small) know the valuable connection between archival work and donor relations. Even the duty of educating new readers about the procedures and rules of the institution’s holdings thrusts the archivist into the teacher role.

Along with these varying roles comes varying employment settings. Some archivists work in traditional libraries, whereas others hold positions in gardens, zoos, heritage societies, museums, and film archives (to name a few!).

The job can vary greatly and, more often than not, has the archivist out and about, working with people. One of my old professors told us the tale of going out early Saturday morning to a large, dilapidated house to cull through mountainous boxes of treasures. He worked with the owner of the house, secured a large number of valuable pieces for his institution, and had a great time doing the work. We likened him to a suburban Indiana Jones, and we all sat riveted as he told us the story.

Then one of my fellow students made the comment that he thought archivists were backroom, nerdy types who never saw the light of day. From that moment on, our professor always started class with a story about being out in the field collecting and appraising. I suppose it was his way of attempting to fracture the stereotype—it worked.
From that day on I began to think a lot about the stereotypes that have been constructed and have tried to think of the most effective ways to change public perception about the profession. That is when I came to the conclusion that maybe the passage of time, coupled with writing about the subject and being a working example of the stereotype’s falsity, will begin to affect some change.

Until then, when someone says, “You don’t look like an archivist,” take it as a compliment and know that you have given them a walking example of what an archivist really does look like!

Jeni Greenwood is currently an MLIS student at San Jose State University. She hopes to pursue a career in the archival field, preferably working with photographs.

From the Ground Up: Managing Content Guerrilla Style
By Michael J. Ludwig

Towards the end of last semester I applied for a 10 week internship with a special library serving a large regional transportation planning agency. The library was looking for an MLIS student interested in developing an open-source wiki program into an agency-wide internal system for managing projects, maintaining contact information, and establishing personal employee pages for some 200 people. The library staff wanted to harness the information flowing daily through agency offices. They also needed a way to capture the knowledge, ideas, and memories being lost as employees resigned or retired. I knew little about the wiki concept at the time, even less how to build one, but I was more than willing to give it a shot. At the very least I thought it would be invaluable on the job experience and a good way to stay active ahead of my final year in the program.

Surveying the Options

There is no singular formula for managing a web project, but I tried to approach mine with some semblance of a plan. I began by asking about the project: Who will use the wiki and how much? What do you want them to find there? What functionality are you looking for? Who will market the wiki to agency employees and train new users? Who is supporting the project and why? Where can I go for help?

With a basic set of goals in mind, I started downloading and installing various wiki packages freely available on the internet: Twiki, PmWiki, PhpWiki, MediaWiki, MoinMoin, DokuWiki, and Bitweaver to name a few. I evaluated the advantages and disadvantages of each for reading, editing, and creating content, but I was also concerned with the usability of each from a site administrator's perspective. The agency’s IT department had shown little support for the library’s initiative thus far, having allocated it an obsolete server running outdated software, so developing a system that was easy for the staff to configure and maintain was crucial.

Making a Choice

I presented the library staff a set of test installations and discussed the advantages of each as a content management system (CMS) and collaborative workspace. I was willing to develop whatever program they chose, but I stressed that the decision needed to be theirs because they were going to administrate the site. The staff eventually picked PmWiki as their solution, a mature, highly configurable, and easily maintained program supported by a robust developer community. Notable instances of PmWiki include the University of Minnesota Libraries Staff Website, the University of South Carolina - Aiken Library Open Source Project, and the CELE(Air) Air Operations Control and Information Systems Course of the Canadian Air Force.

Multiple Hats

Ideally, establishing a site’s information architecture, designing its visual layout, developing its content, and bringing these together into a beta release are separate phases involving a variety of people. But I realized early on in the project that my resources were limited. There was still a library to run, the graphics department was overloaded with work, and IT seemed convinced the project would never get off the ground. Nevertheless, I managed to devise a model for information based on the agency’s organizational structure and work groups. By the fifth week I had coded a serviceable page layout and skin design. I was a developing content one minute, designing graphics the next, and serving as site and systems administrator beyond that. Six weeks into the project the library staff and I were able to hold our first demonstrations.

Scope Creep

Members of IT saw the wiki first and roundly scrutinized it. The criticism was fair but it imposed numerous technical demands that threatened to derail the project. For example, IT regularly asked the library, “Do you have $10,000 for a new server to run it?” But they must have seen enough value in the project since they recommended a subsequent meeting with executive officers of the agency. Ironically, in those meetings it was the director of IT who sold best the wiki’s potential to accomplish what previous initiatives had failed to do: share information easily. I heard later that the agency had previously spent a large sum of money on a commercial CMS; however, no one had taken the time to install it or train employees how to use it. At times I sensed that upper levels of the hierarchy were maneuvering for control now that a cheaper alternative had been developed.

During my last week we released the wiki to a pilot group of employees. I spent this time reviewing their feedback, conducting user testing, and trying to fix unforeseen usability and organizational issues. I also continued selling the idea that a wiki is a quick and easy way collaborate online.

Lessons Learned

Overall, I believe the library staff and I successfully developed a wiki as a bottom up solution to an information management problem. Employees now have a viable medium to collaborate online, manage documents and projects, and share information quickly as the library intended. But a wiki is a perpetual work in progress, and I could not have predicted the challenges that remain for the staff. Securing enough funding for a new server, marketing a new tool within an ingrained top-down work culture, establishing usage guidelines, and maintaining content standards are just a few of these. Furthermore, the burden to keep the wiki viable and relevant over time rests on the shoulders of the employees.

Personally, I experienced what it is like to work in hierarchy as I regularly tripped over the nuances of agency decorum. A memorable lesson concerns the waves I created when I sought an opinion from an IT programmer outside of my workgroup. I was not reprimanded directly, but it was brought to my attention in a roundabout way that I had broken protocol. About this time I realized that support for a project within your own work group does not necessarily guarantee its success or acceptance outside of it. However, the most important lesson I learned is that a small special library—with initiative—can solve problems and manage content from the ground up, guerrilla style.

Michael Ludwig will earn an MLIS in Spring 2008.

From San Jose to Sub-Saharan Africa: Library & Information Science Knows No Borders
By Stacy Langner

August 2007 - I could perhaps have been forgiven for thinking I had somehow ended up back in Southern California, despite having moved across the world to Johannesburg, South Africa nearly two years ago. But the plane that I had boarded a few days earlier took me not to my previous home of Los Angeles, but to Nairobi, Kenya to present at the KMAfrica 2007 Conference. Between the time I arrived and the time I departed a week later, at least 18 earthquakes of a strength of up to 6.1 on the Richter scale occurred in western Kenya, causing tremors felt in Nairobi and beyond.

Stepping outside of my comfortable room at the tourist haven otherwise known as the Hilton Hotel Nairobi, any confusion as to my whereabouts was quickly put to rest. Nairobi is an energetic and lively city and one of the most modern in Africa; it is nevertheless undeniably recognizable as part of the developing world. Crowded at all hours of day and night, a bit dirty and malodorous, and, beyond the city center, impoverished and dilapidated, Nairobi was a far cry from Melrose (yes, Melrose), the trendy and upscale area of Johannesburg that I now call home. From 16 to 19 July, the city played host to a gathering of professionals and public servants, very few of whom hold the job title of librarian, to discuss the role of knowledge and information in the economic and social upliftment of Africa.

So, what exactly is KMAfrica? It stands for Knowledge Management Africa, and it is a participatory network and platform for knowledge sharing and dynamic best practice in Africa. Its mission is to enhance governance and service delivery through the use of knowledge as a fundamental resource in development. Knowledge management is one of those concepts that defy easy definition. It’s about capturing and classifying knowledge, creating it and disseminating it, and encouraging people and providing opportunities to share it, whether with the assistance of technology or through face-to-face interaction. Knowledge management is unquestionably right up the librarian and information science professional’s alley.

The conference was opened by the Vice President of Kenya and brought together hundreds of delegates from all over the African continent, representing national governments, international organizations like the World Bank and the African Development Bank, nongovernmental organizations (NGOs) and private business. I presented a case study of the company I work for, Khulisa Management Services (www.khulisa.com), detailing our own efforts at implementing an internal knowledge management strategy, the challenges we encountered and lessons learned that can be applied to other development institutions throughout Africa.

Listening to presentations on how health information systems are improving access to HIV/AIDS care and treatment in rural Uganda, and the critical role that distance learning is playing in providing access to higher education to citizens trapped in a rapidly deteriorating Zimbabwe; taking part in discussions about how to capture and classify indigenous knowledge and traditional medicinal practices; and looking around me at the wide range of individuals putting library and information science concepts into practice, it hit me: LIS is a whole lot more than the Dewey Decimal System. The longer I spent at the Kenyatta Conference Center, the clearer it became that the SJSU MLIS and the skills and knowledge it provides are increasingly relevant beyond the walls of the traditional library.

And yet, people will continue to cling to the image of grey haired, bespeckled librarians unless we in the field make a concerted effort to obliterate that stereotype. We must reposition both our own expertise and the concept of the library itself if we are to attract a new generation to MLIS programs and convince skeptics of our contribution to a world forever changed by technology. You may disagree, but I believe that we must be willing to expand our vocabulary and refer to our discipline not just as “library” science. This doesn’t mean avoiding the word, it means doing ourselves justice by not limiting ourselves to the traditional library. Holders of MLIS degrees can be found in a wide variety of careers, performing numerous and diverse functions.

Conferences such as KMAfrica provide us the opportunity to situate our skills and abilities in a wider context, and to meet others who are applying LIS concepts in ways we may never have thought of before. The next KM Africa Conference will be held in Senegal in 2009; perhaps I will see some of you there!

Please email questions or comments to slangner@khulisa.com. For more information about KMAfrica, visit www.kmafrica.info.

A Day in the Castro: Building a Visual History of the Queer Community in San Francisco
By Hannah Whitman Clement

“And this was my first lover, the Unitarian minister’s wife,” a woman said, pointing to the faded photo in her album. Under normal circumstances, people rarely share these personal details with complete strangers. But on Sunday, October 14, at the Eureka Valley/Harvey Milk Memorial Library branch in the Castro district of San Francisco, over forty volunteers listened to the stories enthusiastically told by members of the LGBTQI* community, and selected photographs to be added to the San Francisco Public Library’s photo collection. The event was called Shades of the LGBTQI Community: A Search for the Visual History of San Francisco.

Like many of the volunteers, I learned of this program through a listserv posting. Of the forty-odd volunteers, four were SLIS students: Carolyn Schubert, Wendolyn Wysock, Brad McCulley, and me. We all saw this experience as an opportunity to participate in a social, cultural, and historic event, network with professionals in the Bay Area, and gain some hands-on experience working with members of the community and handling archival photographs.

Based on a Los Angeles program started in 1991 called the “Shades of L.A.”, the Shades series reaches out to underrepresented segments of the community, inviting residents to bring their photos to the library where they are copied and added to the city’s archive. Susan Goldstein, the city archivist, has organized this event for the past ten years. In the past the city has focused on accumulating a visual history of different neighborhoods, such as the Sunset, Mission, and Western Addition districts. This year they decided to focus on segments of the community. “There is a huge gay and lesbian community in San Francisco,” Goldstein said, “but it’s under-documented in the sense that we don’t have a full range of visual history and photographs of how the community has lived its life over the years.”

From 10am to 4pm, the seven tables of volunteer selectors were bustling with people, photographs, and stories. Some people brought only a handful of images; others brought several albums. One person brought three suitcases on wheels filled with pictures. In the typical San Francisco style, the diversity of the people who participated on this day was apparent. Men, women, and children of all ages, backgrounds, and ethnic groups came, some alone and some with family or friends. Members from LYRIC, a San Francisco organization of young LGBT people connecting with older members of their community, accompanied several elders and assisted throughout the day. Once photos were selected from each personal collection, a volunteer took them into a back room where a professional photographer took a photograph of the original while the owner waited by the refreshment table until their prints were returned to them.

While there were numerous photographs of prominent members of the gay community, various marches, political rallies, and Gay Pride parades of yore, Goldstein impressed upon her team to look for photos that depict the everyday life experiences of the entire community. Pictures of family, friends, co-workers, vacations, picnics, and nights on the town were particularly sought after. “I’m hoping for older photos, like you do for every neighborhood or community,” Goldstein said, “Particularly older photos of gay life, because I think a lot of those have been thrown out by families over the years, or there was nobody to leave them to, and they disappeared. It’s really hard to get that older evidence”.

One of the more remarkable things about this event was how willing people were to talk about some of the most intimate details of their lives. There were stories of family rejection, losing loved ones to AIDS, political and social discrimination. There were also stories of unconditional love, community solidarity, and a sense that San Francisco became a true home where this community felt free to be themselves. According to event organizer Nina Sazevich, “As one of the front door mavens, I can tell you that our donors left feeling proud, flattered and excited to be part of what we created together.”

This event was about more than just reaching out to the present community. The images and stories gathered will be accessible to the public, and stand as one of the more extensive visual collections of LGBTQI community history. Nan Alamilla Boyd, the department chair of Women Studies at San Francisco State University, and author of Wide Open Town: A History of Queer San Francisco to 1965, emphasized the importance of building visual documentary collections for the use of students, researchers, and members of the community. She noted that collections of this type are rarely seen outside repositories dedicated soley to the preservation of queer history and culture. “The GLBT Historical Society has been collecting photos of this sort of decades, mostly because mainstream institutions didn't bother to. Now, in the 21st century, mainstream institutions like the San Francisco Public Library are starting to collect these materials. It's helpful to the parts of the general public that wouldn't otherwise find their way to the GLBT Historical Society's Archives, and it's important for SFPL to include queer communities into its rubric of communities it cares to collect from”.

This event was quite timely for the San Francisco Public Library Branch Renovation project as well. The Eureka Valley/ Harvey Milk Memorial Library branch will be closing for renovation until 2009; on its reopening, the very first display will be the collection of photographs gathered on this day. At the end of the day, everyone was tired but happy about how smoothly the day had gone. We had collected a number of wonderful photographs to be added to the library’s collection, listened to the experiences and stories of a diverse community, and helped to preserve an important part of San Francisco history and culture. As a LIS student, it was a wonderful experience, both personally and professionally. I made connections with members of the queer community, authors, scholars, library and archival professionals, and other SLIS students. It was truly one of the best experiences I have had in the entire SLIS program.

*lesbian, gay, bisexual, transgender, queer, & intersex

Hannah Whitman Clement is in her final semester in the SLIS program. She is focusing on academic libraries and archives, and lives in Santa Cruz, California.

The Koret Connection
By Katie Melville

Upon entering the Martin Luther King library for the first time I was amazed and stunned. Like many first-time visitors, I was overwhelmed and thought that the library—the building, the space, the collections and art—were incredible. The awe factor was just beginning to subside when I saw a changing display with statistics about the library. Underneath the neon numbers, there was a sign which declared that this was the Koret Lobby. Later I asked my library tour guide about the name of the lobby and he responded with, “It was the least we could do for someone who gave $2 million to the library!”

Who was Koret?

The Koret Foundation has been responsible for numerous philanthropic efforts in the Bay Area; many of these are associated with libraries. But Koret is more than a foundation or a fund providing capital for various projects. Koret was a successful businessman and entrepreneur in the days before the term was used so widely.

Joseph and Stephanie Koret started the Koret garment manufacturing business in 1938. They were Eastern European, Jewish immigrants, who worked in a San Francisco loft. Joseph was a sweater salesman and his wife Stephanie designed skirts to coordinate with the sweaters. Their success began to multiply in 1946, with the “trik skirt” a 10-gore skirt, which was folded and shipped flat. The skirt sold 3.5 million pieces. But it was the innovative process called “Koratron” that really established the Koret name. This process was developed in 1961 for treating fabrics to make them wrinkle free and the royalties from the patents kept coming in for 20 years.

Most garment businesses are not normally so lucrative, but Mr. Koret was an aggressive and astute businessman. With seed money generated from their garment business, funds were invested in the San Francisco real estate market which boomed in the 1950’s and 1960’s. Joseph and Stephanie Koret did not have any children to inherit their good fortune, so they took up the idea of the Koret Foundation which was proposed by their trusted friend and financial advisor Tad Taube.

The Library and the Koret Foundation

The Koret Foundation was established in 1979, after the death of Stephanie, with seed money from her estate. Joseph was the first chairman of the foundation, until his death in 1982. The Koret Foundation has provided millions of dollars in capital funds to finance library construction and renovation projects. “The foundation now has assets of $400 million and has awarded more than $325 million in grants during the past quarter of century.” (From the Koret Foundation website: http://www.koretfoundation.org) Foundation grants have been made to the Bancroft Library at UCB, San Francisco Public Library, UCSF and the DeYoung Memorial Museum among many, many others.
The story of the Korets is a local, modern day Horatio Algiers “Rags to Riches” tale. Koret is a true benefactor to libraries, helping to keep the American dream alive. The students at SJSU and all of the people of San Jose (and the Bay Area) have been blessed by these gifts.

Katie Melville is a MLIS candidate for Fall 2007 and a library assistant. Her first “real” job was as a patternmaker and assistant designer for Koret of California.

De-Stress Kit
By Renee Varnadore

I was used to getting “A”s. My previous masters degree and my teaching credential gave me confidence that I would do well at SJSU. When my first papers came back with “B”s, I was shocked. I relaxed a little when I remembered that in my Master’s of Fine Arts degree, I would get a “B” on a paper and still get an “A” in the course. But then I did the math, the comfortable 10-point spread between the “B” and the “A” was gone. Now I faced a four-point spread for the “A” and I’d just lost two points on the first of five papers. Five papers! I was used to two papers. My stress accelerated. I spent every waking hour(18) trying to earn every possible point on the rest of the assignments. By finals I was a wreck. I no longer felt I had time even for my yoga practice, something that could have helped. I needed to regroup and develop a coping plan. The following is my personal SLIS De-stress kit.

D. Discussion boards on Blackboard are time thieves. Learn every tutorial offered so you can streamline, sort, and skim through them. Look at the discussion board points and percentage. Spend no more than that percentage of your time on the discussion boards.

E. Early emails need to be sent to the professor before greensheets comes out. This way, I keep a step ahead instead of a step behind by requesting information about textbooks that I order right after I register.

S. Start each research session with what the professor assigns. The professor’s readings and links are the place to start. I wasted hours trying to find my own unique resources.

T. Tag everything. I use del.icio.us. when I gather sources from the Internet. I highlight the key information and enter what I need for the citation. Then I tag it with both the professor’s name and the paper topic.

R. Rest…When a paper deadline makes my adrenaline surge, the last thing I want to do is rest. I don’t have time for a walk, call a friend, or do a deep breathing meditation. However, when I do take time for a walk, often the words that can tie the paper together come to me and I race to the computer to get it down. I also schedule fun. Rest and a little fun make me more productive.

E. Email the professor when overwhelmed. I have learned to request rubrics and ask if I am off track with project plans.

S. Skim. Many professors provide the same information in different learning styles. Writers sometimes do the same. I skim for the essentials, quickly decide which readings I can use, and grab the best quotes.

S. Satisfy the assignment. Get the “B” then go back for the “A”. One of my professors told the class, “It takes twice as long to get the “A.” Decide if you have time for the “A” given your current life circumstances. Live with the decision, move on.

Get a Second Life: Second-Guessing Libraries in Second Life
By Karen Cooper

If you’ve heard of Second Life (2L) but don’t quite know what it is, does it help to know it’s a massive multi-player online role-playing game? If not, let me put it this way: 2L is a free, online virtual world where you can recreate yourself via an avatar and interact with others who’ve also joined. It’s being touted as the next phase of the web, where the younger “gaming” generation will go to hang out, study, play games, fly around, work cooperatively on projects, visit museum exhibitions, and perhaps even ask librarians reference questions.

I surveyed librarians with a presence in 2L to see how they or their institution have used it so far, and what plans they might have for it, along with their thoughts on their patrons’ use of it. I approached over 150 librarians who already inhabit 2L. The following are their impressions, along with some of my own, about this brave new virtual world. Signing up and using 2L is free, but buying and maintaining buildings and land is certainly not. (Linden Labs, the San Francisco-based company that created and manages 2L, clearly has a financial stake in its success.) How do real-life institutions justify spending real-life money on a virtual world, especially one with few patrons? Generally, the justification is based on the argument and expectation that 2L is yet another access point (in addition to instant messaging, email, phone and in-library assistance), and that in the future, patrons will be spending enough time in 2L to make it is necessary to meet them on their own ground.

At this point, though, the grounds are fairly empty. When I first started wandering around Cybrary City and Info Island (two of many virtual libraries near the SJSU campus in 2L) I thought there weren’t any patrons simply because I was halfway around the world and twelve time zones ahead. But after living in the US for the last fourmonths and attempting to sign on regularly during daylight and early evening hours, I’ve discovered that it’s still very lonely in and around the virtual libraries. If I see one or two people I’m surprised—and usually these people are librarians working in 2L, not patrons.

Most respondents to the survey stressed that they had a presence in 2L either because of personal interest or because their institution had set up a library in 2L and encouraged (not required) staff to become familiar with it. Most emphasized that any current involvement is geared for the future, not because of any demand now. “Mparntwe Gruntled,” (avatar names are in quotation marks) who has been a real-life librarian for over five years and active in 2L during the last year, notes that 2L “is about keeping up with technological change, and while 2L might not be the final form that technology takes, learning systems making use of avatars are likely to be the tool of choice in online environments in the future.”

A few respondents, including “Danu Dahlstrom,” have identified benefits already: “Virtual worlds allow us to possibly reach underserved groups” and to “allow us to provide unique 3D collections. We can create immersive environments with our digital collections and create a whole new level of learning. It is another avenue for users to find our enriched content.”

Although 2L is the most popular non-competitive virtual world right now, it does have some drawbacks. First, it requires a fast video card, lots of computer memory and a high-speed internet connection. When I first joined last March, the area around the SJSU campus looked like rural Kansas; it’s more like midtown Manhattan now. Non-stop construction means more graphics to process and more data to send through an internet connection. Though I have a new laptop, my graphics card cannot keep up, so walking down the street or looking around becomes a choppy, frustrating experience. I am hardly alone. Jennifer Crispin of the University of Missouri-Columbia commented that “the technical requirements got to be too much for my laptop, so I had to stop logging in. (My video card got so hot that it left a scorch mark on the bottom of the laptop case)… I think it’s important for people to pay attention to the costs of being involved in 2L, not just the benefits.”

Many are wondering if it is worth spending money (especially public funding) on reference services for people with expensive computers, rather than focusing on the general public. Still, some respondents are still exploring the advantages that owning, maintaining and staffing virtual libraries may eventually bring.

What types of questions do librarians get at their virtual reference desks? Generally, questions tended to be about 2L itself: Where can I buy 2L clothes? Why do pages take so long to load? Can I search the internet inside 2L? In order to serve this need, several stressed that they have spent quite a bit of time learning about 2L in order to answer such in-world questions.

The anonymity that a virtual world provides was also discussed by some respondents. One librarian noted that she receives many health-related questions, quite possibly due to the perceived privacy that 2L provides. Another librarians working on HealthInfo Island, finds that patrons’ questions are similar to when she was a medical reference librarian in a real-world library.

Anonymity was seen as a bonus in some situations, but other respondents noted it can also lead to lack of trust on the part of the patron. (“How do I know you’re really a medical reference librarian and not just some weirdo pretending to be one?”)

A reference librarian, “Hypatia Dejavu,” noted that a number of patrons also value speedy responses totheir queries. “We see patrons that are on the whole more impatient with getting a quick response and more likely to ask sensitive questions.”

As there are few patrons at this point, 2L seems to be more about librarians networking and learning new virtual skills, tasks dissimilar to what they do daily in a real library. As one student posted on the Yahoo Group SJSU-MLIS, 2L is a “tool to develop your own personal interests in librarianship.” Many librarians have mentioned that through 2L they’d found jobs, met others working on similar projects in other countries, researched careers and attended library-related conferences. For those in larger library systems, who may never get the opportunity to meet coworkers face-to-face, it’s one way to discuss problems, issues, ideas and trends.

Additionally, many feel that though 2L may not be the platform for virtual living, something will replace it. For some, spending time in 2L (and becoming adept at the skills needed to work there) is the only way to prepare for the next era of libraries. Godfrey in “A Brave New Virtual World” (2007) writes: “Exploring virtual worlds today gives us an early lead in shaping what will become a powerful new information channel equal to and sitting side by side with the web” (p. 215).

In an online article on Forbes.com, a Gartner survey predicted that by 2011, 80% of active internet users, or 250 million people, will participate in virtual worlds. Though 2L is under-populated now, many think it won’t be for long. So who’s using 2L now? According to Second Life Insider, 73% of the population is over 25, and the older the user, the more time s/he spends in 2L. Curiously, females spend twice as long in 2L as men—this is usually thought to be due to the non-competitive nature of 2L.

The upshot: Right now, 2L is still very much in its infancy, and more a networking site for librarians than a chance to directly serve patrons. But as with so much related to computing, further change is inevitable. At the very least, it seems worthwhile to keep an eye on 2L and other developments that may impact the ways in which librarians and patrons interact. But remember that the relatively few patrons who might approach you in a 2L library are more likely to be over 45, not those cool teenagers on the subway with iPhones.

Survey questions, references and additional reading are found here: http://tinyurl.com/yp3jol

Karen Cooper’s avatar loves to read, fly, teleport and write short autobiographical paragraphs.

©opyright & The Perils of Interlibrary Loan
By Michele Martin

As future information professionals, we are aware that we will be expected to wear many hats and be proficient in a number of areas. However, many of us may not realize that there is one subject we should all know something about as we enter the profession: copyright law and its potential impact on interlibrary loan (ILL). Regardless of what type of institution we choose to work in, a basic understanding of copyright issues will benefit us and the libraries that employ us.

The basic idea behind ILL is a simple one, and seemingly straightforward. If one library does not have a particular item in stock, a patron can quickly and easily request that item to be delivered from another library. However there are strict copyright rules about how many copies can be shared, with whom, and in what format.

There has been a growing tension over the past decade between libraries and publishers. That tension is likely to increase as more publications become available online, and as ILL use increases due to the skyrocketing costs of subscription databases. Traditionally, libraries have existed with the purpose of sharing information with the public at no cost. However subscription database vendors fear that libraries that share materials via ILL may be violating copyright law and taking money from the publishers who hold that copyright. In 2001, Pat Schroeder, president of the Association of American Publishers, angered librarians by telling the Washington Post, “We have a very serious issue with librarians.” Predictably, this comment further alienated the interested parties.

Why does it matter? Simply put, an ignorance of copyright rules can get a library in serious trouble. In recent years, there have been lawsuits filed by publishing companies against for-profit companies such as Texaco that have allowed employees to make copies of journal articles for the purposes of research. Realizing the possible implications, libraries have taken steps to protect themselves against similar actions.
Some libraries have implemented electronic resource management (ERM) modules into their integrated library system (ILS) to help track their various licensing agreements. These modules can monitor usage statistics, list the dates and terms of contracts, and provide information about whether publishers allow materials to be used in e-reserves or shared via ILL.

As part of my fall internship at the Jean and Charles Schulz Information Center at Sonoma State University, I helped Raye Lynn Thomas, Director of ILL Services, with a project to help ensure compliance with applicable copyright laws. Our original intent was to create a simple spreadsheet that could serve as a quick reference point for library staff. It would list all of Sonoma State’s subscription databases, indicate permissions granted or denied for ILL purposes, and any conditions of use.

This however proved to be a challenge as I quickly discovered there was nothing simple about wading through licensing agreements and determining their stances on ILL. While some licensing agreements explicitly stated whether or not ILL was allowed, many remained vague on the issue, stating only that “authorized users” were allowed access to the databases. The question of whether or not ILL patrons constituted authorized users was, in many cases, left open to interpretation. Even agreements that specifically addressed copyright as it pertained to ILL often buried this information deep within their website and phrased it in such “legalese” that it was difficult to ascertain what was being conveyed.

The issue is a contentious one, complicated by conflicting information and rules that are often vague or can be construed in a number of ways. The concept of “fair use” allows for copyrighted materials to be copied and shared (within limits) without explicit permission, provided that the use of the material complies with certain parameters. These parameters include the purpose of use of the material, the amount of material to be copied, the type of material, and the impact that copying the material will have on its commercial market. Section 108 of the federal copyright law specifically gives libraries the right to provide copies via ILL, but limits the borrower to one copy. This section also places limits on how many ILL transactions a single institution may request. The idea is to protect database vendors from libraries that use ILL as a substitute for purchasing their own subscriptions. Again, the rules are vague as to how many transactions are too many.

In addition to reviewing applicable copyright rules, librarians can also benefit from familiarizing themselves with the National Commission on the New Technological Uses of Copyrighted Works (CONTU) Guidelines. These guidelines were developed in order to address the question of how many ILL transactions an individual library may request. Known commonly as the “Rule of Five,” the guidelines cover titles published within five years prior to the ILL request and allow the borrower to receive five articles from any given title. However, subscription databases can specify in their license agreements with libraries that materials cannot be copied or shared via ILL at all, or limit the number of copies to be made, even if they fall into the category of fair use or are within CONTU guidelines. It is the library’s responsibility to be aware of these limitations, and to adhere to each vendor’s guidelines.

While no one will expect us to be experts in the area of copyright law, if we enter the profession armed with a basic understanding of these issues we will serve as valuable assets to the field of librarianship.

Michele Martin lives in Petaluma and works as a grant writer for a nonprofit organization. When not working or doing homework, she loves to read, do crossword puzzles, travel and train for endurance events. She plans to graduate in Fall 2008.

Redefining Reference Assistance in Academic Libraries
by Yvonne Brett

The reference desk has long been a symbol of librarianship in the academic library, but recently its usefulness has been questioned. In March 2007, Columbia University held a symposium and resolved that, by 2012, there will be no reference desks in large academic libraries. I do not believe that this sweeping statement is entirely true because though the physical reference desk might eventually disappear, the need to provide reference services to students will continue to exist. What is changing though, are the various methods of providing these services.

The technological advances of the millennial generation have shaped a new cohort of library users who consider instantaneous information a fact of life. Instant messaging, cell phones, MP3s, text messaging, wikis, Facebook, and MySpace have made students comfortable accessing information electronically and have contributed to the decline of reference desk use. These students constitute a new generation of consumers who are accustomed to paying their bills online, scanning their own groceries in the checkout line, and going to Google for all their answers in life.

Some university libraries have reacted to this trend by expanding reference beyond the desk through innovative technological approaches. The newly completed University of California, Merced never even installed a reference desk and answers questions through text messaging on phones. Colorado State utilizes a computerized librarian referral system to direct their students. The University of Michigan provides an outreach service that is a little more personable through its “Librarian with a Latte” program. A librarian sets up specific hours at a coffee shop and brings along a laptop to help students find the resources they need. These creative ideas give students needed assistance, but do not provide the steady presence of a librarian sitting behind the desk. The personal service provided by staffing the reference desk is important to the culture of a university library. Though many students appear to be technologically adept, some of them coming out of high school have not had access to such a vast array of resources and require the personal touch when trying to navigate the search for journal articles or other difficult to find resources.

I believe that the best solution is not to get rid of the reference desk completely, but redesign the purpose of the desk. Recently, while completing a teaching fellowship at California State University, San Marcos (CSUSM), I had the opportunity to witness a novel and successful approach to staffing. Data has shown that many of the questions asked at the reference desk are directional or technology related, and student workers can easily answer such questions. The desk is staffed at all times by these students who have been specially trained and continue their training with weekly follow-up sessions. These students can easily answer questions relating to the copy machines, computers, and locating a book on the shelf. When the student worker determines the question requires the expertise of a librarian, he or she picks up a phone and, with the push of one button, reaches the librarian on call for that hour. The librarian then comes out from her office and provides assistance. This method frees up time for the librarians to work in their offices to prepare for the classes they teach.

General education classes require a minimum of nine hours of information literacy skills, and the seven teaching librarians spend a majority of their time instructing these students. During these classes, librarians emphasize to the students that they are “their” librarians and encourage them to make appointments for consultations if they need help with their research. A majority of the reference questions are course-based, so having librarians that specialize by subject makes a lot of sense. CSUSM outreach librarian Melanie Chu stated, “We are actually doing more reference, it is just done in a different way.” During my fellowship, I repeatedly witnessed students walking right past the reference desk and straight to the librarian offices to speak directly to their librarian. Data collected by the CSUSM Library shows that 75% of those seeking assistance had either been instructed in class, had a course guide, or had previous experience with a librarian. Encouraging this type of behavior has helped to make library research in the university setting much more successful for students who would not, in general, spontaneously approach the reference desk for in-depth assistance.

So will the reference desk really disappear by 2012? I do not think we will see a complete demise, but I expect more universities will reconsider how they have been providing service and possibly try to implement some creative techniques to continue to reach as many students as possible. I truly believe that no electronic method will ever replace that feeling of gratification when a librarian leads someone to the perfect source needed for a project. A face lights up, a fist pumps in the air, and a relieved, “yes!” reverberates throughout the stacks. A happy student walks away clutching the elusive resource, and the argument for continuing to provide reference help is justified.

Yvonne Brett is an MLIS graduate student at San Jose State University and plans on becoming an academic librarian when she graduates in May.

SLISsers Full-Text Archive Home

LibraryPaige — Fri, 29 Feb 2008 19:24:02 CST

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The Call Number 2007-2008

LibraryPaige — Sat, 16 Feb 2008 13:44:33 CST

FALL 2007 ISSUE

Winning My Way to SLA
Special Libraries Association Stipend Award Essay - Leslie Wolf

I read on QUICKSLIS about a $1,200 student stipend to attend the 2007 SLA Conference in Denver. It is awarded by the Business & Finance Division, and since I have a business background, it didn’t seem too hard to meet the requirements--a resume, letter of recommendation, and short essay. I pulled up a current resume and drafted a letter of recommendation for my advisor to approve. Then came the hard part: a 2-page essay around the conference theme, “Rising to New Heights.” (I waited till the last minute on that part, and realized after the deadline that I didn’t actually use the words “Rising to New Heights.”)

I was surprised and pleased to get a letter telling me I had won a stipend. There were four winners from around the country, as well as a student from Germany. The Division is certainly generous; the stipend covered my entire trip. The awardees assisted with Continuing Education courses the weekend before the conference and were honored at a Division awards ceremony. We were asked to serve on a committee, so I signed up for the mentoring initiative. I love mentoring, and it’s clear that the Division is committed to nurturing new librarians both here and abroad.

The conference was a great event. I met new people everywhere: on the airport shuttle; walking to the conference center; going to various evening parties; and attending the learning sessions. I also loved connecting with some of my SLIS classmates and getting to know them better – it was nice to see some friendly faces in a big conference hall.

And I vow to keep my resume up to date for the next opportunity!

This is my award-winning essay.

Embracing Paradigm Shift:

The Biggest Challenge Facing Information Professionals Today
The Library of Congress laid down the gauntlet on the biggest challenge facing our profession. In August of 2006, it announced a voluntary retirement incentive for librarians who could not or would not update their skills for the digital era. More than an incentive, this was really shorthand for stating the true challenge – having the courage and grace to embrace the constant change of the digital era. These new skills are not technical – those learned in classrooms – but rather profound life skills that promote continuous, thoughtful, and successful change.

New Learning Styles: Information professionals must be collaborative rather than authoritative; they are not only information providers but coaches in information-seeking skills. They must constantly learn to embrace each generation’s learning style, providing tools that meet those learning styles. They must always be aware of changes in our culture and work in new ways to meet society’s needs. They must value our rich library-centric history and culture while looking forward without regret for the old ways.

New Technologies: Technology is now a primary framework for our society – it provides both the push and the pull that has structured our world. Information professionals must eagerly watch the way new generations use applications such as social networking, and adapt them to provide content and services within that networking structure. The professional who understands not only the application but its underlying technology will always be ready for “the next new thing” in collaborative tools.

Management Skills: Many young library school students feel that library management classes are a waste of time, stating: “I could never be a manager; I’d be afraid to take on the responsibility.” Management skills of all types are crucial; every organization is eager to hire those who can confidently manage people as well as projects, processes, and technologies.

Skills Portability: Those who label themselves solely as “librarians” will only see the job market narrowing. Those who label themselves as “information professionals” will perceive a rich job market demanding portable skills and accomplishments. Those with the right skills can look forward to being hired by technology companies, digital archives, private libraries, or emerging business segments not yet imagined.

Confidence: Many librarians joke that the profession of librarianship attracts introverts. Information professionals can no longer afford to hide behind this confining (if comforting) stereotype; nor should they want to do so. Professionals whose introversion hinders their progress would do well to learn from the marketing profession. They must honor themselves by presenting their skills and accomplishments with verve and self-assurance.

Courage: Information professionals of today are in for a wild ride. Those who learn and grow, who embrace new ideas and new technologies, will thrive. They must embrace our constantly shifting paradigm with courage, and teach others to do the same.

Margaret Herrick Library and the Academy Film Archive
LISSTEN library tours - Annie Knight

Thanks to the planning efforts of Lucy Bellamy, LISSTEN V.P. (2006-2007), SJSU-SLIS students and guests were given a tour of the Margaret Herrick Library and Academy Film Archive in Los Angeles on April 25th. The tour was led by Barbara Hall (Research Archivist), Anne Coco (Graphic Arts Librarian), and Jenny Romero (Special Collections Department Coordinator)—each candidly sharing their individual film scholarship and librarian experience in addition to highlighting the library and film archive collection offerings.

Upon checking in our bags (only paper and writing tools allowed, but guests are given complimentary locker space for personal belongings), having our IDs checked by security, and signing in, we gathered in the main lobby of the library, and settled into Barbara Hall’s brief history of the Herrick Library facility. Next, we headed upstairs to the Cecil B. DeMille Reading Room to see the library and archive holdings: 32,000 books; 1,800 periodical titles; 60,000 screenplays; 200,000 clipping files; 30,000 posters; lobby cards, pressbooks and other advertising ephemera; 8 million photographs; 300 manuscript and other special collections relating to prominent industry individuals, studios and organizations; sheet music, music scores and sound recordings; production and costume sketches; artifacts; and oral histories.

We enjoyed demonstrations of the library’s catalog that enables users to search books, periodicals, scripts, and posters (go ahead and look up your favorite Bruce Lee poster! You can even order a print of it from the library for a nominal fee!); databases (including the Motion Picture Scripts Database and the library’s in-house electronic periodical index database MHL), and public computer station functionality. We even got a behind-the-scenes introduction to a name authority project underway at the library that gave many of us new insight regarding the library’s treatment of LC and local subject headings.

In the library’s special collections area were several tables prepared by our tour guides displaying actual film archive materials, some dating back to the very early 1900s. Works such as a scrapbook created by Mary Pickford, silent movie sheet music (the library is also said to have a music and recorded sound collection), and a handwritten script are just a few examples of the awe-inspiring artifacts highlighted. We also viewed pieces from the library’s fan letter, release flyer and publicity sheet, production design drawings, and costume design sketch collections. To give context to our eager sifting through of one incredible piece of film history after another, our tour guides explained the daily and long-term logistics involved in collection development and maintenance. For example, we learned about the library’s storage of its clipping files. Also discussed was the library’s treatment of donations, responsibility of the staff specialists (such as the acquisitions archivist and conservator), and the overall prioritization of the library’s numerous and never-ending projects that involve the preservation, cataloging, and accessibility of its collection’s holdings.

As the tour ended, I took one more peek into the library’s antique Edison kinetoscope, The film buff in me was indeed stirred, and I could have stayed at least five hours longer just looking through the ephemeral personal reaction card collection and the library’s seemingly endless supply of fan letters (oh, and the periodicals!).

LISSTEN would like to wholeheartedly thank Barbara Hall, Anne Coco, Jenny Romero, and the Margaret Herrick Library and the Academy Film Archive for their time and graciousness in providing us with such a memorable tour. To inquire about a tour at the Margaret Herrick Library and the Academy Film Archive, call 310-247-3000.

The Computer History Museum
LISSTEN library tours - Penny Scott [SJSU SLIS Alumni Association President]

Our first stop was to the Visible Storage exhibit, where we saw all kinds of computer equipment spanning many years! Our tour guide, Herb, was informative and lively.

We next moved to the archives, where Paula Jabloner, Rebekah Lim and Sarah Wilson showed us the print and hardware archives.

It was a very interesting tour. The Computer History Museum also has a lot of digitized photos in online exhibits on their web site, which is here: http://www.computerhistory.org/.

If you would like to make suggestions of future SJSU SLIS tour destinations, please email: the Alumni Association at: sjsuslisalumniassociation@yahoo.com.

Mechanics’ Institute Library & Chess Room Tour
LISSTEN library tours - Brenda Welch

[Brenda Welch is a LISSTEN Vice President, San Jose campus, and Mechanics' Institute Membership Secretary]

On a warm September afternoon, Mechanics' Institute Library Director Inez Shor Cohen and I hosted a tour of the historic landmark building in downtown San Francisco. The Mechanics’ Institute was founded in 1854, shortly after the Gold Rush brought thousands of fortune seekers to the city of San Francisco. The Institute was established to promote the technical and scientific arts, with the goals of providing technical education and training for mechanics, a profession defined more broadly in the 19th century than now, to sponsor lectures on technical and cultural topics, and to promote local industry. From 1857 to 1899, the Mechanics’ Institute sponsored thirty-one industrial fairs, which included exhibits of agricultural products, manufactured goods, scientific apparatus, and art. The fairs, while providing entertainment for Victorian San Franciscans, also supported the economic development of California. In addition, one of the pavilions created for the fairs was used as a hospital for the wounded during the 1906 earthquake– until it, too, came within reach of the fire racing through the city.

The Library itself became a casualty of the earthquake and fire. The previous January, the largely technical collection of the Mechanics’ Institute, comprising 135,000 volumes, had merged with the humanities collection of the San Francisco Mercantile Library. Just a few months later, the majority of both collections burned to the ground. Today, the Library, located on the 2nd and 3rd floors of the building, has moved away from collecting technical materials and instead houses a general-interest collection of almost 175,000 books, 500 periodical titles, 45 newspapers and 4,000 movies and audiobooks. The collection is especially strong in California history, business, finance, and investment, fiction and literature, and travel. The Library also provides reference services and research assistance, interlibrary loan, wireless Internet access, online databases, and multiple workshops and classes.

Another strong subject in the collection is chess. This is because the Mechanics’ Institute houses the oldest chess club in the United States. The Chess Room, located on the 4th floor, offers a variety of activities for players of all abilities – so feel free to drop in and try out your game! The Chess Room hosts tournaments, lectures, lessons, casual play, and special programs for children and women. If you sit down to play a casual game of chess at the Mechanics’, you never know if you’re facing a beginner or a Grandmaster.

Today, the Mechanics’ Institute is a nonprofit membership organization open to the public. Membership in the Mechanics’ Institute is open to all. If you were unable to attend the LISSTEN-hosted tour of the Mechanics’ Institute but would like to take a look around, please consider attending the weekly public tour, which is held every Wednesday at noon.

Mechanics’ Institute Library web site: http://www.milibrary.org/

Site Editors

LibraryPaige — Thu, 14 Feb 2008 02:03:33 CST

Site editors, thank you for taking the time to add articles from your publications, SLIS Descriptor and The Call Number. Your efforts are greatly appreciated by those who are now able to actively search and find the information they need. Your efforts are also a wonderful way to help build the reputations of the writers who have taken their precious time to support your publications.

For the reprinting of articles from past issues in pdf, I suggest downloading Textpad for Windows. This will help with the cutting and pasting of articles. If Textpad does not appeal to you, you may use Wordpad or Notepad.

How to Connect Readers to Appropriate Articles

SLIS Descriptor 5/2006-11/2007

LibraryPaige — Sat, 02 Feb 2008 23:47:06 CST

The Editor Says Farewell
By Sarah Krygier, MLIS (Almost)

My adventures in library school are coming to a close, and that May 27 graduation date fast approaches. It seems appropriate to bid farewell with an editorial of sorts.

I am honored to have served as the editor of the SLIS Descriptor, and I have enjoyed every minute. I want to especially thank our loyal columnists Joy Humphrey and John D. Berry and our faithful Q & A Gurus, Catherine Heridis and Supriya Wronkiewicz. You all did a wonderful job of ensuring that each issue of the Descriptor entertained, informed and educated. Thank you. Our other contributors this year have written suburb articles, and I thank you all, as well, for making the SLIS Descriptor a well-rounded publication.

As I end my library school career and venture out into the world of public librarianship, I feel grateful that I have had the opportunity to participate in both ALASC and the SLIS Descriptor. During my four semesters at SLIS, ALASC has allowed me to feel part of a community. Other “distance” students will understand how it sometimes seems impossible to connect with classmates when you only interact with them on Blackboard, via e-mail, or in once-per-semester-eight-hour-class-a-thons. ALASC, though, helped me to really believe it when I told people, “I am a grad student.”

I have friends in various graduate programs scattered across the country, and they all experience a different level of “the grad student life.” Since I work a full-time job, complete my classwork online and only rarely set foot on the San Jose or Fullerton campuses, I had a hard time convincing them that I really had started graduate school. These same friends, along with my poor slightly abandoned family, have lived through my skipping on movie night so that I could complete my group project for 202, or passing on a spring barbecue because I had to spend a Saturday afternoon observing a public library for 204, or hearing about my recent compulsion to begin cataloging living things (where does my cat belong? 636.8309739452, perhaps!) but only when they read the SLIS Descriptor did they “get” that I, too, had immersed myself in the life of a grad student.

As I approach that graduation day, though, I realize that my life has not stopped while I attended SLIS, and I would bet that yours hasn’t either. This program has allowed me to get my graduate degree while not losing touch with friends, family, pets and hobbies. I may have passed on a couple of barbecues, but rather than feeling completely engulfed by my studies, I have felt balanced. SLIS provided a great lesson in time management.

While I do plan to take a break from library related activities for a bit after graduation, I know that I cannot stay away long, because I love libraries…and I do want to see what all I might find in the latest issue of YALS. And, you know, even though I’ll no longer live the life of a graduate student, I have yet to begin to live the life of a librarian, and that’s the life I want to live.

The Circular File
By John D. Berry, Associate Librarian, UC Berkeley

From time to time I have to look at resumes, here in academia known as Curriculum Vitaes, (CVs). No, not just for fun although they make interesting reading sometimes, but because I have to hire someone. Often I’m on a panel to hire someone, but even more often am asked to write letters of recommendation for someone.

What are WMD’s, (words of major dismissal), while going through piles of applications? Oh, things in the cover letter like, "What are my benefits going to be?" ZOTTTT! That one goes into the probable circular file pile. The potential candidate is wasting my time, they would find out if they made the cut to the interview stage, where they could ask, though even there it wouldn’t be wise. Ungrammatical sentences are certain doom in some committees. If you can’t write Standard English that’s a problem, it’s still the lingua fraca of the country – the committee will not want to waste their time, unless they are desperately seeking other qualifications.

Things like TYPOS – Nooooo! Don’t do it! Don’t interject your agenda in the cover letter; yes the whales deserve to be saved, but we want a candidate who is conversant with Marine Biology, not eco-crusading. That doesn’t meet the selection criteria.

For goodness sake, find multiple people you know who have the kind of job you want, and ask if you can see their CVs or Resumes. Model them. Don’t try to get cute with meeting the qualifications. Yes, you probably could do the job; yes, you are correct any single human being could not meet the employing institution’s hoped for candidate qualifications. But please folks, have the basics. Your MLS/MLIS, an actual BA, MA or PhD in the subject area sought. Some work experience, or internship experience, or practicum experience. Some references.

If you by chance have a Facebook page, or MySpace or some such – do be sure it’s suitable for consumption by minors – some of us look for your little footprints on the WWW to see what kind of human being you are. Normal is not a bad thing; although we are cognizant we are dealing with Homo Sapiens Librariensis, that oddball variant of Human Being.

Please remove your facial piercings and dress in interview clothes before coming to the interview. No, I don’t want to see your body art, and I DON’T want to know your agenda, whatever it is, unless I ask you – which in an interview setting I can’t usually; Thank you very much. Will any of the things mentioned above prevent you from getting a professional library job? No, not necessarily, after all, weird just is, I should know I’m at U.C. Berzerkeley. You want to be a what?

Best, John D. Berry

Joy Job Hunts
By Joy Humphrey

Whenever I’ve considered applying for a particular job, I hear two voices in my head. One is my mother’s saying, "You can do anything you set your mind to, honey. Why, if I had your personality and your smile, there would be no end of things I could do!" The other voice is my friend Jane’s, a librarian who has hired and fired many employees in her day, and who, upon reading a resume with too much spin to it, says things like, "You’ve got to be kidding!" and "In your dreams, buster!" Listening to my mother’s voice, the whole world is mine for the taking; listening to Jane’s voice, I better damn well be sure I’m qualified before I stick my hand out.

Lately, I’ve been perusing the librarian want ads. Determined to embrace my mother’s advice and not fall victim to the low self-esteem she’s always berating me for, I’ve adopted a can-do attitude while looking at available cataloging positions. I found a tantalizing opening for a cataloging librarian in a rare books library. I began reading the list of qualifications and felt my spirits soar. I knew AACR2! I could recognize a MARC record! And so what if I’d never cataloged a rare book; I sure did like them. By the time I came to, "Must have eighteen years professional experience, know three dead languages, and have a Ph.D. in manuscript illumination," my efforts to buck myself up had pretty much been exhausted. If I were to pay attention to my mother, I would send in my resume anyway, believing that my smile and personality would fill in the gaps for my lack of scholarship and experience. But if I were to listen to Jane, I would never send it in because I’d know that whoever received my resume would yell out their office door, "Hey, you guys, wanna hear something funny?"

Now, my friend Lonnie would have no qualms in sending off her resume for this particular job.
With one class left to take and no experience whatsoever, she is riding high on the prospect of being a professional. She has been applying for jobs that require collection development know-how in esoteric subjects, knowledge of at least five automated library systems, and experience managing large research institutions. I am in awe of her confidence and her persistent self-delusion. I wonder if the world will be so unfair as to find me, in a few years’ time, still dithering over job applications while Lonnie is the director of some specialty library for which she holds no relevant degrees.

Success must lie somewhere between self-effacing modesty, and untethered confidence. I don’t
want to sell myself short and wind up with a job that isn’t challenging. On the other hand, what happens if I come off as so confident, I actually get hired for a really plum position and find I’m in way over my head?

At least I’ll have my personality and smile to fall back on.

Interview Day
By Sherman Gong Lee

Seven individuals, all with a master's degree in library science, have been scheduled to meet with an interview panel of three at the ****** public library. The position that we are all gunning for is the full-time reference librarian position. I've been working as a reference librarian (extra help) for the last five weeks at the library. The interview panel consists of three people: the county librarian, the library's branch manager, and a librarian named Mark from a neighboring county to act as an impartial member of the panel. I see two of the interviewers on a daily basis, so perhaps I will have the hometown advantage.

I run through everything I've read and everything I've been told about interviews. You have to present yourself as someone who really, really wants to be there and who really, really wants the job. Be positive, be peppy (is this a word?), convey an image of a team player. If you can't do any of these things, then do a good job of faking it. Don't slouch or put your hands in your pocket. If your make a fist or clinch your teeth together it is a sign of stress and conveys to the interviewers that you don't want to be there. If you press your lips together, you'll look like an unhappy person. Try to keep a space of two millimeters between your upper and lower lip. Take a ruler into the bathroom and see how much space you will have to work with. Lean forward in your chair, not backwards. Don't cross your legs or your arms. Keep your hands away from your face: don't itch your nose, don't scratch your eyebrows, don't pull on your earlobes. Keep your hands in your lap.

The interview is held in a small room with an even smaller desk inside. Three feet of desk separate me from the interviewers. Sitting in front of each person is a bottle of water, a small notepad and a pencil. I resist the urge to ask why I don't get anything to drink. The branch manager introduces me to the others. Look into each person's eyes as you shake their hands. Smile. Don't squeeze too hard. You're holding a hand, not a tube of toothpaste. And the interviewers don't want to shake the limp hand of the dead either. I take a seat and I am then asked twelve questions (see column to right).

The minute my mouth opens, the pencils start scraping on the notepads. My first mistake is to look down at one of the notepads to see if they are writing words or drawing stick figures. I lose my train of though. I stop speaking and the scribbling stops. Uh-oh. I forgot what I was saying. I try to recover as best I can. Take a breath. Concentrate on the question. I get though the questions the best I can. Speak slowly and succinctly. Don’t spit out your answers as fast as you can.

Finally, I answer the last question. Everyone smiles and I am told that the interview is over. It's time to get up and leave. "Thank you very much," I say to the group. I go downstairs to the reference desk and start my day. I try not to think about the interview, but it is impossible to stop going over every imagined mistake that I believe that I have made.

After lunch, I arrive back at the library five minutes before my scheduled time on the desk. I see the branch manager sitting at the reference desk. She's helping a patron. The patron leaves the desk. I go up to my supervisor. She swivels around in the chair and looks up at me. "I have a question to ask you," she says. What? "Would you like to be our new reference librarian?" She has a smile on her face when she asks me that. I say something. I don't remember what it is. "Is that a yes?" She still has the smile on her face.

To reach Sherman Gong Lee, MLIS, e-mail him at XXX@yahoo.com.

Interview Day: The Questions
By Sherman Gong Lee

1. What is your public service experience, including bibliographic instruction, reference desk, and
collection development?

2. What is your knowledge and/or experience of library technology; online searching;
OPACs, Internet, basic computer skills?

3. Do you have any experience setting up displays?

4. Can you tell us about a particularly tense or chaotic situation at the reference desk and
how you handled the incident?

5. Why do you want to work in a public library?

6. Considering your working career, tell us about the most stressful event you ever faced
and how you coped with it.

7. Describe the most significant achievement or written project/presentation/report which
you have had to complete.

8. What would you do if you were at the desk and both the phones were ringing and there
were three or four patrons demanding your attention?

9. Name two books you have read within the past two months and describe one of them
as though you were recommending it to a patron to read.

10. What qualities do you think we should look for in a prospective reference librarian?

11. The role of the reference librarian has changed a lot in the past five years and will
continue to change. How do you see reference service changing in the next five years?

12. Is there anything that you would like to add about yourself or do you have any
questions?

Ph.D., Right (or Dead Wrong) for You?
By Paige Fujisue

Working toward your MLIS, you may be wondering about the next rung in the ladder. Is it for you? What is it like? Can you handle it? How impressed will everyone be at my next high school reunion? I hope that the following will help answer some of these questions.
Why Get a Ph.D. in Library and Information Science? The 2006-2007 Occupational Outlook Handbook says that a Ph.D. is helpful for those who want to become a professor or a library administrator. Marcia J. Bates states that the Ph.D. prepares students to become scholars in "A Doctorate in Library/Information Science". It can also be appropriate for those wishing to specialize in a field.

What Do You Do in a Ph.D. Program?
A Ph.D. requires mastery of a subject and contribution to a field. Students must read all published materials specific to their focus and demonstrate their knowledge through course completions, high grade point averages, and/or examinations. Designed to measure expertise, examinations are fashioned by experts and customized for each student.

Bates articulates that students must also "learn to identify and shape research problems…[and]
learn research methods" to produce a dissertation—a document that is typically between 100 and 300 pages. She warns that unlike master’s programs, in which papers are graded, dissertations are held to the highest standards and Ph.D.s awarded only when those standards are met.

Who Should Pursue a Ph.D.? In "Notes on the Ph.D. program", Douglas E. Comer asks is you (a) want a research career, (b) want to be a professor, and (c) have the intelligence, tenacity, focus, innovation, curiosity, and self-direction to see this substantial commitment through. One needs to be dedicated full-time to a program. Less than one percent of the population has earned a Ph.D. and Elizabeth Lane Lawley states that "the rate of doctoral student attrition…has been estimated…to be as high as 50%" in her 1999 doctoral dissertation "Making Sense of Doctoral Student Attrition in Library & Information Science". Bates attributes "sheer exhaustion" as a major factor.

Reality Check
Bates asserts that a Ph.D. does not fashion better practitioners; it prepares one for a career in academia. Comer offers several warnings. (a) A Ph.D. is a stepping stone to conduct research; it is not a goal in and of itself. (b) A Ph.D. will not cause others to respect your opinions nor will it distinguish you from your peers. On the contrary, you may no longer be top dog among peers, just simply run of the mill. (c) A Ph.D. neither guarantees employment nor higher earnings.

If I haven’t discouraged you yet, take heart. Comer counters that people who inherently love
doing research and earn their Ph.D.s "meet and work with some of the brightest people on the planet,"break new ground, and love their job.

Who Offers Ph.D.s?
The three primary Ph.D. programs in California are the University of California, Irvine’s Donald
Bren School of Information and Computer Sciences, University of California, Berkeley’s School of Information Management and Systems, and the University of California, Los Angeles’s Department of Information Studies. To search for schools throughout the United States, Canada, and Mexico go to petersons.com. In "Program Search" select "Information Science", "Information Studies", or "Library Science". Due to its scholarly nature, Bates stresses the need to select a program based on people who share your research interests rather than on geography.

How Much Does It Cost?
It appears that most if not all Ph.D. programs are paid for with fellowships or assistanceships.
Fellowships are awarded monies that cover all educational and related costs such as housing and food. Assistanceships are monies exchanged for labor, typically in the form of teaching or research. Some schools provide these opportunities for students, some don’t. Either way, options are extremely competitive. To learn more, go to petersons.com.

The Bottom Line
If you eat, drink, sleep, sweat, breathe, snore, and burp research; if you think you have what it
takes; and if a Ph.D. is necessary to reach your goals, GO FOR IT! Those of us who determined that Ph.D. stood for Pounding HeaDache will be rooting for you…and perhaps hoping that you’ll be a nice boss.

Avoiding the Massacre…
By John D. Berry

There is this tendency to yell "Charge!" to your self verging upon graduation. Your adrenaline is up, victory (your diploma), is on the horizon or in hand and your job hunt is underway. All your courses are in column behind; you’re ready to rock n’ roll.

However, there are hostiles out there, for real. Unless you want to meet the fate of the troopers at the Greasy Grass, (the Little Big Horn), you’d better listen up. If you don’t know what or where that was and what happened there – it’s a look up for you. While this is written with academic librarians in mind, it is applicable in other venues.

You are anxiously scanning the position announcements, every print and non-print resource you can lay your eyes on, but like most people you are future focused and never look behind you—uh—you might wanna do that thing.

So you say, "What the heck?" Okay, here is the drill. Read the position announcement; does it say "tenure-track"? Are there more than one tenure-track positions available for that institution? If there are more than one—warning flares are up. Okay, start looking at past position announcements for that same institution. Be patient and go back a minimum of five years if it is an academic institution. Did you find more tenure-track position announcements? If you did, bad news is on the horizon. Start going back another five years. Did you find more tenure-track announcements? If you found a repeat, or worse multiple repeats, more than once in the last 10 years you are in danger of encirclement and the fate of a certain General Custer.

You say, "Huh?" Okay, it goes something like this: Institution X needs bodies and their librarians are tenured. So they hire newbies (like you), put them on the hamster wheel, and make them run full speed. When re-appointment or tenure time comes along, they deny the majority of their librarians, or even all of them!

Why you ask? Well, if they give you tenure they usually have to pay you more and/or promote you. Also, you might actually endanger the status quo and/or look around and say, "The emperor has no clothes." If they don’t grant you tenure, they can say comforting things to you and each other like, "We are a training ground for new librarians. We teach them what they need to know, then they can go on to bigger and better things" while ignoring the minor fact that they are holding your future hostage at gunpoint the whole time. A real comfort, eh?

It’s just amazing to me, that nobody in Ph.D.-library-school-heaven, has actually done a published longitudinal research and survey dissertation on this topic from the published data – it’s quantitative research folks – oh, but I forgot for a moment, it would also be useful.

There are institutions out there just like this folks, so don’t be cannon fodder at the Greasy Grass. History does repeat itself so check the records. The evidence lay in our own hands. Your homework has just begun, survive and do well.

An Interview with Debbie Carton: YA Librarian Extraordinaire
by Jodi Mitchell

Debbie Carton has been a dedicated and passionate teen librarian at Berkeley Public Library (BPL) for over 16 years.

Jodi: Tell me about teen services at BPL and how you fit into that particular service.
Debbie: At BPL, teen services has undergone a major structural change. We used to have 5 teen/reference librarians, one at each location. You supposedly spent half your time teen, half reference. In fact, I spent at least 75% on teen. With a large teen population at my branch, there was plenty to keep me busy. Now Teen Services has been restructured, so that there is much more of an emphasis on training other staff, doing outreach to underserved communities, and partnering with youth-serving agencies. We have 4 fulltime teen librarians, housed at Central, who spend 8 hours (and every fifth Saturday) per week at a branch.

Jodi: How did teen services develop at BPL and why?
Debbie: In 1989, 5 teen/reference librarians were hired for BPL. This was a direct result of the passing of an important ballot measure that restored full hours to the library, and necessitated hiring lots more staff to keep the libraries open. At the same time, the library made a huge and unprecedented commitment to providing quality services to teen patrons.

Jodi: Do you feel this service is crucial?
Debbie: Teen services are absolutely essential. Libraries invest a great deal of time and money in creating happy childhood memories of the library, which they hope adult taxpayers will remember at election time. But if you suddenly ignore those child patrons when puberty strikes, you lose the opportunity to make them truly committed, thinking, resourceful individuals who also have warm feelings about the library. Also, teens are the group that gets ignored-- and tossed out of the library-- and they more than anyone need advocates within the library.

Jodi: Why are so few libraries focusing on this population?
Debbie: I think in part because it is a difficult population to reach. You have to genuinely like teens in order to work with them. Also, teens are admittedly sometimes difficult, especially in groups. They’re not always cute and cuddly like little kids.

Jodi: How do you feel about current "YA" literature?
Debbie: I think there is some great stuff out there, and also a lot of dreck! I think we have to remember too how big the range is of maturity and reading ability. If I could have a word with publishers, I’d ask for more funny books. So much angst! All the time! Did it ever occur to folks that sometimes you read not to see your world reflected, but to escape from it? Favorite authors: Francesca Lia Block, Ursula LeGuin, Malcolm Bosse, Gordon Korman, Mary Roach, Ray Bradbury and first-time novelist John Green (Looking for Alaska).

Jodi: Tell me about your library work with teens. What were/are your biggest achievements?
Debbie: The Playreaders program I started at North Branch won an Edwards "Excellence in Services to Young Adults" award. Equally satisfying is the way I constantly get visits or mail from former teens, who keep me informed as to what they are doing. Some have actually become librarians, or are in library school! All of them clearly feel warm and fuzzy about libraries and books and reading still.

Jodi: Can you tell me more about your Playreader group?
Debbie: Playreaders did exactly what the name says: They read plays out loud, changing parts frequently so everyone got a chance to have a crack at the good roles. The plays they read were selected by the teens in the group, and ranged from Shakespeare to original Playreader creations, with a heavy emphasis on modern comedy. It started over 15 years ago, and grew to over 40 kids, some of whom would show up weekly to read, eat popcorn and candy and have a good time. It was informal, relaxed and demanded no extra work from the teens. It’s a great way to explore theater literature easily, the way theater should be experienced-- out loud.

Jodi: How do you personally keep teens engaged and motivated? How do you get them to come back?
Debbie: I am a very warm, affectionate, personal person. Although I am careful not to cross professional boundaries, I do not hesitate to hug a teen, crack a broad grin, or share a candy bar. Mainly, I am friendly and show interest in them. So few people actually are interested in teens, that this makes me stand out. They know I mean it when I say, "Please come back to the library soon--it was great meeting you."

Jodi: Where do you feel services to this population are headed?
Debbie: We still have committed teen librarians throughout the country. Many of us are extremely vocal about the need to involve teens in assessment of library services. Teens, if you ask them, will tell you exactly what they want in terms of a library. I see a lot of ads for teen librarians in the trade journals--I also know that teen librarians are the first to go when budgets are axed.

Jodi: What is your overall hope in regard to servicing this population?
Debbie: If we can help make teens aware of the power of the written word--as a tool for media, in art as a way to move and influence others, as a political weapon, as a way to assume power for those that feel they have none--and if we can offer them a place where they feel they are listened to, where their opinions and ideas matter, we can be a real force for good.

Jodi: Anything else you want to add about teen services?
Debbie: The literature is wonderfully diverse, the service is challenging but so gratifying when it works, and the teens themselves are utterly wonderful. Working with this patron group truly gives me hope for the future of humankind. Many of them have ideals and beliefs, they are not jaded and they have the energy to make things happen. And many do make things happen, for the good.
---------------------------------------------------------------------------------------------------------------- Jodi Mitchell will be graduating with her Masters Degree in Library and Information Services in December 2006. She is a strong advocate of teen services in libraries, and plans to write a Young Adult novel loosely based upon her own extraordinary teen years.

10 Best Things about Doing a Practicum at My Local Public Library
(In No Particular Order)
By Lydia Harlan

1. I have the opportunity to experience the things I’m learning about in my summer class.

2. I learned the shortcuts for the online catalog.

3. I don’t have to make an extra trip to the library to pick up books I put on hold.

4. Experience, experience, experience.

5. I have a lot of creative outlets through programming and displays.

6. Children’s / Y.A. programming means snacks!

7. I spend my summer afternoons in an air-conditioned building.

8. Librarians are at my fingertips to answer any question I might have.

9. The kids are hilarious. Really.

10. I remembered why I wanted to be a librarian in the first place.

Basic Survival: Tips For the New Student
by Paige Fujisue

Remembering the plethora of information that can bombard new students, I wanted to present some basic survival tips as a foundation for new classmates. Rather than list a comprehensive and overwhelming array of resources, the essentials noted here will prepare you for your first semester. Serving as a starting point, understanding the details and the how-to’s are up to you. Some information may be more helpful to Special Session students.

Bookmark these sites:

http://tigris.sjsu.edu. Also known as Blackboard, this is how you will access your classes, classmates, and professors. After registration, your professor will provide a password in order to sign up for each class’s Blackboard. I suggest you check each class’s Discussion Board at least every other day.

http://sjlibrary.org/gateways/academic. Familiarize yourself with the Articles & Databases feature. Most of your research will come from these scholarly articles. InterLibrary Services can mail materials from the Library Catalog to your home if you live far from campus.

http://slisweb.sjsu.edu. A central location to help students with questions about the program, computing, faculty, graduation requirements, class descriptions, etc. Did you see the New Student Checklist at

http://slisweb.sjsu.edu/slis/checklist.htm?

http://lu.com/odlis/odlis_e.cfm. Online dictonary for library and information science students. Rather than be overwhelmed with the jargon you overhear and read in textbooks and professional journals, educate yourself by learning definitions one at a time.

http://groups.yahoo.com/group/sjsumlis. Sign up for this free and excellent resource. Once you are a member of this group, click on the link to the database and you will have access to students’ comments on professors. Not all classrooms are equal in quality and you want to make sure you get the best education. At the end of the semester, contribute your own comments.

http://ala.org. The American Library Association is the national association for library professionals. Whether or not you choose to join, their website is a rich resource to help you learn more about the profession.

http://my.sjsu.edu. Before the beginning of each semester, you will need to
register here for classes. It will also allow you to pay for your classes online.
In addition to professional associations, you have the privilege of being an automatic member of the American Library Association Student Chapter (ALASC) at http://slisgroups.sjsu.edu/alasc. If you are a Special Session (distance) student, you are also automatically a member of Library & Information Science Students to Encourage Networking (LISSTEN) found at

http://slisgroups.sjsu.edu/lissten. They are a great way to connect to fellow students, network, become involved, and take on additional responsibilities early in your career. The main difference between these two organizations is their affiliation. ALASC is connected to the American Library Association, LISSTEN is connected to San Jose State University.

http://slisgroups.sjsu.edu/alasc/amazonbooks.html. While this link to purchase textbooks won’t give you bargain basement deals, they do provide revenue for the ALASC, a student organization that works for the betterment of all SLIS students. Select from the displayed textbooks or use the search box. Either way, your purchases help ALASC help you.

If you haven’t already done so, you need to sign up for the mandatory SLISADMIN listserv at http://slisweb.sjsu.edu/ecommunication/listsubscriptions.html. This is where all announcements about tuition, graduation requirements, scholarship opportunities, registration announcements, etc. are distributed.

Logins and Passwords. The number of logins and passwords necessary for the SLIS program are numerous so I’d advise writing them all down on one sheet of paper. So far I’ve found the need to register with the following school-related accounts.
1. http://tigris.sjsu.edu to access your classes through Blackboard
2. http://my.sjsu.edu to register and pay for classes.
3. http://sjlibrary.org to conduct research.
4. Sometimes your professors will grant you access to other databases and will provide the login and password valid for that semester only. I suggest you write these down too.
5. http://illiad.sjlibrary.org/illiad/logon.html to have King library materials mailed to my home address.
6. While you don’t need a login to access your academic advisor, I would write this information down as well to ensure that you remember who this person is and how to contact your advisor since communication does not generally begin until the close of your first semester.

One fun tip I simply must include is a travel tip. As long as you have a student email address through SJSU (http://slisweb.sjsu.edu/ecommunication/wahootoc.htm), you can book discounted costs to travelers at http://www.studentuniverse.com/. Don’t you agree that some learning simply must be experienced!

Summer Vacation – On the Wing with Eagles By John D. Berry

Ok, I admit it I am biased. Although I love being a librarian I also love not working and, unlike 40% of crazed Americans, I take my vacations. Lest you think U.C. librarians are really well off, we are a two-income family.

Well, we wasted the bank account and went to Maui for vacation. Now, for the first few days we were at a "resort" time share in Kaanapali, but interestingly enough for such high-end digs, the waste-water treatment plant is a mere mile or so up current—which they don’t mention. Draw you own conclusions as to the health issues. So, we stayed out of the ocean for awhile, then we left the crush and went over to the good side of the island, you know, the side where George Harrison and Chris Christopherson and folks like that have, not just houses, but estates or "compounds."

Surfing and boogie-boarding ensued on the Hana side. You know folks, if I had a recommendation to make, skip the resort side of Maui and spend your time on the Hana side of the island. Inter-island air travel can set you down in the Hana airport, and you can get a Dollar Rent A Car there. Sure it is more expensive to do it that way, but you will NEVER regret it. An additional plus is you don't have to drive the road to Hana, which is no longer as bad as reported, but can still be hairy and time intensive. Rent the small SUV or car, not the Hummer.

But then, the very best, absolutely the very best, was the Maui Hang Gliding out of Hana Airport. http://www.hangglidingmaui.com/

Armin is a first class pilot, and a very good guy and an excellent teacher. On your part, you get to sit second seat and fly, NOT what you do in enclosed airplanes folks, this is like flying w/ the eagles especially when he shuts off the engine. He will even teach you how to steer if you have never done anything like this before. Really, really worth it and all I can say is I'm going to learn how to do that so I can fly one myself! As for flying, this still says it best below, now with new meaning to me.

==========================================
High Flight by John Gillespie Magee
Oh! I have slipped the surly bonds of Earth
And danced the skies on laughter-silvered wings;
Sunward I've climbed and joined the tumbling mirth of sun-split clouds,
--and done a hundred things
You have not dreamed of wheeled and soared and swung
High in the sunlit silence. Hov'ring there,
I've chased the shouting wind along, and flung
My eager craft through footless falls of air...
Up, up the long, delirious, burning blue
I've topped the wind-swept heights with easy grace
Where never lark, nor eer eagle flew--
And, while with silent lifting mind I've trod
The high, untrespassed sanctity of space,
Put out my hand and touched the face of God.
=======================

The pilot who wrote this was in the Royal Canadian Air Force, training in Spitfires in the Second World War. He came to Britain, flew in a Spitfire squadron and was killed at the age of nineteen on December, 11, 1941. His poem was declared as one of the first poems of the war, by the Librarian of Congress, Archibald MacLeish, who also acclaimed Magee as the first poet of the war.

You see, it's all Library related within 7°, even on vacation, and I hope you took yours!

Regards to all, John D. Berry, U.C. Berkeley

Bridges Across the Globe
Attending IFLA’s 72nd World Library and Information Congress
by Paige Fujisue

Returning from the International Federation of Library Associations and Institutions (IFLA) Congress in South Korea, people have asked me about my trip. I say it was one of my best life experiences.

Having been awarded a lottery grant from San Jose’s College of Arts and Sciences, I arrived bright-eyed and bushy tailed. I was like a sponge soaking in everything I could. I met many wonderful people from Macau, Pakistan, Tanzania, the United Kingdom, and 29 other countries. Their willingness to help me learn about the history and culture of their countries was priceless.

Warm smiles graced the faces of many and conversations came rather easily. At first, I felt blessed to meet so many nice people. Later, I was astonished to learn that I had mingled and dined with a national library director, a presidential librarian, and a vice presidential librarian. Their approachability and humility was indicative of many conference delegates. This underscored the opportunity to learn about the people behind the titles, and I found myself immersed in the company of passionate leaders. These librarians work to not only refine the profession, but bring attention to pertinent issues of our field.

Though I found some conference
sessions beyond my comprehension, I persevered and found inspiration. Kay Raseroka challenged the current concept of literacy in her paper "Information Literacy Development Within Oral Cultures" and the Africa program exposed me to global responsibilities that library and information professionals must shoulder. In the future I hope to elaborate on this. For now I’ll summarize it as the need for current and future professionals to recognize the dominance of Western philosophy in the LIS field and its global consequences.

I encourage anyone reading this article to consider attending an IFLA conference. The 73rd World Library and Information Congress will be held in Durban, South Africa; hosted in the African continent only once before. I hope to attend myself, and am contemplating taking a group of SLIS students with me. If you are interested, please contact me at pfujisue@slis.sjsu.edu. I suggest you also investigate these funding possibilities: ALA’s Bogle Pratt International Travel Fund, the Rovelstad Scholarship in International Librarianship, San Jose’s College of Arts and Sciences Lottery Grant, your employer, and the inevitable mom & pop fund.

Haycock addresses e-portfolio, other changes at SLIS in SLA-SF presentation By Heather Gamberg

When Dr. Ken Haycock, director of San Jose State University’s School of Library and Information Science (SLIS), spoke before the Special Libraries Association’s San Francisco Bay Region Chapter (SLA-SF) on September 19, only about a dozen students were in the audience. It was surprising that so few students attended the event, which took place in San Francisco, but perhaps they didn’t hear about it. For those who missed it, I wanted to share some of what I learned.

I was surprised to learn that Dr. Haycock intended to retire before he accepted the directorship. Instead, he decided to devote five years—and no more—to SJSU SLIS. And he plans to accomplish much during that half-decade. The many changes he has made and has in store include offering a program to working professionals who want to get their degrees (Executive MLIS), a master’s degree in archival studies, and continuing education courses. The current continuing ed system through the Education Institute (http://www.thepartnership.ca/partner/) was a quick way to get in the game and may evolve.

Of course, current students—especially those graduating this semester—have already experienced another major change: the new graduation requirement of the electronic portfolio. (This is done in place of writing research papers on two topics selected from 12 possible.)

This change stirred up some worries from students, including me. I am graduating this semester and was nervous about having to compile a portfolio. It has to show that students meet 14 competencies (also something new under Haycock’s leadership) that had not previously existed during my time at SLIS.

I have not completed the e-portfolio, but I do think it will be a valuable asset once it is done. I also believe it doesn’t require as much new work as writing two papers would. My approach—and my advisor’s suggestion—has been to line up my schoolwork and projects done in the working world with the competencies. Then I write short essays demonstrating how these meet the competencies.

Along with many students, I expressed concerns about this new graduation requirement not being "grandfathered" in. However, I was surprised at how accusatory, mean, and personal the e-mails got. Indeed, Dr. Haycock’s speech to SLA-SF included words to describe the kinds of messages he’s received from students in SLIS, and one of them was unforgettable: vitriolic. Did you know that "vitriol" means sulfuric acid? I think you’re supposed to attract flies with honey, not acid.

Incidentally, Dr. Haycock said the e-portfolio was implemented right away for good reason. If the school were to ease in the new requirement, applicable only to new students, it could take seven years—the amount of time students are allowed to complete their degree. That explanation seems a bit dramatic to me, but I am glad to report that Dr. Haycock also said the e-portfolio would be evaluated differently for incoming students than for students who haven’t had the opportunity to develop it over the course of their SLIS education. In other words, evaluators will be more forgiving this semester, and will expect more from students in the future.

And don’t expect the 14 competencies to remain the same. Dr. Haycock said they were developed by assessing the competencies outlined by several professional library associations. And as times change, so will the SLIS competencies.

While change is sometimes hard to take, I think Dr. Haycock’s desire to make SJSU SLIS one of the top library schools in the world is admirable. And rather than just talk about his ideas, he isn’t afraid to put them in place—in an efficient manner, no less. It may not be easy to see the future when you’re just trying to get that degree you’ve been working toward for two, three, even seven years, but Dr. Haycock just might improve your resume by making your alma mater a top educator in the field.
Heather Gamberg, who plans to graduate from SLIS in December, serves as Webmaster and Bulletin Editor for the SF Bay Region of the Special Libraries Association.

Becoming a Librarian: My Library School Experience by Rebecca Kozak Library school has been an amazing experience—and now it is almost over. Though I have spent many hours in libraries over the years, I honestly did not know what to expect from my library school experience. Beyond the scope of coursework and grades, I have discovered that the world of librarianship is a fascinating place where a passion for sharing knowledge can be transformed into myriad personal expressions. Some of the assignments taught lessons that transcended stated objectives. I’d like to share a few of my experiences over the last four years.
For 204 – Information Organizations & Management I read a novel that I otherwise would never have read – The Killer Angels - about the Gettysburg battle of the Civil War. This fascinating read illustrated the vital need for accurate information during wartime, and how leadership styles affect an organization’s success. I also participated in an energetic group "treasure hunt" in San Jose that taught me about teamwork and problem solving. During 281 - Prison Librarianship, I visited two prisons in California. In the unlikely event that we would be taken as hostages during our visit, I discovered that our lives were expendable! We had the opportunity to speak to one of the Manson women and view her artwork in the crafts room. Our teacher, Bill Mongelli, wisely refrained from identifying her until we left the premises. We also met a compassionate librarian who described how she was positively impacting inmates’ lives.

In 281 - Publishing for the Profession, Roy Tennant, an Internet pioneer, writer and speaker, granted me an interview -- and a version of that article ran in a local SLA chapter newsletter. I was also thrilled to see my article on Ayurveda resources in the July 2006 issue of Today’s Dietitian. I am grateful to instructor Laurie Putnam for her encouragement.

At the Internet Librarian conference in Monterey I heard an energizing speaker whose work I had read for 202 (Information Retrieval) -- Mary Ellen Bates. At the Medical Library Association Conference in Phoenix, I attended the inaugural address of President Jean Shipman, whose work I had referenced in Library Services for Diverse Populations (275). It has been a thrill to see these library luminaries "up close and personal."
By taking Resources for Children ages 7-12 (261), I learned two valuable skills – writing concise book reviews and program design. For Collection Management (266), I researched census data and local population segments, evaluated the religion section of my local public library and wrote on the post-9/11 growing interest in religious and spirituality resources for children.
While researching consumer health library services for Latino populations (275), I observed a demonstration of thousands of Latinos marching down International Boulevard in Oakland!

Through studying Cataloging & Classification (248) with Melodie Frances, I discovered that cataloging is not only fun, it can be funny and "irritating" at the same time. Melodie’s zany creativity in selecting items to catalog was much appreciated, as well as her frank viewpoints on the state of cataloging and its future direction.

During a practicum at Oakland’s Dimond Branch, I was exposed to possibly the nation’s most diverse population, according to census data. There was a steep learning curve as I acquired interviewing skills at the reference desk and on the telephone. Helping computer users navigate the resume template, making acquisition decisions and assisting with programming were fun and challenging tasks.

At Samuel Merritt College I learned about systems administration and improved my PubMed searching skills acquired in Medical Librarianship (220). I was also exposed to the specialized vocabulary of the occupational therapy field.

In Reference (210), I had the gratifying experience of answering children’s questions through the Virtual Reference Desk project and recently discovered that my answers are still on the Internet. I also experimented with an "Ask a Librarian" online service from the user end (anonymously, of course).
Through professional and student listservs, I have benefited from insightful opinions and clever solutions to everyday problems of my colleagues. I have gained information for the job hunt, and the shared resources have been awesome.

And so my amazing experience is coming to an end. Although I have yet to complete 289, it is not too soon to affirm that my decision to attend library school was a wise one. I truly look forward to contributing to the field and becoming a SLIS alumna.

Rebecca has worked in the legal and health fields and is executive assistant to the Oakland Fire Chief. She is grateful to Scott Walter and Blanche Woolls for their kindness during the semester she broke her arm. rkozak@slis.sjsu.edu

Internet Librarian Conference 2006
By M Ryan Hess

Anyone in the vicinity of Monterey might have noticed a creeping feeling under their feet between October 23rd and 25th. No, it was not the troublesome fault line under the nearby mountain of Loma Prieta—site of the 1988 earthquake eighteen years earlier. Rather it was a rabble of librarians rocking and rolling into the digital future that were shaking up the quaint seaside town. With not a Luddite in sight, the Internet Librarian Conference (IL06) was anything but dull. At times, it seemed like the dot.com bubble was back, with its shinny happy people optimistically heralding a golden age of information. There were Flickr Photo fans, Mashup maniacs and lots of delightfully Del.icio.us conversations. If none of these things sound familiar, ask your nearest teenager to explain. Or for that matter, ask your next boss. According to speaker Rachel Singer Gordon, founder of LISJobs.com, employers want two things from library graduates: managerial skills and technological know-how.

IL06 had lots of the technology-half of that equation to offer. Conference goers were treated to a great variety of lectures and research reports. Topics ranged from using Wikis for libraries, incorporating RSS feeds into library homepages, understanding the technological study habits of today’s university students, to reports on the state of digital repositories. However, it was the stream of social networking discussions that really shook up the attendees.
Social tagging was one of the biggest buzzwords around the conference. Using websites like Del.icio.us and Flickr.com, librarians are exploring the curious and even explosive world of Web 2.0, that user-driven region of the Internet where everything from cataloging to publishing is democratized.

In short, social tagging occurs when users attach keywords to photos, blogs, bookmarks or anything else on the web. These folksonomies are then shared and incorporated with others to form user-driven classifications of an otherwise unwieldy web. Is social tagging the next temblor to hit the world of librarians? Is it a great new tool for understanding users? Or could it be the rough form of an information profession yet to come? Such was the hurried talk in Monterey.

Whatever the case, practical application of Web 2.0 technologies was in abundance. Some of the highlights:
· Karen Coombs of the University of Houston demonstrated how social tagging can help librarians organize their library web pages. · Meredith Farkas of Norwich University and Paul Pival of the University of Calgary explored using Flickr to market libraries and form innovative professional networks. · Tom Ipri of La Salle University reported on his successful student web portal where users can individualize content on their personal university homepages, including placing library catalog search windows and RSS feeds where they want it.

And of course, the conference was in Monterey, so when conference goers had had their library paradigms upturned enough times, they could trade the barking of librarians for the barking of sea lions. Looming across the bay, Loma Prieta suddenly looked so much more stable.

M Ryan Hess is known by his Flickr tag, Jobless Librarian. When not studying library science, he works as a writer and editor and daydreams about dog ownership.

Why Diversity Courses Should be a Requirement for the MLIS
By Elissia Buell

Whether someone is working in archives, reference, academic libraries, public libraries, government libraries, law libraries, or medical libraries, I believe that the librarian with the best understanding of diversity in communities will perform their job better than anyone else. However, it requires more than common knowledge of diversity; I believe that every student in the MLIS program should be required to take courses in diversity along with the core courses.

It was two of my chosen elective courses, Library Services for Diverse Communities and Resources and Information Services for Gay, Lesbian, Bisexual, Transgender, Intersex, and Questioning (GLBTIQ) Patrons that not only opened my eyes to the inadequate resources, services, and programming in many libraries, they also inspired me to be more passionate about what needs to be done in the field of librarianship to remedy these problems.

As the population count for the United States reaches past its 300 millionth person, and as refugees and immigrants continue to settle in this country, communities become more diverse. As a result, libraries must adapt to serve these potential customers adequately. For this reason, Library Services for Diverse Communities provides students with challenges and assignments that force them to think outside of their own ethnicity, culture, and religion to learn about others.

As a mixed Latina (Mexican, Yaqui, Portuguese, German, and Scottish), I was initially skeptical of the course; I assumed that I was diverse enough to understand diversity on my own. As far as knowing other cultures, I have friends that are Japanese-American, Filipino, Peruvian, African-American, Vietnamese, and Jewish. So what did I have to learn from the course? Why should I bother when I know and understand other ethnicities already?

As it turned out, I had much more to learn than I thought. Assignments and discussions for the course were as diverse as the title: students were challenged to research religious holidays, cultural practices, different languages spoken, and the information needs for several ethnic groups. Most significantly, the final project for the course required every student to focus on a group that needed to be completely different from the student’s own ethnicity and background. As a result, every student was forced to step out of their own experiences to research and learn another ethnic group’s needs for information, programming, and services.

When enrolling for Resources and Information Services for GLBTIQ Patrons; I again thought that since I have friends who are gay, what do I have to learn? Once again, my eyes were opened to more ignored populations, patrons not being served to the same extent as others. Unlike patrons of diverse ethnicities, nationalities, or religions, GLBTIQ (Gay, Lesbian, Bisexual, Transgender, Intersex, and Questioning) patrons are not readily recognized, so it is easy for librarians to claim that they don’t have a GLBTIQ population in their community (when they actually do). Also, for many GLBTIQ patrons, the library (whether academic or public, materials or reference desk) is often the first source they turn to for information on many GLBTIQ issues and concerns.

As I completed more of the course assignments (GLBTIQ definitions, studying OCLC classification headings, library holdings and collection development, and archives), I not only learned what GLBTIQ patrons need from libraries, I became infuriated to discover that library programming, services, materials, and reference are just as inadequate as are for diverse ethnic communities.

Based on these experiences, I feel that every student, regardless of age, sex, religion, or ethnicity, needs to take both of these courses in order to get their MLIS. These courses do not teach any sort of political agenda, or try to change minds; instead they teach who the patrons are, what they need from librarians, and what we need to do to serve every member of the community.

What I need to ask is: what are the SJSU-SLIS administrators thinking when they determine what the "core courses" should be? Do they believe that all of its graduate students will be working in a homogenous, one language speaking, and heteronormative work environment? Or do they think that if the students spend their time working in a diverse community that they will magically learn all of this information on their own through osmosis?

I considered myself diverse and educated enough to understand other cultures, religions, and the members of the GLBT community, but there was so much more that I discovered that I didn’t know. If the required courses for SLIS students included GLBTIQ, ethnic, and cultural diversity education, perhaps other students would find themselves as upset as I that libraries aren’t doing their job of serving their communities as adequately as they should. Maybe they would be find inspiration and empowerment to make changes in their own workplaces, motivating others to do the same. Ultimately, this ripple effect of understanding diversity would give SJSU-SLIS a positive reputation for turning out graduates who are able to serve all communities, rather than just a few.

Elissia Buell is a MLIS student at San Jose State University and lives in San Diego.

I Say Catalog, You Say Catalogue
By Joy Humphrey

I spent part of my summer in London doing a cataloging internship at the Middle Temple Library. Middle Temple is one of the four Inns of Court where law students are called to the Bar and barristers have their chambers. It is an institution of great history and tradition, and I was intimidated at the thought of working there. Would their level of cataloging be steeped in as much formality and wealth of choice as the meals were in their 16th century dining hall? Would the books be so esoteric that I would regret that I had studied high school French instead of Old English? Turns out the cataloging was dead easy, as the Brits would say; it was being a foreigner that was the hard part.

My first day as an intern began in deep humiliation when I was unable to open the door to the library. I kept pulling on the door instead of pushing it. Unfortunately, I didn’t detect my error until I had explained to a security guard that the library was locked, at which point he simply walked up to the door and pushed it open. Things didn’t get much better after that. During a tour of the building given to me by my supervisor, she pointed to a portrait on a far wall and said, "And of course, there we have Bonnie Prince Charlie." I nodded and said, "Of course!" only I was looking at the wrong portrait. How was I supposed to know what the guy looked like?

My afternoon at the Enquiry Desk involved further embarrassments. One patron had to repeat the title of the book he wanted three times because I couldn’t understand what he was saying. I finally retrieved the correct book for him but only because he pointed to it saying, "It’s the purple one." Another patron needed to pay for a copy card for which I had to make change. I kept repeating to myself, "What looks like a dime is really five pence. What looks like a quarter is really ten pence." I was very grateful when this patron finally said, "You know, I can actually give you exact change." In the pub I collapsed in at the end of the day, I made sure my husband paid for the pints.

For the next six weeks, I concentrated on not appearing foolish. I ate my lunch with my fork in my left hand. I called "french fries," "chips" and called "chips," "crisps." I remembered to write the date with the day before the month, and to spell "catalog," "catalogue" and "authorize," "authorise." I pretended that it was perfectly normal to have a porter bring me my coffee at 10:30 and 3:30 every day, and that in the dining hall, I could eat a seven course meal for lunch complete with wine if I so chose. I hid my amazement when the lunchtime conversation casually centered around each librarian’s favorite tenor and who had seen the best production of Faust.

I gradually began to relax when I realized that, far from looking at me as some cowboy cataloger from the New World, the Middle Temple librarians were accepting of me and grateful for the help I was able to give them. Invariably I found that cataloging, even if we spell it differently, has the same problems and issues in London as it does in Los Angeles, and my skills as a cataloger were more than adequate to see me through. Although my door-opening skills remain a little rusty.

Joy is living in London and working as a cataloger via remote access for Pepperdine University Law Library in Malibu.

Strategy + Funding = Saturday Hours
By Sami Lange

Patrons and community members of Sonoma County requested Saturday hours for the public law library. The librarians at Sonoma County Public Law Library (SCPLL) used an interesting strategy to provide this. They formed a Friends of the Library (FOL) organization called Amicus Law Library (ALL) and raised more than $7,000 in funds.

According to Claudia Gray, a SCPLL technician and secretary of ALL, "the need for Saturday hours was expressed by attorneys and students who regularly visited the law library". Taking the next step, staff determined the costs associated with the extended hours. With the library located in the city courthouse, security issues were a concern. The solution was to keep the courthouse closed, with the exception of one security checkpoint near the library. The funds needed to hire extra security and increase staff time to cover Saturday hours came to $12,000 a year.

Once the need became a real concern for the community, the staff brainstormed ideas to supplement the extra funds. It was decided that a FOL group would be a positive and efficient way to raise the funds. When discussing the FOL, several of the staff members wanted to participate. Then several members of the community heard of the potential group and expressed interest as well. This made it obvious that there would be talented volunteers willing to give time and expertise to run the nonprofit. The board of trustees was notified of the idea and approved the plan.

After the idea went through a series of approvals, a Sonoma County attorney, Justin Milligan, volunteered to submit the appropriate paperwork to acquire nonprofit status. With the nonprofit status approved, Justin Milligan was nominated as the president. With this, several other members of the legal community and county stepped up to serve on the ALL board. The backgrounds of the ALL members included experience in legal, secretarial, financial, and nonprofit sectors, giving ALL a solid foundation to begin their task of supporting the proposed Saturday hours.

The first successful money-making strategy was a membership drive. Members of the legal community, patrons and borrowers of the library were notified of the drive and were asked to donate funds to support the new venture. Their options were tax-deductible amounts of $100 (ALL Member), $500 (Gold Membership) and $1,500 (Platinum Membership). Incentives for donating to ALL included free copy cards, free borrowing privileges, and the individual’s or business’s name recognized on a plaque. With the membership drive ALL raised over $7,000, which provided six months of coverage, and implemented Saturday hours.

The shift in the library patrons has been significant. Claudia stresses "we are seeing new patrons and patrons from other counties. We are reaching patrons in a broader range, and even bringing in more students. (We knew there was a need for the attorneys and students of the community.) However, with the new hours, the patrons representing themselves in court are able to come in on the weekends also. This was a need we weren’t aware of."

With the success of the membership drive well under way, the group is developing new strategies to continue the funding and keep the library’s new hours available. Fundraising ideas currently being discussed include lunches, book sales, and other catered events.

To add more hours, resources, or to retain necessary services for their community, FOL groups are a viable option for law libraries, especially county law libraries. To organize a FOL group, it takes devoted volunteers and it is helpful when board members have experience in law, fundraising, and nonprofit organizations. Without the efforts of these volunteer members, the library would not be able to provide services to an important portion of the community and the surrounding areas. Discuss the possibility of starting a friends group with your local law library, and find out if the services you need can be supplied through such efforts.
Sami Lange is currently a MLIS student at San Jose State University; she has volunteered at the Sonoma County Law Library, and currently serves as a member of the AMICUS Law Library board.

Library 2.0
By Charles Sutton

For those of you who, like myself, decided to be a librarian because you wanted
to serve the underserved and make a difference in the community, your optimism is
virtuous. Well forget it! There isn’t enough money or time. We are more likely to
become complacent, recycle the same services and programs to the same group of
users and give them the popular, mainstream collection they desire. Fortunately, there
is an option. Library 2.0 and Web 2.0 provide us an opportunity to be successful and
influential.

Library 2.0

Library 2.0 is a new service model that attempts to better serve current users and
reach new ones. Library 2.0 is important because it involves the community and gives
them an opportunity to critique and suggest library services, programs, and facility use.
One of the main strategies proposed by Library 2.0 is "purposeful change" based on
"constant user feedback". It is a relatively simple continuous improvement process
similar to the Deming Cycle – Plan, Do, Check, Act (PDCA Cycle) proposed by W.
Edwards Deming in the 1950s. The user becomes part of the decision-making process
and assists in tailoring services and content to meet their information needs. The Library
2.0 process measures library services by evaluating:

If the service successfully reaches the target user.
If there are frequent evaluations of the service.
If the evaluations are efficient and effective.
If the feedback is being used to make improvements.

Web 2.0

Web 2.0 tools like blogs, wikis, podcasts, Instant Messaging (IM), social
networking tools like My Space and Facebook, RSS, and technology can be used to
deliver and communicate library content more efficiently, reach underserved
communities, and provide unobtrusive information exchange. These tools can be
used in conjunction with traditional and electronic library resources. All you need is a
little creativity.

There are many fine examples of web 2.0 strategies in practice. There are many
more opportunities to utilize these tools for content delivery and communication.
Begin to think about how these tools can be implemented to encourage user
participation, user feedback, and user collaboration. Incorporate Library 2.0 strategies
in your assignments and practice using Web 2.0 tools. Evaluate library services and
consider your own professional interests and passions. Ask yourself how these
strategies and tools can be implemented to meet your goals.

I have explored My Space, Second Life, Pbwiki, and recently Live Journal. I’ve
honestly done more lurking than contributing, but have truly been inspired by how
these tools can be used to deliver content, communicate information, and organize
groups. I’ve also been motivated to learn more about the various technologies since
more library job announcements are including library and web 2.0 language.
Interviewed in a School Library Journal article entitled "Mr. Inspiration1," Young
Adult guru Patrick Jones advised, "Find the niche that works for you and your
community, and do it…You’ve still got to do everything else, but find the one thing
that you’re going to excel at and then do it well."

I encourage you to experiment with Web 2.0 tools and Library 2.0 strategies.
Consider how you might implement them in your library. I am interested in what you
think. Share your comments or ideas with me @ XXXX@hotmail.com.

To learn more about Library and Web 2.0 read:
Casey, M. and Savastinuk, L. (2006). Library 2.0. Library Journal, 131(14), 40-42
Library 2.0 Reading List

Charles Sutton is an aspiring writer and library assistant at Oakland Public Library Golden
Gate Branch.

SLIS Descriptor 9/2004-3/2006

LibraryPaige — Sat, 26 Jan 2008 18:03:01 CST

Dr. Haycock, What Do You Think About….? Final in a Three Part Series With Dr. Ken Haycock
By Sarah Krygier

1) What are your thoughts on SLIS students who step directly into alternative careers? Do you feel librarians educated by public institutions should first work in a library?

There is a misconception that we are educating people to work in libraries. We are not. We are educating professional librarians, many of whom will find employment in public institutions--schools, public libraries, colleges and universities--and many of whom will find work in the so-called nontraditional settings--law firms, hospitals, newspapers, banks, government, etc. I personally favor our graduates finding a wider range of opportunities for their work as librarians, whether the job title is knowledge manager, historical researcher, freedom of information officer or librarian.

2) What advice do you have for students entering SLIS after having careers in other fields?

Many lawyers, social workers, nurses, and others, will find satisfaction in returning to their original environment as a librarian while others will be looking for newer opportunities. Explore the options as a librarian without being wedded to an environment or workplace. Enjoy the possibilities in spite of the view you had on entry to the program. This is a different profession but with opportunities to practice in almost every work environment.

3) With SLIS offering a variety of classes helping students expand the use of their MLIS, do you foresee the school offering more classes (including, perhaps, extended education courses) in alternative uses of the MLIS?

We are opening the door to a much broader curriculum and offerings by introducing one and two credit courses as well as the typical three credit course. This means that we can offer our students more options. We also hope to introduce a full-time on-campus option which will give us the basis for more speakers and panels for all students. The wonderful opportunity presented by an MLIS degree is that professional librarians work in many fields with many different job titles. We need to build confidence and competence so graduates will be able to create their own jobs as well as respond to advertisements.

Letters Home: Libraries and Veterans
By John D. Berry, MLIS, MA

It’s been almost 6 months since my dad, Brownie Berry, traveled on. It is hard to think there will be no more visits to see him in the VA Hospital in Claremore, OK. It’s hard to go close down a house, as I did in January of this year. People accumulate stuff, and among that stuff were letters home.

Letters home, from my father, from World War II in Britain, France, Germany, and Austria. Letters home, with the careful language of veterans who have seen what no one should see. Things they cannot write about, things which would alarm their loved ones at home. Letters home, which reflect their own seeking to remember a sane and normal world and life, and reveal their longing to return to that world. Citizen soldiers who dealt with what they found, and came home to go on with their lives.

So, the question for you, if you are reading this is, do you have letters home? If you do, what are you going to do with them? If someone else brings them to you, will you be able to help? Well, any University Library in the State of origin of your Veteran would (should) love to have them. But, to me, these are not just a personal treasure, but a National one. So, you just might want to present them to the Library of Congress. If you go here: http://www.loc.gov/vets/, you will find out how to share them with our Nation.

Perhaps even better, maybe it will inspire you to talk to the Veterans in your family, and get what they have to say down on tape while you still can. I wish I had. I think there was a lot I could have learned from listening, a lot we all could have learned.

I guess the best we can do for our WWII Veterans, all our Veterans actually, is to support them, however we can, as honorable sons and daughters, or at this point in time as granddaughters and grandsons. Perhaps to do better to learn from them and remember them. To do that, you'll have to talk to them and find those letters home - go looking - don't put it off.

So, what does this have to do with the Library? Well, libraries are about community and helping people. People walk in and say, "Say, you know, I found these letters, these notes, these poems, these photos, what do I do with them? Can you help me? I want to know where he was, where she served, can you help me?"

I found this website - http://www.wwiimemorial.com/ This link, takes you to the World War II memorial, but more than that, it allows you, or your customers, to enter information on family members who served. In this way, it is not just a memorial, but a library and an archive, preserving memory as well and sharing it with any who care to look for it.

Dad's record is there, saved in this library and archive for future generations, a brief shared memory, if you care to search for him by name or see his face. The letters themselves are for another time.

Joy Enjoys Her Colleagues...Not!
By Joy Humphrey

I thought working in a library would be a stress-free environment, one in which librarians quietly organized the world’s information and worked seamlessly together in understanding and respect. I have not found this to be true, however, and many are the days when I come home from my cataloging job worked up over misunderstandings, incompetence and other similar atrocities. No matter where you work, it boils down to the people, and some of them are going to freak you out. For me, one of those people is a reference librarian (we’ll call him Horace).

When Horace found out I was taking a cataloging course, he took me aside and offered to answer any questions I might have about cataloging. In fact, he even thought he still had his cataloging textbook back from when he was in library school. I looked at him incredulously and thought, “Dude! Hello! I’m the cataloger! I’ve been the cataloger for, like, two years! What do you think I do all day?” But in reality I said, “Well, thank you, I’ll take you up on that if I come across any heinous problems.” Then I spent the rest of the day furiously directing rhetorical questions at my cubicle wall: “Does he not know I’m the cataloger? What does he think I do all day?”

So I thought it was best to try a little self-promotion. In an upcoming meet-and-greet session for a candidate applying for one of our librarian positions, I knew we would be called on to introduce ourselves and our titles. This would be my chance to clear up any misunderstanding. So when it was my turn to introduce myself, I pointedly said, looking at Horace, “I’m Joy, and I’m THE cataloger.” Which was fine, until the copy cataloger (we’ll call her Iris) had her turn and then she pointedly said, looking at me, “I’m Iris, and I am ALSO the cataloger.” Well, now, technically she’s not, but she is in her own mind. However, in order to have pleasant relations, I made a note to label myself as a cataloger in the future.

Despite Iris’s blatant grab for power, I thought my public declaration about my job title would be enough to set Horace straight. But we catalogers naively think that everyone has the same attention to hair-splitting detail as we do.

Soon after this, I was in the stacks trying to unravel a serials set that had been processed in a myriad of creative ways. Horace saw me frowning at these volumes and said, “You know who you should ask about that set? Iris, because she’s the cataloger.” I looked at him dumb-founded and thought, “What! It’s because of her endless ability to misunderstand bibliographic records that I’m standing here in the first place!” But in reality, I said, “Gosh, thanks for that interesting advice,” and then I went back to my desk to sputter insanely at my computer screen.

Like I said, some people are just going to freak you out.

What about the “I” in MLIS? Career Options for Information Professionals Beyond Libraries
By Paige Fujisue

Considering that information permeates every aspect of my life, I am a bit confounded as to why most information professionals remain within the walls of libraries. I find information in experiences, ideas, conversations, relationships, etc. It is vital to agriculture, communities, diplomacy, parenting, politics, and home repair. Though a multitude of information careers rest within libraries, I believe significant opportunities are emerging outside these institutions. The following is meant to be a starting point to explore these alternatives.

Practitioner. Combine your interest in information science with another field and you may be suitable to work as an information science practitioner. All industries need information and research to keep abreast of developments, help employees reach their potential, develop and support innovative ideas. Some positions may require a master’s degree in the subject of specialty, and all may require you to research and uncover pertinent job titles. Some examples are Information Specialist (Werts, 2004), Intelligence Analyst (Hohhof and Chitwood, 2000), Search Master (Fichter, 2000), Information Architect (Travis, 2000), and Patent Searcher (Ward, 2005).

Professor. While we are all familiar with the title of “professor,” let me highlight how innovative this role may be. As technology re-establishes the field of information, professors can set the future course of budding professionals. Professors can (and are) equipping students for the growing interdisciplinary and global nature of information. Consider the Universities of Palma (Italy) and Northumbria (United Kingdom) which have discussed the development of an inter-university master’s degree in information science (Dixon and Tammaro, 2003).

Policy Shaper. Issues such as access to information, copyright, privacy, censorship, etc. require research into the circumstances and ramifications of information policy in the United States and abroad. Studies have been conducted in the fields of engineering, law, agriculture, health, emergency response, and international relations. Employers are often think tanks that support their agendas through research. For more information about working for a think tank, read “How to Work for a Think Tank” and “Research Opportunities at Think Tanks.” Be forewarned, a doctoral degree is usually a requirement. For those considering a PhD, the May newsletter will contain an article to help you with this decision process.

Not only is the field of information changing, it is also flourishing at an impressive rate. Employing creativity, tenacity, and innovation, we have an exciting advantage to influence the development of our field and its relationship with other fields. We must be prepared to notice and seize opportunities that can be properly enhanced by information. I believe, in fact, that as modern information professionals, we must think like entrepreneurs in our roles as ambassadors of information.

References

Dixon, P. & Tammaro, A. M. (2003, September). Strengths and Issues in Implementing a Collaborative Inter-University Course: The International Masters in Information Studies by Distance. Education for Information, 21, 85-96. Retrieved February 12, 2006, from Wilson Web.

Fichter, D. (2000, March/April). Search Master: A New Role for Information Professionals. Online, 24, 76-78. Retrieved February 12, 2006, from Wilson Web.

Hohhof, B., & Chitwood, L. (2000, February). At a Crossroads: Information Professional to Intelligence Analyst. Information Outlook, 4, 22-25. Retrieved February 12, 2006, from Wilson Web.

Travis, I. L. (2000, August/September). Information Architecture Practice: An Introduction. Bulletin of the American Society for Information Science, 26, 6-21. Retrieved February 12, 2006, from Wilson Web.

Ward, R. K. (2005, June). From Scientist/Engineer to Patent Searcher: Why, What, and How? Searcher, 13, 28-31. Retrieved February 12, 2006, from Wilson Web.

Werts, C. E. (2004, October). An Information Specialist? How Boring is That? Information Outlook, 8, 32-33. Retrieved February 12, 2006, from Wilson Web.

A Nontraditional Library: My Practicum at San Diego State’s Slide Library
By Felicia Palsson

My First Day

Today I met Lilla Sweatt, slide curator at SDSU. The Slide Library is part of the Art Department, not the main library. Actually, Ms. Sweatt’s title is “Visual Resources Curator” now because she’s responsible for digital images too. Ms. Sweatt explained what my duties are: I’ll be scanning slides and using Photoshop to curate the quality of images and make them web-compatible. The students use web-based study guides.

I learned that grades have significantly improved since digitization. I was fascinated by this concrete example of what we often hear about “new technologies making an impact.” In a traditional slide lecture, students did not remember many of the images afterward. An “A” student went to the library to see images again in art books, but those who didn’t had difficulty remembering and received lower grades. Now all students have 24/7 access to images. Ms. Sweatt jokes that this is really “a crutch.”

We talked about Slide Library procedures. Slides do not circulate, per se. However, students may take slides to class for presentations. Most students use PowerPoint, but some teachers still require slides. The students come in, view slides and make selections. Faculty members request slides and digital images for classes and research.

Ms. Sweatt also graduated from our SLIS program. We discussed the role of librarians. Some students really do believe everything’s on the web, including art. She told me the kinds of questions she gets sometimes. One student said, “I looked for images of death and I couldn’t find any. Do you have any images of death?” Needless to say, a reference interview ensued.

For my first assignment, I’ll be reading a book called Mayan Art and Architecture. I will digitize several images for a class. I’ll also create an Excel spreadsheet for the class web page. Ms. Sweatt encouraged me to read the book to learn more about the images. You bet I will!

The Internship Progresses

I created spreadsheets: architecture, 20th century American photography, and Ancient Roman sculpture among them. These include the cataloging information: artist, title, date of creation, medium, dimensions, location and/or collection, era/period, etc. I scanned hundreds of slides for these projects and used Photoshop to correct color, erase dust, and improve the overall quality of the images. I read a lot in art books to learn the cataloging information and to help me work with image quality.

CSU curators are also implementing a new kind of cataloging. Photoshop allows you to save metadata within each individual image file. This greatly assists in recall because you add keywords and other pertinent information. I learned how to catalog this way also.

I talked with students about assignments. I also met faculty members and processed special requests. The slide collection at any university is going to be highly idiosyncratic, since images are tailored to the way a teacher designs his/her class. Cataloging is also idiosyncratic, since you have metadata for unique groups of images; it’s like having several special collections within the collection. For example, a professor of Latin American art may want a spreadsheet about 20th century Mexico, and these cataloging requirements are different than they are for Ancient Rome.

Overall, this internship was more than I hoped for. Initially drawn to learning techniques of digitization, I’ve learned about art, too! I’ve gotten a glimpse of several worlds: the art world, the special library, cataloging using metadata, and digital projects. It was different from a practicum in a traditional library, but certainly offered a wide variety of learning.

Felicia Palsson holds a BA in Philosophy from UC Berkeley and will obtain her MLIS from San Jose State University in May 2006.

Coretta Scott King, Her Life, Her Award
By Darcel Jones

Coretta Scott King’s life was filled with great accomplishments; she is not a mere notation to her husband’s biography. She was a classically trained musician, soloist, college graduate, public speaker, author, syndicated columnist, political activist, and champion fighter for civil rights and world peace.

As a companion to Dr. King, Mrs. King booked her own speaking engagements while being scheduled to perform musical scores at many of her husband’s functions. Mrs. King raised money for the Civil Rights Movement by organizing a series of “Freedom Concerts” which consisted of music, poetry, and literature readings.

Mrs. King’s political activities did not end when her husband died. She continued to speak internationally against social inequality. Four days after Dr. King’s murder, Mrs. King lead a demonstration in Memphis Tennessee and gave a speech comprised of her husband’s notes. In June of 1968 she participated in the “Poor-Man’s Campaign” a 50,000 person demonstration in Washington D.C., and was the keynote speaker at the Lincoln Memorial.

It was here she announced her intention to start the Martin Luther King Center. The King Center’s original location was the family home basement. Today it comprises a library with approximately one million holdings, a cultural center, auditorium, and the Ebenezer Baptist Church where Dr. King ministered. Mrs. King started the movement to make Dr. King’s birthday a national holiday. In 1986 forty-nine states recognized the third Monday in January as Martin Luther King Observance Day for the first time.

In 1985 she was arrested at Washington D.C.’s South African embassy for participating in a protest against apartheid. Mrs. King was one of the primary leaders who encouraged the United Nations to impose sanctions on South America until the apartheid ended. In March of 2004, during a speech at Richard Stockton College in New Jersey, Mrs. King spoke out in favor of same-sex marriage, calling it a civil rights issue. In 1970 it was Mrs. King’s legacy, not her husband’s, that was honored with the creation of a new literature award.

It all began during an ALA conference in 1969. Two African-American school librarians, Glyndon Greer and Mabel McKissack, were discussing the lack of recognition for talented African-American children’s writers and illustrators. Overhearing the discussion, John Carroll, a publisher and vendor challenged them to do something about it.

In May of 1970, at the New Jersey Library Association Conference, Lillie Patterson was the first Coretta Scott King award honoree for her children’s book, Martin Luther King Jr. Man of Peace. This small gathering consisted of 35 Librarians, and with these humble beginnings a new prestigious award was born. Soon thereafter, four new librarians joined the unofficial CSK award task force and began the pilgrimage to make the CSK award an official part of ALA. In 1972, the first CSK award breakfast was held at an ALA conference, but was not officially recognized as an association award. Guided by Dr. E. J. Josey, prominent African-American Librarian in the 1970’s & 80’s, the CSK award became apart of the Social Responsibilities Roundtable at ALA. Prior to this, founders and supporters met during ALA conferences, but purely in an unofficial capacity. In 1982, twelve years after its inception, the CSK became an official ALA award. Expanding to include an Illustrator award in 1974 and the New Talent Award in 1995; over the past 36 years the CSK award has progressed represent the best in African-American children’s literature.

Today librarians and educators regard the CSK as highly as the Newbery and Caldecott. With this prestige and exposure, African-American works are now common place in most American libraries, regardless of whether they carry the prestigious golden seal.

Don’t take for granted that on the same day the Newberry and Caldecott winners are announced, the literary world will discover new talented African-American writers and illustrators. Some take for granted titles like Mufaro’s Beautiful Daughters or The People Could Fly can easily be found in almost any library, and authors such as Virginia Hamilton are referenced as easily as Louis Sachar. Forty years ago this was not the case. A few librarians were devoted to this cause, so that all can experience the diversity of literature we enjoy today.

With the recent passing of Mrs. King, let us not forget those who have followed her example. The less predominant faces and names, who are not immediately associated with great movements, yet contributed just as much. Two librarians and one publisher did not deliver grand orations, nor did they receive the great accolades they deserved. But by following the spirit of Mrs. King, they worked tirelessly to create equal exposure in the world of children’s literature. In memory of Mrs. Coretta Scott King, we should thank them.

Darcel Jones is earning her MLIS at San Jose State University emphasizing in children’s services. Hopefully she will be finished May 2006. Learn more about the Coretta Scoot King award at http://www.ala.org/ala/emiert/corettascottkingbookawards/corettascott.htm.

The Emerging Importance of Teamwork
By Dawn Pavao

Many people groan when they hear the words "group project." They may feel they can barely keep the schedule which they set for themselves let alone possess the ability to coordinate their time with four other people. More importantly, they may be at a loss concerning how to elicit a level of work from their team members which will ensure their receiving the coveted 'A'.

The concept of "working together" has been ingrained into many of us since joining the workforce. Now that we're graduate students in the SLIS program it has become an ever present mantra. Though many of us may dread the idea of working in a team it is important to realize why the ability to function well in a team environment is such a vital skill to possess. It is common knowledge that the problems faced by corporations and institutions are becoming more complex. What may not be readily apparent is the fact that the solutions to these problems are often only produced through the fusion of differing and, often, opposing viewpoints. This fact necessitates the existence of an instrument capable of allowing each viewpoint the luxury of a forum through which its merit can be derived. This instrument is the team; however, the team is only as strong as its members. So, how can we (as prospective team members) align our behaviors in such a way as to allow the team to function most optimally?

What follows is a list of five valuable tips which can help even the most ardent individualist survive their next group project:

• Designate someone to head the project.

• Keep communication lines open and respectful.

• If your group is working on a major project divide it up and give each group member a part for which they are responsible.

• Inform team members in advance if you are not able to complete your part.

• Finish your work in a timely manner.

We all have to face the fact that group projects are here to stay. Committees, committees, and more committees. The days are fast approaching when we'll be selected for a sub-committee sent forth with the important mission of renaming the sub-committee. I hope this modest list can serve as a starting point from which you and your team can begin to experience the wealth of knowledge which can be gleaned from even the most mundane problem when that problem is approached by a group of people willing to respectfully share their ideas and opinions with each other, willing to become a team.

The Portable MLIS and the Scarlet L
By John D. Berry, MLIS, MA

Well, it’s all the buzz. Your MLIS is portable. They used to say that about luggable personal computers too. You had to apply some muscle, but they were portable.

If we weren’t in a practically invisible profession, it would be easier to have a portable degree. So, to really make it portable, YOU have to make yourself visible. Visibility through service, visibility via your personal skill sets, visibility through excellence will be what actually makes your degree portable. If you make ID 10 T errors, your degree won’t help you.

When I was an Academic Librarian in the mid-west, well maybe it’s really the south, or perhaps the southwest, or even the west (there is a lot of disagreement about exactly where Oklahoma is), I served on committees. You get to do that, you know, if you want to, even if you are a Public Librarian.

One of the committees I served on was with my institution’s Graduate College. They always needed faculty to go on recruitment trips, or to serve at graduations. Anyway, I must have done well, as the Dean of the Graduate College, and the Director, too, asked me to leave the library and come over to the Graduate College as the Assistant Director.

It turns out that a campus-wide automation system was going in. Graduate applications are handled in different ways on different campuses. Our campus received all applications, transcripts and fees. Then we distributed copies to the Departments, keeping the originals. When a Department admitted someone, they told us, and the Graduate College sent out the admission letters and even student visas—think 30,000+ applications a year, about 20% of which were International applications, think Federal paperwork. Plus, I had the joy and woe of supervising a staff of 5 and about 10 student workers. My other hats continued to be recruiting and being the technology wizard, such as it was.

Now, what is it librarians really know how to do? Organize collections, access collections, automate collections, educate people about how to use systems and find information. All of those things were things that I was able to do well. After four years and successful implementation of the campuswide automated system installation, I decided to take my portable degree and go back to libraries.

Yes indeed, I had successful administrative experience and good references and thought I’d easily find a niche somewhere nationally as a mid-level librarian. I really didn’t care if it was a tier one institution, any campus would have done just fine. Indeed, I had a number of interviews. Guess what the number one question asked by my peers was in every single interview? “Why did you leave libraries?” The number two question was, “Why do you want to come back?”

In every case, telling my peers that library skills were portable didn’t suffice. Neither did explaining that I had taken the opportunity to get management experience and work in a different environment. Neither did elaborating on skill sets and applications in the new environment and/or their portability back into our traditional professional home. I am not usually at a loss for words, but, what in the world was going on? Finally it came to me. You see, I really had betrayed the faith of the true believers; I had left “libraries.” The scarlet L was upon my countenance, and yea I was shunned in many temples of learning.

Now, indeed, things work out the way that they should, and the perfect position found me instead, here at my library at UC Berkeley, which IS a tier one school. Happily, I was recruited yet one more time, back into libraries.

Joy Justifies a White Lie
By Joy Humphrey

Technically, we’re not librarians until we get our degrees. Sounds simple. But what do you do when you have to fill out a form, and you’re faced with that tiny box that asks for your occupation? There’s no room for explanations, caveats, or musings. As an MLIS student three-quarters of the way through the program, I’m confused as to what to call myself.

Recently, when my husband and I joined a church, we had to fill out a form that asked for our occupations. I pondered the dilemma. I could write down “Student,” but I wouldn’t always be a student. Although, if I wrote “Student,” we probably wouldn’t be expected to make any large financial contributions. But fudging on a church form is the first step on the road to hell. On the other hand, I only had one chance to label myself, and saying I was a librarian would eventually be true. Plus, I reasoned, no one reads these forms anyway.

Once over that ethical hurdle, I thought I was safe. But then we leased a car. If I wrote down “Student” on the form that asked for my occupation, we might not get the special edition CRV with the seat warmers. Since I would be a librarian eventually, I wrote it down hoping this wouldn’t be like the time I tried to buy a house and wrote down “Librarian” only to have the mortgage broker question me endlessly: “You mean a professional librarian? You mean you have a degree?” Turns out, his wife was a librarian. At any rate, this particular white lie went off without a hitch, and I now drive a car with seat warmers (which I never use because I live in Southern California).

After that, I blithely wrote down “Librarian” on every little occupational box that came my way. Then last month, I went in for a physical. As the male nurse was taking my blood pressure, he looked at me and said, “You’re a librarian, right? Because I know a librarian. Do you know so-and-so? She works at the Thousand Oaks Library.” I panicked, until I realized I did not know so-and-so. I could just imagine what so-and-so would have said to her male nurse friend had I known her: “She is so not a librarian! She doesn’t even have a degree!” A narrow escape. And my blood pressure was surprisingly healthy. I guess I was getting used to a life of perdition.

But there really is no rest for the wicked, even if they go to church. Last Sunday after the service, my husband and I stopped to chat with the vicar. In an effort to get over to the donut table before all the old-fashioneds were gone, I said I had a lot of schoolwork to do, so I’d better be moving along.

“What?” the vicar said, “You’re in school? How come I didn’t know you were a student?”

Because the box is too small.

In Tempo with Ray Heigemeir at Stanford
By Julian D. Woodruff

Ray Heigemeier is both the book cataloger and a reference librarian at Stanford University Music Library.

How did you come to librarianship, to Stanford, and into your current position?

My first music library job was solely to clean LPs (the precursor to CDs). After college I worked in a large law library circulation department. That’s where I really got the feel of participating in a busy, productive environment. I stuck to it, got promoted a few times, and went to library school part-time. Finally I decided to return to school full-time to get a subject master’s (knowing the competition for music jobs was fairly intense). After that I free-lanced and applied for jobs, including this one. Originally it was full-time cataloging, but later it became half-time cataloging, half-time public services.

Describe the moment when you decided, “This is for me!” What was the turning point for you?

There wasn’t a single moment, but rather a building up of small accomplishments. In the law library there was much to be cleaned up, modernized, etc. I got great satisfaction when my solution to problems really made a difference in our efficiency and service to patrons. It was less important to be a library genius and more important to be able to identify problems, work at them, and see the process through. It was really confidence-building.

Your job at SUML is a bit of a juggling act. How do you keep the balls in the air? Which aspects of the job are most challenging?

I love my split position—I have folders for each topic I work on (renovations, reference desk, web page work, etc.), and also I am a big believer in lists. I keep a big list of all the things on my plate, and also make a short “to do” list at the end of each day, of things to work on the next day. I commit discrete chunks of time to different things (“Today I will spend 45 minutes organizing X”). The biggest challenge is working in synch with others who may have different priorities or time restrictions on any given day.

As SUML’s book cataloger you see a lot of intriguing material: how about that aspect of your work? Marcia Bates (UCLA) has written that soon after committing to becoming a librarian you switch focus: instead of fixing on the object—say a score, a database—your attention turns to how material or information is made available by the library and how it is accessed by the user. Does this statement fit you?

Yes. Because there is so much to do and so few staff to do it, you often have to decide how much time to spend on any given activity. Hopefully your decisions consider what is most essential to patrons and what is extraneous, maybe the product of tradition. Cataloging is one of those areas. How much time should you lavish on one title when there are a hundred more waiting for attention? And on the flipside, what bits of information are absolutely necessary to make a catalog record useful? What enhancements are worth the extra time? Also, in my experience, once I became a “professional” librarian I began to look at the bigger picture of the library and how well it serves (or doesn’t serve) its primary users. That view generates ideas for improvements. It’s about looking beyond your job description, and caring about the library’s success.

Julian D. Woodruff is cataloging the Women’s Philharmonic Collection at Stanford while pursuing the MLIS at SJSU.

Have MLIS, Will Travel
By Sarah Krygier

When I visited the Library of Congress in November of 2003, way back before I was a student at SLIS, I could not quite fully appreciate its majesty. While I once referred to it as “Mecca for English Majors,” my boss, a library director, refers to it as “the Mothership.” If the Library of Congress, in all its architectural glory, is the Mothership, then I suppose the libraries I visited on vacation qualify as satellites.

Who knew that an MLIS (or all but 6 units of one) would make me a better traveler? Now, that’s a unique use for the degree!

As I planned a family vacation to England, I researched the libraries in the area and decided that two would fit into the schedule.

A mere forty-five minute train ride from London, the city of Oxford offers a wealth of educational opportunities and literary experiences, the Bodleian Library and the famous Radcliffe Camera, offer a truly magical experience for an aspiring librarian.

A red sign asks for “Silence Please,” as visitors enter the library square. Intricate wooden doors lead to specific departments, and every sign is in Latin. Those not affiliated with the university cannot enter the hallowed halls of books, nor touch any of the 600,000 books available in the library’s reading room (Radcliffe Camera), but they can visit the gift shop, The Divinity School and the Bodleian's exhibition room. Visit I did! I marveled at the displays of book binding examples from the 16th century. I gawked at the carvings in the Divinity School’s ceiling. I stood in front of Radcliffe Camera and imagined that I was a character in Elizabeth Kostova’s The Historian, reading up on myth and lore in a corner in the roof.

Back in London, I took the tube to to the British Library. Built in 1997, this national library is much less imposing than the several centuries old Bodleian Library and more, shall I say, personable. After staring for a while at the three story tower of books in the center of the main entrance, I managed to pull myself away and find a seat in the café (the library also has a full-service restaurant), where I ate my baguette sandwich and salt and vinegar chips and tried to write down all of the quotes on the wall, including my favorite, “Waves, waves! Everything comes in waves!” (Erwin Schrodinger)

Encouraged by the Library of Congress Reader’s Card in my wallet, I found the Reader’s Services Desk in the British Library, and asked about getting access to the collection. In just a few moments, I had the best souvenir in England – my very own reader’s card. Armed with a map of the library, I set about my quest to look up a book in the computer catalog and find the book on the shelf.

With library school on the brain, I searched books on youth services, found a call number, and off I went. Though I made a couple of wrong turns, I eventually found the library and information science section and its thorough collection of professional books. I even located the book by Patrick Jones that I searched for in the catalog. After I examined the large pink book, I looked around for a book truck or something else to place it on. After all, every good library patron knows that one must never reshelve the books.

But I found no book truck. Instead, I found a sign asking me to please return books to their proper places. I looked around and saw that other library patrons were removing and replacing books.

What trust!

While the gift shop at the British Library did not tempt me in the way the Bodleian’s did, I did leave with many helpful souvenirs, including book lists, research tips and the thing I brag about most, my reader’s card.

Tips for New Students
By Veteran SLIS Students

1) Realize that you may very well learn more in an online class. I have completed most of my coursework at SLIS in online-only or combination classes, and I have retained more knowledge than I did in the classes that required my presence only in the classroom (as an undergrad).

2) Equipment needed - Please, for the sake of your classmates working with you on group projects, have your own computer. It was incredibly frustrating having to complete a group project with someone who had limited access to a computer. PC's are simpler, but Macs are not impossible, so purchase/use the computer you are comfortable owning and using - this is about you, so don't buy something you don't want to own.

3) Time Commitment - Realize that what you've heard is true: online courses actually do require more work/time than in-person classes. In an in-person class, you need to participate only when you're on campus. In online courses, participation is constant. I check blackboard several times a week and spend about 8 hours a week per class JUST on discussion boards (this doesn't count reading and completing assignments). It is more convenient for many students to take online classes, but it doesn't make it any less work.

4) Completing and submitting assignments - Blackboard does go down, so when possible, be prepared to submit your assignments well in advance of the deadline. Remember that most professors make assignments due at midnight on the last day of the school week...so that means Blackboard will be slow as several hundred students submit their assignments at the same time. If you can, submit a day, or even two days, before the deadline. This will save you much frustration!

5) Communication with the instructor and other students - E-mail communication varies by instructor, but the same will be true for a face to face class - teachers simply have different styles. The busier teachers (those with significant commitments outside of teaching) tend may take longer to respond. This means that you need to think ahead - when possible, look at assignment descriptions well in advance and ask your questions (usually via a discussion board) as soon as possible. Talking with other students and completing group tasks via blackboard can be a challenge, but it's certainly easier than getting students from all over the state together in one physical location.

6) What I would do differently - In a perfect world, I would have purchased a laptop before starting this program. I survived half of this program with a desktop, but my life has been much easier with a laptop computer. I can get out of the house and take my schoolwork with me! 7) Actually, after 3 years in the program, I do have some wisdom for the incoming class: Stay flexible in your course selections, learn from everyone and everything, and nurture your sense of
humor.

Ken Haycock’s Professional Opinions
By Daria DeCooman

The second in a three part series on the views and opinions of our (not so new now) director, Ken Haycock.

Why did you want to become the director of SJSU's SLIS?

Dr. Haycock: San José is the largest library program in the world. The school is innovative and cutting-edge. SLIS is like a sleeping giant. I look forward to unleashing the potential and helping us to become a player on the national and international stage.

During your higher education or career, have you had mentors?

Dr. Haycock: I have had many wonderful mentors. Blanche Woolls has been one such mentor, having introduced me to the international arena of library education.

Can you speak about trends SLIS students should keep our eyes on?

Dr. Haycock: First and foremost is the need to recognize that funding of the public good through schools and libraries has been replaced by finding of public value. Whether we like it or not we need to demonstrate return on investment by focusing on our effect on outcomes (e.g., literacy) rather than outputs (e.g., circulation) and inputs (per capita support). We need to do less, better, becoming more focused. We need to reposition ourselves in the world of Google by adding value. We need to recognize our clients may not be our customers, e.g., developing programs for family literacy may mean more attention to training other service providers (day care supervisors, preschool workers, and primary teachers). We need to respect our customers and communities by undertaking more sophisticated market research and re-orienting our services and programs to meet needs. We help others make informed decisions; we need to do this ourselves. And we need to recognize we are not in the information business, we are in the community development business.

First Conference Chaos
By John Berry

Acronym soup descends upon you. It’s conference time all of a sudden. Should you attend (CLA), it’s local or (ALA), since it’s the ‘big time?’

Parsing cost of conference, pre and post workshops, travel, meals and sundry benefits of attendance? Get roommates for cost sharing, or blessed solitude? Working the conference to defray costs, thereby missing large chunks of sessions, or damaging the personal deficit with the plastic – priceless, you know.

So, you take the plunge and go big time – it’s ALA – Whoo-Hoo! You get on the plane, behind the screeching 1 year old. Your row mates, are the size of Raiders linemen, you are in the middle. The flight your budget allows is a red-eye. It has only 2 stops, with 2 hours in between each re-boarding.

Finally you arrive, it’s 5am and the terminal looks like something from “Resident Evil,” because of your plane’s 200+ passengers. Then you realize, half of them are librarians headed the same approximate place you are. You make new friends and realize you needed business cards, or more business cards. Finally, you reach your hotel, after adventures with baggage, public transit, or taxi drivers, who take you on the scenic tour of the city core, in route. You can’t check in until 1pm, so you stash your bags and head out to the conference site. It’s only 4 long blocks to a conference hotel, where you find the conference bus – courtesy of THE BIG Corporation that wants your business.

You didn’t pre-register; there is the amazingly long line. You had decisions to make before arrival about the schedule, which might as well be written and organized in Cuneiform, but then you didn’t really look at it on-line anyway.

Maybe attend the grand opening with the illustrious guest and the elected elite, maybe the first session by ALSC, the first ACRL session? Hmmm, maybe the first ALISE session, immediately followed by a LISAN session. While sitting in the ALISE session, which was moved since the schedule was printed, you realize the LISAN session is 2 bus routes away.

Then it hits you, only 21/2 more days, 20,000+ new colleagues to meet, vendors to visit, another dozen+ acronyms to decipher, night events, oh yeah, you do have to get home and back to classes the next AM.

A Top Ten List for the First ALA Conference
By John Berry

10. You thought it was going to be a vacation – but it has workshops.

9. The sudden realization at checkout that the goodies in the mini-fridge weren’t free.

8. The disgust on the face of the waitperson realizing it’s a table of conference goers, who all need separate checks and receipts for re-imbursement.

7. The horror, that thousands of librarians really don’t have any fashion sense.

6. The realization, the free plastic bag will never hold all the vendor giveaways; of pencils, pens, posters, sticky notes, business cards, catalogs, books and note cards.

5. The pipedream, you can get one of the good canvas bags later than the first hour of the first day of the conference.

4. The thrill of a cutting edge workshop, where the speaker has massive technology failure and no handouts for the core of the session.

3. The conflict, coordinating a single bathroom in a broom closet hotel room, with three other roommates, who all brought more than one suitcase, who are departing on different days.

2. The joy of reward, by your section, session or vendors; with invitations, offering free food and drink. They forgot to tell you, only for the first 100 attendees at the AM session. ... And the #1 reason for attending an ALA National conference is:

1. The pride of having survived your first professional conference and finding your way home.

Joy Joins the Professionals
By Joy Humphrey

When I began library school, one of the first things I did was enroll in a professional organization. Since I already worked in a law library as a cataloger, I really needed something to mark the beginning of my transition from worker bee to professional.

From my 200 class, I knew that the American Library Association (ALA) was the oldest and biggest organization around, and I could join it as a student for a mere $25. I could also join a Division of the ALA for an additional $15, so I chose the Association for Library Collections and Technical Services (ALCTS), and its free Sections that were pertinent to my work: the Cataloging and Classification Section (CCS), and the Serials Section (SS).

The librarians I worked with all belonged to the American Association of Law Libraries (AALL), so I joined that organization. Through discussions with my co-workers about AALL, I learned to my delight that there were other organizations I could join as well, like the Special Libraries Association (SLA) and the Southern California Association of Law Libraries (SCALL). When the circulation supervisor mentioned to me that I might think about joining the Catholic Library Association (CLA), I figured it might just help to clarify my spiritual life, so I joined that, too.

Then I joined some more organizations.

When I took Drs. Hansen and Main’s course on The History of Books and Libraries, I got very interested in old manuscripts, which is how I discovered that ALA had a Division called the Association of College and Research Libraries (ACRL) which had a Rare Books and Manuscripts Section (RBMS). How cool was that? So I joined, along with the ALA’s Round Table on Library History (LHRT). I also couldn’t help noticing that there was a Literature in English Section (LES) and since I was a former English major and prided myself on my literary savvy, why wouldn’t I join that section?

The reason I joined the International Federation of Library Associations (IFLA) was because of my trips to London with my husband for business. Over pints of beer I thought dreamily how I really needed to join something foreign, and IFLA’s exotic-looking paperwork fit the bill perfectly. But the reason I joined ACRL’s Arts Section (ARTS) had less to do with alcohol and more to do with having applied for an internship at the Getty. Even though I didn’t get that internship, I still thought the membership was a good idea, mostly because I had already paid for it.

So, just to recap, I’m a member of AALL, SCALL, SLA, CLA, IFLA, ALA and its Divisions ACRL and ALCTS, with their Sections ARTS, LES, RBMS, CCS, and SS, along with the Round Table LHRT. I get a lot more stuff in the mail, I spend $300 a year on dues, I don’t go to any meetings or conferences, and I don’t have time to read the publications. I’m finally on my way to being a professional.

Jessamyn West on the Digital Divide
By Mana Tominaga

ALASC hosted blogger of librarian.net and advocate of sensible uses of technology, Jessamyn West, for the annual Luminary Lecture on Wednesday, October 26, 2005. The event was held from 7 to 8:30PM in Room 225B of King Library. About 45 people attended the event, including some members from the general public.

Ms. West's talk was entitled "The Information Poor and the Information Don't Care: Small Libraries and the Digital Divide". In short, libraries in rural and lower-population areas work with a public that isn't merely information-poor, but also lack any desire or interest in learning about new computers and technology. Some librarians and library management also fall into this mindset, as well. Ms. West works in Vermont, where 34.1 % of those without broadband said that they did not feel a need to subscribe to a faster Internet access service, and among the truly disconnected, 1.9 % have not even heard of the Internet. In fact, only 15% of Vermonters (10,000 people) have cable Internet or DSL. Such statistics are quite striking to those of us in California who take broadband connectivity and interest in it for granted.

In a small community of truly disconnected people, computing decisions for the library are the decisions made for their overall computer use, and ultimately their computer understanding. In such settings, Ms. West says, ´You need to advocate for people without access or knowledge as their representative, not the vendors' representative, and not as a visitor from the brave new techno-shiny world. This means not just education, not just experience, but also patience and a lot of empathy.

For a more detailed summary of her talk, view the slides from her presentation, which are online at http://www.librarian.net/talks/sjsu/. Students and faculty may access the archived video stream at http://slisweb.sjsu.edu/courses/restricted/jessamynwest.htm.

Intellectual Property in the Digital Age: Symposium at Stanford’s Green Library
By Katie Melville

The invitation came via the San Jose State, School of Library and Information’s listserv; an opportunity to hear Lawrence Lessig speak as a panelist at Stanford’s Green Library. I arranged my schedule, took a vacation day from work and made the trek to Stanford on the afternoon of April 27, 2005. But alas, Mr. Lessig had a conflicting engagement, so Glen Otis Brown stepped in his place, as the representative from Creative Commons. Joining Mr. Brown on the panel, were Pamela Davis Kivelson, Artist in Residence at the Stanford Humanities Lab and Lauren K. Schoenthaler, Senior University Counsel for Stanford University.

Glenn Otis Brown is currently a product advisor for Google, Inc. but he was on site to talk about Creative Commons and he did just that. Glen is very qualified to represent Creative Commons, as he was the former director for about 2 years. He showed a short film strip introducing the audience of the work of Creative Commons; more details are available at: http://creativecommons.org New concepts and features at Creative Commons include; a Creative Commons search on Yahoo!, where one doesn’t have to pay royalties. Copyright doesn’t have to be an all-or-nothing concept. Most people want a more reasonable and moderate form of copyright control Creative Commons is developing more flexible forms of copyright protection, based on the creator’s preferences.

Pamela Davis Kivelson is a collaborative artist working with scientists and on a variety of projects. Her web site http://www.neur-on.com shows a few of her projects and her representations of her work. She views the internet as a wonderful tool for artists to collaborate from all over the world. Her work includes; the Poster Project, to encourage girls and women in math and science, “Flies eye view of the world”, perception according to flies, wave representations in various mediums and numerous other instillations. Computers and the Internet offer new and unexplored ways of art-making. Science – Art is a new synthesis of research science. Ms. Kivelson is a proponent of experimentation, and inventing new media.

Lauren Schoenthaler, Stanford Counsel discussed a new issue that is rearing its head in the copyright realm for a number of universities, including Stanford. This relates to the Electronic course-packs used by many professors for class content. Allegations of copyright infringement have been currently leveled against Stanford and UCSD, among others. Publishers are concerned and unhappy that the use of these electronic course-packs is cutting into their profits by providing information which a student should be paying for. A student can log into the course web site and retrieve full text documents, the type of information which may have been purchased in a previous generation. Ms. Schoenthaler described the measures that the university is taking to combat the possible problem of copyright infringement, an expensive change if a claim is successful.

This symposium was open to the public and was videotaped. Past events have archives available at http://www-sul.stanford.edu/depts/green/ssrc/events. The symposium was an informative and interesting experience, despite the absence of Lawrence Lessig. However, Prof. Lessig’s influence was felt through the (very active) presence of Creative Commons and the copyright options offered through a less constricting notion of copyright and ownership. Creative Commons is instrumental in disseminating these radical and flexible copyright options all over the world.

Interview with Katherine Kott, Director of the DLF Aquifer
By Regina Roberts

The Digital Library Federation (DLF) is a consortium of research libraries with the goal of providing an international network of digital collections. One current DLF initiative is known as the DLF Aquifer. The Aquifer will provide DLF members with a set of online tools and services to improve access to digital library content. What follows in an interview with Katherine Kott, the current director of the DLF Aquifer.

First of all, can you tell us a little bit about your background in library work?

I began my career in technical services at the Duke University School of Law Library. During that time, I became involved with the Triangle Research Libraries Network (TRLN) and have been interested in library consortia ever since. I have worked in various other academic libraries and for Innovative Interfaces, a vendor of library database products such as INNOPAC. Before becoming the director of Aquifer, I was the head of cataloging and metadata services at Stanford University. When I read the Aquifer director job description, I thought it was the job for me. It takes advantage of my technical background, my project management skill as well as my interest in facilitating collaboration. I came on board with the DLF in January of 2005.

What kinds of tools will the DLF Aquifer provide scholars and how can libraries benefit from participating in the project?

Although the full array of tools that will be available to scholars is still being defined, some examples of tools in evaluation are visualization tools, annotation tools and tools that would allow scholars to enrich metadata by adding tags or descriptive information. Machine-to-machine tools for mapping and data analysis may also provide benefit to the scholar through metadata augmentation or data cleanup. Although these are not direct end-user services, they do improve the scholar’s access to digital content.

Libraries can benefit from the project through the collaborative process, by getting more tools than they could create on their own. Libraries also benefit from the creative synergy of working with colleagues on prototype services that make progress towards defining what a library can be in the digital world.

What skill sets should students develop in order to understand access to digital content, and how might students in MLIS programs prepare themselves to participate in projects such as the DLF Aquifer?

Because this is such a rapidly changing area, the most useful skill sets for students to have are those that allow for constant learning, thinking and re-tooling. Becoming familiar with standards development in metadata harvesting (OAI-PMH), metasearch (NISO standards development) and with projects that provide access to digital collections would all be helpful. There is an excellent text called Digital Libraries: Principles And Practice In A Global Environment by Lucy A. Tedd and Andrew Large that gives a good overview of the issues.

In addition, students who are interested in this area would benefit from internships that provide an opportunity to learn specific technical skills such as metadata standards, data mapping, XML and web technologies.

Being able to think about services to users (what should be collected, what do users want to be able to do with the content) and to develop the facility to understand the basics of systems that provide access (data structure, what goes into getting access, e.g., metadata) are important skills.

Do you have any additional comments or advice that you would like to disseminate to students in MLIS programs?

This is a very exciting time to be a librarian--for people who are invigorated by change, who are fearless about technology and who are interested in looking creatively at partnerships with scholars, other librarians and beyond. The business of librarianship is being challenged by shifts in the way people get access to information. It is important to develop clear thinking about the value librarians and libraries bring to the information access environment in a positive way.

For more information about the DLF Aquifer visit: http://www.diglib.org/aquifer/aquifer-new.htm

Movies to Watch, Music to Hear (Consider it Professional Development)
By Sarah Krygier

In addition to being able to pinpoint bestselling books, Librarians have to know about the best movies and music, right? If that’s the motivation you need to get out and explore the best of what pop culture has to offer, then by all means, take it (I know I do). Thanksgiving is just around the corner, and not far beyond that, several weeks off from school in a ROW! While we’ll all have to spend time reintroducing ourselves to family, friends and that strangely familiar dog in the backyard, it seems a good idea to take some time for entertainment. Granted, I suggest the following with a great deal of personal bias (after all, I wouldn’t want to recommend something I didn’t like myself), but give them a try, you just might find something new to love.

DVDs

Bride and Prejudice: The Bollywood Musical—2004, Miramax Films— Small-town beauty Lalita Bakshi loathed American visitor William Darcy the first time he opened his mouth, but following Jane Austen’s Pride and Prejudice, she soon realizes that Darcy might actually have something to offer. Directed by Gurinder Chada of Bend It Like Beckham (2002, Fox Searchlight Pictures) fame, this modern and Indian version of Jane Austen’s Pride and Prejudice includes a rockin’ performance by Ashanti, loads of great dance music and loads of laughs (check out Maya Bakshi’s “Cobra Dance”!).

Connie and Carla—2004, Universal Studios—Starring Nia Vardolos (My Big Fat Greek Wedding) and Toni Colette (In Her Shoes) as two lounge singers who witness a Chicago mafia hit and high-tail it to Los Angeles in search of safety and stardom, this makes for a great Girls’ Night In movie.

CDs

Michael Bublé It’s Time—2005, Reprise Records—Compared to Harry Connick Jr., this young crooner creates a beautiful sound with his covers of The Beatles’ “Can’t Buy Me Love” and Cole Porter’s “I’ve Got You Under My Skin” and the play-it-over-and-over-again song, “Home.” It’s Time makes for a relaxing listen—just the thing to recover from the semester!

Coldplay X & Y—2005, Capitol Records—While I’ve been a Coldplay fan since discovering 2000’s “Parachutes” in a music store in London, it’s with X & Y that I finally “get” Coldplay...I guess it took 5 years for the sound to sink in. The haunting lyrics of “Fix You” do provide a feeling of hope, while “What If?” asks questions that we have all likely asked at some point in a relationship.

Ken Haycock’s Big Ideas
By Sarah Krygier, with additional reporting by Daria DeCooman

Here we include the first in a three part series on Dr. Haycock’s experience, plans and vision. In a most unexpected turn of events, SLIS’s new director, Dr. Ken Haycock suggests that in order to counter the negative effects of the Internet, “Instead of lecturing others, teacher-librarians need to collaborate with faculty to design assignments that require critical and creative thinking, and the use of high quality resources, working with faculty to add value to their assignments and to student success.” With six degrees, Dr. Haycock has a unique perspective on how to address the issues in the library world and those specific to SLIS.

Any students who spend a few minutes in the same room with each other know that we each experience the core classes in a different way. We leave such encounters wondering if the school will ever any standard to mandatory courses. Dr. Haycock has a handle on the issue and says, “We are looking to assign course and specialization coordinators so that there will be a lead person for each course or cluster of courses who can work to establish common guidelines and expectations.”

For those of us beyond the introductory courses and soon to head into careers in a field increasingly called obsolete and irrelevant, Dr. Haycock offers a reassuring opinion, “In an information rich and ‘amazoogle’ environment, libraries have never been used more: they are valued as important public spaces, as providing access to a wide range of resources for all, and expert assistance. Librarianship as a profession is more important than ever…”

SLIS has prepared many of us to step into our roles as archivists, records managers, policy analysts, researchers, database engineers, activity planners, and Dr. Haycock sees the school playing an even greater role in the development of specialists, “I would like to see us develop a professional master's degree in archives and records administration and an academic master's degree in children's literature. I would also like to see attention to specializations like health informatics. I think that we need a suite of courses in management.”

These steps all lead towards what Dr. Haycock eloquently terms, “unleashing the potential and helping us to become a player on the national and international stage.” Or in other words, world domination.

If you have questions, comments, concerns or compliments, please do send them on to Dr. Haycock at khaycock@slis.sjsu.edu.

Once Upon a Time
By John Berry

How else should story time start? Welcome to the beginning of the Semester with its resulting insanity. Suddenly you are confronted with class schedule life schedule reconciliation. Conflicts will abound, what to lose? Sleep is the most likely, closely followed perhaps by when you expect to graduate. All I can say here is don’t obsess and keep expectations real. “It’s about time, it’s about space, it’s all about the human race...” – name that show, just for all of you historic TV junkies. Unplugging that particular idiot box, will help your time management by the way.

At the risk of telling grandfather stories about trudging through the snow to get to school, well I went to Library School in Missouri, so actually I did trudge through the snow. Thankfully, I only lived 5 blocks from campus. See, it could always be worse.

I can only look back at this juncture and recall the 7am, MWF class I was insane enough to sign up for, because I couldn’t get into it any other time. That was immediately followed by an 8am, MWF class 5 buildings away, followed by 2 hrs. of TA duty, on the Main Library reference desk requiring still another jog across campus. Somewhere in there was yet another class that day, interspersed with 3 hrs. of being a student instructor.

They forgot to mention the hours of grading quizzes, exams and managing our own grade books. Oh yeah, my Library School faculty pretty much told us going in that they “expected” 3-5 hours of homework per course, per night. All made immensely more fun when campus was covered with ice. Always count your blessings.

All I can remember at this point is a blur of reference materials, computer programming, bibliographic instruction, grading and enough coffee to have started my own espresso café. Social life came in a poor second and sleep was a distinct third place runner up.

I know it is probably old fashioned at this point, but a day runner doesn’t have batteries to fail, so I commend it to your attention. Naturally, it doesn’t matter what you use if you fail to put your schedule and deadlines into it or fail to look at it everyday and often.

Tempus fugit (give translation and name that source!). Please keep your tray tables and seats in the upright position, which would be best, as you are your own pilot.

For those of you who have spouse, kids and job to reckon with as well, all I can say is, you are heroes (the mythic kind, not the sandwich), and it can be done. But, you might want to take it easy on how many courses you do each semester.

So, get your motors running, and load the following one in the ipod as well, if you can figure out which one it is and find it.

“Time has come today
Young hearts can go their way
Can't put it off another day
I don't care what others say
They say we don't listen anyway
Time has come today”

Joy Juggles Life
By Joy Humphrey

When I began my MLIS program a year and a half ago, I was determined not to let school run my life. With a part-time library job, a husband but no kids, and a reasonable schedule of two classes per semester, I figured I’d be able to conduct my life in a balanced manner - two days a week for school, three days a week for work, nights and weekends for home.

“What a cute schedule!” my co-worker, Jane, said. “You might also want to add in time to take your magic carpet to the cleaners and feed your unicorn.”

I ran into difficulty on my first day of implementing my schedule. I was at home reading and realized I could do a load of whites. As I stood admiring the last rays of sunlight as they danced across my husband’s bleached and folded t-shirts, I suddenly thought, “Uh-oh.” I had read only 18 pages of the 85 I was supposed to, but students don’t do housework. They live in squalor and bring their laundry home to their mothers on the weekend. That day, I decided to focus only on my school work, even if it seemed more practical to do two things at once. By week three, I had run out of underwear.

I started focusing more on my studies at work, so that I forgot I had been hired to catalog books. Sometimes I would get so overwhelmed and confused about what I was supposed to be doing, that I would shove everything aside and stuff myself with leftover donuts from the break room while reading back issues of Technical Services Librarian.

As far as balancing my home life is concerned, I have to say that security has been breached and full infiltration of school work has occurred. My bathroom sink has become the home of tiny bugs that occasionally fly out of the drain. My husband has stopped asking me where his magazines are around the house, because of my tendency to conduct reference interviews on him. My friends have stopped calling me and my recreational reading centers on MARC 21 format manuals.

My friend Jane was right. My compartmentalizing schedule did have a bit of Fantasy Land about it. Life really can’t be so easily organized.

But what can be easily organized is my home library, which is now LC classified and AACR2R compliant. Also, I’m working on a pathfinder for my husband on how to locate magazine articles from each of our bathrooms. I’d really rather do that than clean them.

4th Annual ISI Samuel Lazerow Lecture 2005; Speaker: Dr. Robert Martin
by Supriya Wronkiewicz

The fourth annual Samuel Lazerow Lecture, sponsored by the ISI took place at the San Jose Fairmont Hotel on April 22, 2005. This year's speaker was Dr. Robert Martin, presently the Director for the Institute of Museum and Library Services (IMLS).

Dr. Martin began by discussing the history of IMLS. It is an independent grant-making agency "dedicated to the creating and sustaining a nation of learners by strengthening the capacity of libraries and museums to serve their communities." IMLS is also responsible for the funding many SJSU SLIS students receive for tuition remissions from their public libraries. IMLS was established in 1996 through the Museum and Library Services Act and was reauthorized in 2003 and administers the Library Services and Technology Act (LSTA) and the Museum Services Act (MSA) for library programs and museum programs respectively.

One of the projects IMLS is currently involved in is digitization within the USA. There is currently "no single digital library plan for the United States." Current funding sources for digitalization projects include the IMLS statutory requirement requiring IMLS to play a role regarding digitization, formula grants for state libraries, works of other federal agencies, and the Library of Congress. Dr. Martin outlined five major functions IMLS plays regarding furthering digitization.

The first step, funding creation of digital and cultural content, is established through the LSTA and IMLS National Leadership Grants (NLG), which is the primary mode of funding digital content. Specific guidelines exist for this grant and a section is included for specifications for projects involving digitization of content. Dr. Martin offered several examples of innovative projects awarded this grant, including the Colorado Digitization Project, a project regarding the Civil Rights Movement from the University of Southern Mississippi, Historymakers project from Carnegie Mellon University, the Ephemeral Cities project from the University of Florida, museums such as the San Francisco Museum of Modern Art and the Minneapolis Institute of Art using online projects for educational purposes, and the North Carolina Zoological Society.

The next function of IMLS is to encourage interoperability and promote standards. An example of this is through the Framework of Guidance for Building Good Digital Collections, a system used by IMLS. This was designed for people who want to create digital content and also for those interested in funding the promotion of creating digital content. These guidelines are used for NLG as well.

The third function is sponsoring research and demonstration. Dr. Martin stated how IMLS offers grants to various institutions such as universities, state agencies, archives and other professional organizations to conduct research on a variety of topics including literacy, user behaviors, and seamless access to museum and library resources. Two examples given of projects receiving such aid are the National Study of Users and Potential Users of Online Information at the Sara Fine Institute at the University of Pittsburgh and the Digital Collections and Content project at the University of Illinois, Urbana-Champaign.

The next purpose of the IMLS is bringing people together to create opportunities to encourage collaboration and to exchange ideas. This is accomplished through sponsoring events such as the 2001 Digital Library Forum, the 2003 Workshop for Applied Research on the Creation, Management, Preservation, and Use of Digital Content, and the annual WebWise Conference.

The final step IMLS takes regarding furthering digitization is to support the education of library and museum professionals. According to Dr. Martin, American libraries will need many new librarians over the next decade due to many currently in the workforce potentially retiring. Congress has sponsored a program regarding educating librarians, recruiting new librarians, and expanding the knowledge of those already in the work force. IMLS is committed to providing educational tools for all and have dedicated a portion of their website to information regarding digital cultural content for future generations to access and use.
To answer the question why creating, maintaining, and preserving digital content should be done and is necessary, Dr. Martin responds that because our society is currently in an information age, it is necessary to make the transition from an information society to a knowledge society. Digital content allows for going beyond collaboration into convergence and helps create a seamless learning environment. It is important to note that how we as a society learn is changing. Dr. Martin asserts that today's society demands learning and the ability to adapt to change, and fostering an environment of lifelong learning can enable people to do so. This is important regarding libraries and museums as their boundaries blur significantly in the digital environment, where libraries act more like museums and museums can act more like libraries. While digital content does not replace the actual items, they can serve as pointers and stimuli to the real objects. It is also important to note that users accessing the data from museums and libraries online digitally do not care about the distinctions between the two; their own only concern is receiving access to the document surrogate they are interested in.

A new trend coming forward is the concept of "seamless-ness". In today's society the boundaries are blurring between work, play, and study; making multitasking a way of life. Users do not care whether or not they are accessing content from a library or museum; they just want to be able to access the information they need to continue their personal learning process. Therefore, Dr. Martin states that if we are to support this, more digital content is necessary. Digital content helps create a seamless learning infrastructure, one that stimulates learning and support for all ages and circumstances. In order to offer encouragement in a knowledge economy where learning and adaptability are becoming necessary survival skills, creating and preserving cultural content to enable that learning is vital. More information about the IMLS can be found at: http://www.imls.gov. Dr. Martin advises visiting the new Digital Corner and subscribing to the IMLS newsletter, Primary Source. The complete lecture and the PowerPoint slides used during Dr. Martin's presentation can be found on the SJSU SLIS website at: http://slisweb.sjsu.edu/slis/events/lazerow05.htm.

My CE Drama
By Cathy Cormier

January 22, 2005. Like many other students attempting the Culminating Experience (CE), this was the big day when the questions would be posted. I was both nervous and exhilarated. Having watched the online archive of Dr. Woolls' CE orientation, I knew what to do, and what not to do. So, I looked at the 12 topics, and my first thought was that there were three I could possibly answer. I immediately eliminated all topics I knew little about, wary that most were unknown territory. I ultimately chose questions that seemed to have concrete answers (see http://slisweb.sjsu.edu/289/cesp05.htm#TOPICS for this semester's topics).

After a week, I had narrowed my choices down to topics #2 and #3, and began research in earnest. I researched both questions at the same time, a frenzied search for information in the WilsonWeb OmniFile, Infotrac, Wiley Interscience and Project Muse databases, among others. I discovered journals I had never used previously (including Library Trends, Marketing Library Services, Libraries and Culture, Public Library Quarterly), and the great ILLIAD interlibrary loan service that faxed or e-mailed links to articles not immediately available.

What would seem to be smooth sailing at this point turned into a quagmire of molasses. Even though I knew that I would not find the answers to either of my questions through searching alone, I was compelled to keep searching for better, more authoritative information. So, I now will share with you lessons I learned the hard way.

Give yourself a short period of time to pick your topics. However, don't be afraid to abandon a question if it is not working for you even if you have already started working on it. You may think you know something about a topic because you are interested in it, however, if you have not taken a course in the subject, you are at a huge disadvantage as you will have to learn all about the subject before you can sufficiently answer the question.

To prepare for the CE, read widely about the profession. Even if you are aspiring youth services librarian, you need to know about issues and trends in all areas of librarianship. Read American Libraries and other journals. All the articles in essential library publications (Library Journal, Library Trends, Public Libraries, Information Outlook, Journal of Library Administration, to name a few) can be accessed for free as a SJSU SLIS student thorough the King Library databases.

*Really* know APA. Unfortunately, none of my instructors were strict enforcers of APA. Although many of the library literature articles are written using APA formatting (e.g. citing in text), the style of these articles are often not in keeping with the recommended style in the APA manual. As a result, I became very confused, and found myself eliminating all poetic license and what I thought were appropriate metaphors from my papers. Although I did not hire an editor, I had a friend who successfully passed in a previous semester read my papers, and she continually emphasized that the writing should be straightforward, and jargon-free.

Keep it simple, and remember this is an exercise. It is pass/fail, and your task is not to reinvent the wheel.

Take Blackboard comments with a grain of salt. Use the sources you find there if helpful, but ignore commentary that discusses how many references you need to pass and the like. Basically, ignore everything that is irrational. Had I been more rational about the whole process I would not have left stupid mistakes until the end, where they were lost in an emotional and fatigued fugue.

Make it like a class, where you devote certain hours to it each day, or week, and outline specific tasks you will work on. This was my undoing, that I had not scheduled my time effectively. Had I taken the time at the beginning to devote, say, a 1/2 hour each week to making sure my work conformed to APA would have been a better approach than leaving it all for the end, which is what I did.

Now that I have shared my lessons learned, I would like to pass along a recommendation to faculty that will hopefully help some of you: create an in-person class option that meets every other week for students who are interested. This class would be facilitated by a faculty member who could help keep students on track and focused. Such an option would have been an immense help to me, a person who has learned far more from classes with an in-person component.

Postscript: I wrote this before I found out if I passed, and I can thankfully report that I received a letter in the mail stating that I passed both questions!

Student Conference Report
By Melissa Beuoy

The Association of College and Research Libraries (ACRL), a division of ALA, provides academic librarians with various tools and resources to advance learning and scholarship in the field. California Academic and Research Libraries (CARL), the California chapter of ACRL, offers workshops, discussion groups, and networking opportunities for academic librarians throughout the state.

Every other year, ACRL has a conference to help keep academic librarians up-to-date about current research and trends in academic librarianship. CARL offers its student members (and other types of members) the opportunity to win a $1000 scholarship to attend ACRL. ACRL also offers library school students scholarship money to attend its conference.

This past April was the 12th National ACRL conference in Minneapolis. As I was going to be culminating this semester, and since I am hoping to get into academic librarianship, I thought this conference might be a great opportunity to see what the profession is like, as well as network, and maybe make some future job contacts. And the conference took place just days after culminating papers were due, so I could go free of that worry. But living on student loans does not permit one to jet off to conferences. So I applied for the CARL scholarship. I was lucky enough to win the $1000 scholarship, which covered flight, hotel, conference registration (student price), and most of my food.

The conference itself was an amazing experience. It was attended by 4,000+ librarians and vendors - one of the largest turnouts yet. I had not yet been to any big conferences, just local CARL workshops. While ALA sounds like a lot of fun, I have always been kind of intimidated by how big it is. ACRL is a great first conference because the crowd is not overwhelmingly huge, and all the topics are relevant to one specific field of librarianship, so there is less chance for distraction (if you are going for career development purposes of course).

The conference offered workshops such as statistics for librarians, panel sessions on library instruction and reference, contributed papers (including one by Mary Somerville, professor extraordinaire of LIBR 210 and 287), poster sessions, a huge exhibit hall full with great exhibits, and three great keynote sessions. The opening keynote speaker, William Mitchell, a professor of architecture and media arts and sciences at MIT, discussed how technology and digital networks can transform classrooms and libraries as a physical space. I attended panel sessions such as "Menage a Trois: The Essential Computing, Library and Instructional Technology Partnership to Advance New Media Learning," and "Rethinking Information Literacy Instruction to First Year Students," and a few other sessions on Information Literacy assessment, academic freedom, and a discussion on the new generation of professionals that may not have a MLIS, but are getting hired as librarians because of their in-depth knowledge of different subjects.

In addition to all the great speakers, ACRL offered a Job Placement Center and a Resume Review service. The job placement center offered a database in which academic libraries could post positions and job seekers could post their resume. The Resume Review service had experienced librarians critique resumes on both format and content. And of course, the conference offered many opportunities to network. The exhibit hall, luncheons, and a huge reception held at the Minneapolis Institute of Arts were all good places to meet academic librarians from across the country.

But I must say, my favorite part of the conference was the dinner the CARL Executive Board and the Conference Scholarship Committee held in my honor. It was great to talk to librarians with great achievements under their belts and learn how these people got where they are.

For any of you interested in academic librarianship, I would definitely recommend getting involved in both ACRL and CARL and attending its local workshops (CARL offers activities to both its north and south members). And while ACRL will not happen again until 2007, CARL will host a conference in April 2006 and it offers scholarships of $500 for library school students to attend.

March Salon on MLIS Hiring Issues
By Supriya Wronkiewicz

On Monday, March 21st, ALASC sponsored a salon featuring Christine Doxtad, a collection development manager at Sunnyvale Public Library, and Ben Lundholm, a school librarian at Mountain View High School.

Questions asked included:

General Questions:
What advice would you give a current MLIS student with little prior library experience?

Ben talked about pursuing volunteer opportunities at local libraries. Both he and Christine had no prior library experience prior to receiving their MLIS, so they recommended playing up any possible customer service experience, especially in a public setting. Christine recommended self-education through journals just as American Libraries or Library Journal (both of which are available through King Library). Both had teaching credentials, which Ben used to his benefit to get his first position as a school librarian. Both also encouraged showing enthusiasm and a willingness to learn since many employers look for a positive attitude towards being taught skills.

What is the outlook hold for public and school library jobs?

According to Christine, the outlook for public library jobs is good in light of the fact that many current librarians are close to retirement. Libraries are also always looking for fresh perspectives. According to Ben, there are school library jobs available. A great place to start would be www.calopps.org, which lists jobs for public libraries as well. For school libraries, employers also look for energy and enthusiasm, but some may only hire part time. But, it is also necessary to realize that due to budget cuts, it may be necessary to leave the area to find a job.

Are technology skills very important in seeking jobs in librarianship? If so, how much and what kind of technology skills should we have to be able to compete in today's tough job market as a librarian?

Both agreed technology skills are very important. Ben replied that in school libraries, librarians are expected to be very "tech-savvy" as the students tend to go towards electronic resources first. Christine added that in public libraries it is necessary to know (and training will be provided) which webpages to push, to use databases, e-books, and downloadable audio books. It is necessary for librarians to know how people are accessing information and adapt accordingly. People will still need a librarian's help in finding information.

Are professional organizations like ALA and CLA critical while we're in library school as opposed to when we do have a professional library job?

According to Ben, they are critical as a great way to meet librarians and know what is going on the field and that they help prevent librarians from feeling isolated. Christine felt that while joining was not fully necessary, it is a good idea to attend conferences when they take place nearby. The publications are invaluable, but they are also available at public libraries, such as King Library and Sunnyvale Public Library. It is possible to get by without joining such organizations, but joining is a good idea.

Should we put all recent work experience on our resume, or just experience relevant to library work?

Christine reiterated highlighting customer service skills and putting any related information down and any relevant volunteer work. Ben mentioned that his prior teaching experience helped show how he had done similar tasks before and also backed up Christine's point regarding pushing any past customer service experience.

Public Library Questions:

If we are interested in seeking careers as reference librarians in public libraries (not as children's librarians), what classes should we take? Our school has recommended classes for the library track but they do not seem feasible?

Christine recommended taking a reference class to get basic knowledge, and if you plan to work in a small library, maybe a children's resources class. It also helps to have some reader's dvisory (recommending which books to read) background. Taking a cataloging course will help in understanding the OPAC. In today's society, taking a database class will help, and if possible, a class on project management. For public libraries, it is also necessary to learn how to work within the political system, how to be a library advocate, and how to communicate the importance of all library materials. She also recommends taking a class on interpersonal skills with patrons and other staff members to deal with difficult people and situations as they arise.

As a library student, what kind of public library job do you recommend us to look for? Do you recommend we start from any position - page, clerk - whatever we can get, or should we start from something we can learn more to better polish our skills, knowledge and experiences?

According to Christine, it would be nice to start with a professional position, but is not always possible. But, paraprofessional positions offer multiple opportunities to learn and students can build on that.

School Library Questions:

What are the qualifications if you wish to seek a school librarian position - MLIS degree, school library credential, and/or CA teaching credential? Do we need all three, or 2 of these options or is the MLIS degree enough?

Ben replied that to work in a school library both a teaching credential and school library media credential are mandatory. MLIS is not necessary, but recommended, as it could affect where you would fall on the pay scale. Either the MLIS or school library credential will suffice, but a teaching credential is essential.

What are some of the differences between working in elementary, middle, and high school libraries? What are the main duties of school librarians?

According to Ben, difference between ages is personal and circumstances will also vary from school to school. Some jobs will require more time and effort compared to others. Most school librarians work alone, so they do a little bit of everything- reference, circulation, acquisitions, etc. Daily duties are determined by outside forces (students, teachers). It is also important to collaborate with teachers as maintaining good relationships with them are essential.

Other Thoughts:

Christine suggested that students be patient with themselves during the interview process and to relay on paper (resume, cover letter) their vision and enthusiasm. It is also a good idea to visit the organization before the interview so you can talk about it and/or ask questions. Both Christine and Ben recommended visiting local school and public libraries to see how the varying facilities operate. Most librarians are open to students visiting and allowing for student to observe at shifts as long as appointments are made in advance.

Experience to Get Experience
By Sarah Krygier

"Yes, you do have an MLIS, but all of our applicants have that degree. What library experience do you have?"

Luckily, SLIS has taught us all how to solve these seemingly unsolvable problems, and we have at our hands a number of resources for getting library experience (or the equivalent) in a variety of creative ways.

Volunteer at your local public library. With positions ranging from Public Relations Assistant to Storyteller, you can find the position that fits your interests (both personal and professional). Many people enjoy volunteering at libraries, and positions might run few and far between. Just as with our upcoming job searches, you may to look beyond your own library. Search on your favorite library's website for volunteer opportunities. Two of my favorite libraries have links with more information:

Solano County Library
http://solanolibrary.com/solano.cfm?page=aboutus_volunteer
San Francisco Public Library
http://sfpl.lib.ca.us/librarylocations/main/volunteer.htm

Work with the Friends of the Library. Friends offer opportunities such as working in the bookstore,, sponsoring programming events and even fundraising for artwork.

Serve on the board. Serve on the board of a library foundation, commission or advisory council. These opportunities will vary by library but offer a marvelous chance to get involved with things like: fundraising, budgeting, hiring, and policy making.

Apply for a position as a literacy tutor or with Reach Out and Read. The regular time commitment (often two hours a week) and intense training schedule may preclude many library school students from choosing this option, but the rewards will prove endless. For more information visit your local library and ask for the literacy coordinator, or try a couple of my favorites:

Benicia Public Library - Literacy Tutors http://www.ci.benicia.ca.us/literacy/tutor/tutor.html
Reach Out and Read National Site - find a ROR center near you!
http://www.reachoutandread.org/about_find.html

Get involved with an alumni group at an academic library. Getting an entry level job at an academic library might prove difficult, as current students usually take those positions. If you can find out which branch of the alumni association assists the library, though, you might find yourself not only involved with events at the library but also developing a network of professional collections.

Volunteer for a special library or for an archival organization. If your interests lie in law libraries, many law libraries are run by county government, or even by the county library. Public libraries often have archives, such as the McCune collection at John F. Kennedy Library in Vallejo, CA, and would love to use your expertise and have you serve as a docent.

Become a Library Page or Departmental Aide. These often require much less library experience than higher level positions and are often filled directly by branches, as opposed to through the system wide office.

Apply for a position at a bookstore. The duties in sales positions at bookstores are similar to those of entry level library positions, including knowing the inventory, shelving books, planning events (ranging from a Harry Potter Release Party, complete with costumes, to monthly author visits or open mic poetry events), and inputting catalogue information into the computer. Management positions allow the opportunity to develop relationships with vendors.

Complete a practicum. Alumni and professors alike recommend this option. If you have the opportunity, this is a marvelous opportunity to get experience as a librarian. You will work closer with supervisors than you would as a page, and you should have the opportunity to implement change or at least oversee an ongoing project.

Also, did you know that ALA has started advertisting a great opportunity for those who simply want to get out there into the professional library working world?
A career placement center offered at both the mid-winter and annual conferences. Job seekers need not attend the conferences and can sign up for free online. We employment-challenged folk can browse job listings and post our resumes for employers to search. The placement center will open again on April 15. The link to the mid-winter center is:
http://www.ala.org/ala/hrdr/placementservice/currentconference.htm.

Top Ten Ways to Burn Your Bridges in Library Land
By Sarah Krygier (who is hoping to pass through her career without ever doing any of these things)

Note: This is by no means a set of rules that you SHOULD follow, nor does doing the opposite of each item guarantee you career advancement.

10. Send a global e-mail to all library staff complaining about how a senior manager contacted you PRIVATELY after you had left to discuss some lingering personnel issues. Tell everyone in the whole library system EXACTLY how you feel about the manager.

9. Make sure that one of your friends from outside of the library hits "reply all" to your global e-mail and sends out an e-mail referring to all the managers as "fat cows." This will work especially well if this is certain to go to the Director, who is well respected in the library community, at the local, state, and national levels, and will remember your name.

8. If you frequently work with the public, try your best to be as rude as possible. Not only might this get you fired (a sure way to burn a bridge ; see also #10), but you might also offend someone like the mayor, a member of the Board of Supervisors, or the State Librarian, before you even know it!

7. Ask everyone you meet for a business card, and before you tell your boss you plan to resign your position, call everyone of your "contacts" and ask for a position.

6. If you work in an academic library, call all professors by their first names, even when speaking to students. Also, insult the alumni whenever you have the opportunity. Referring to them as "stupid old coots who can't let go" will do wonders for the sinking of your career!

5. When given the opportunity to work with the Friends of the Library (or a similar organization), it is best to ask the volunteers why they don't have anything better to do with their time. If you insult the people who fund a good 60% of children's and YA programming in your public library, you're sure to stir up some anger in your supervisors and in the volunteers - so many bridges burned, all at once!

4. Especially, if you are brand new to a library, you should tell everyone you meet exactly what you think is wrong with the way things are done and start writing up your proposals for how to change them. If you notice a better way for the literacy staff to display their brochures, you should rush into the office and tell them right away. If you notice that the Chancellor mispronounced the name of an author in his last speech to the campus, you should set up a meeting and tell him/her about it.

3. Send scathing e-mails to your SJSU professors about each and every complaint you have. "Too much" reading? Send an e-mail! This is not quite the class you wanted? Send an e-mail! You don't like the color of the logo? Send an e-mail! Professors' schedules are just as hectic as students' schedules, so if you send them as many time-wasting e-mails (or voice mail messages, even better!) as possible, you will certainly kill off a good number of professional contacts.

2. Neglect to return e-mails and phone calls - ontacts hate it when you only get in touch to ask for something! So, avoiding all follow-up conversation really shows that you needed the person only so you could get ahead.

1. Lastly, say what you will about simplicity, but the tried and true methods of coming to work late, leaving early, and taking extended lunch and break times remain one of the best methods for ensuring that you'll never work in this town again!

QuickSLIS 2003: Oh the Memories
By Lydia Collins

The opportunity to participate in QuickSLIS was intriguing to me as I knew that living in the Central Valley this would be an excellent opportunity to familiarize myself with the campus, meet other students, and to build my confidence as a new graduate student. As I had graduated with my bachelors degree the day prior to the beginning of QuickSLIS, and completed my finals only two days before that, I was hesitant to commit to being a participant. In retrospect, it was one of the best decisions that I have made.

The Courses

During the first week of the program the course taken was LIBR 200- Information and Society. Our professor for this course was Dr. Marva DeLoach. As this was the very first course I'd taken in the program I was quite nervous about what was expected of me. However, Professor DeLoach was able to alleviate my apprehension.

The second course LIBR 202-Information Retrieval with Dr. Judy Tessier, proved to quite difficult as the information taught was entirely new to me. There was so much to learn and critical thinking was a must. The reading assignments in this course were rather intense, as was the quiz.

LIBR 204-Information management with Professor Dan Fuller, was taken completely online, but we had the chance to meet Professor Fuller both virtually and in person via video conferencing with our cohort group in Fullerton and a surprise visit. As this was the first class I had ever taken completely online, I learned self-discipline and time management immediately.

The Experience and Memories

However, what stands out most in my mind was the opportunity to interact with peers and faculty of SLIS. This was definitely the most rewarding portion of this program. The instructors took the time to cover new material, answer our queries, and familiarize us with the campus. But the most memorable portion of the program was the living arrangements. I along with the majority of my peers were introduced to SJSU dormitory living. What made this experience less unpleasant was the fact that I was constantly surrounded by my fellow QuickSLIS students, and we all made the best of our situation.

There are memories of long walks to find dining accommodations, grocery stores, and to simply explore. Long nights where every dormitory room light was still on in order to complete intense reading assignments, write essays, and exchange ideas. Late night trips to find the restroom stumbling in the dark while trying not to disturb roommates. QuickSLIS included an excellent learning opportunity, an introduction to SLIS and the SJSU campus, a chance to meet both peers and SLIS faculty, and time to develop life long friendships with fellow students.

Practicum Insights
By Mana Tominaga

Two days a week, I leave my humble abode in downtown San Jose and take CalTrain to San Mateo Public Library, where I am enjoying a challenging and rewarding practicum in the technical services department.

I mainly work on updating pseudoMARC records. Due to an upcoming ILS migration, all pseudoMARC records in the cataloging system need to be converted to proper MARC records. I first search in the existing system and choose the best record, or use OCLC CatME to search for and pass the best record. I also work on Japanese materials cataloging, either with OCLC or doing actual original cataloging. I have been attending meetings at the professional level, such as a consortium-wide cataloging standards meeting, and a system-wide ILS migration taskforce meeting. It's been fun learning how to operate those pesky bookcarts, too!

A practicum can be a wonderful learning experience, allowing you to network with a wide range of professionals and experience work life in various organizations. The administration is concerned that you do professional level work, and will work with you and your potential manager to ensure that your experience is in fact rewarding. I truly appreciated the care that went into approving my practicum, which has been a great learning experience so far.

My SLIS buddy asked me a few questions about the practicum, and I thought I'd share our exchange.

Q. Do I need to contact the supervisor first or fill out the application form first? If several people are interested in the same location, will everyone get it? Can I apply for more than one at a time because I'm not sure which one I can get in?

A. What I did was contact the supervisor first, and prepare the application form once the supervisor and I settled on a specific practicum focus. My case is a bit unique because I started out interviewing for a totally different practicum at the same library, and in the course of the original interview, it was decided that because I had taken a cataloging class and could read/write Japanese, I should just help out with the cataloging migration project that was going on.

Just be sure to read and complete all the forms in full when you submit your application. Of course it depends on the organization and opportunity, but I don't think practicums are cut-throat-competitive, so if you apply to one, I think you should have a good chance to get placed in that organization. Just check the approved practicum list on the SLIS site often, and be sure to read up on the guidelines. I don't think it's a problem to apply to more than one, but I would be careful about annoying any managers who may count on you to continue with the practicum process. Also, make sure it's something you really want to do -- a semester can end up being too long if you aren't having fun.

Academic or Public? The Pros and Cons of Two Library Settings
By Supriya Wronkiewicz

On Saturday, January 29th, the ALASC sponsored a salon featuring Norma Kobzina, an academic librarian at the UC Berkeley Bioscience Library and Thomas Fortin, a reference librarian at the Berkeley Public Library.

Speaker Biographies:
Norma's official title at present is Head of Information Services at the Bioscience Library, a position that she describes as involving "everything short of circulation." While she has worked in an academic life science library since receiving her MLIS degree from UC Berkeley, her background did not include the sciences, but a doctoral degree in Spanish. Outside of the library, she also participates in various library organizations and in committees within those organizations such as the ALA, SLA, and SciTech. Today, she works with the College of Natural Resources as part of their curriculum committee and does reference instructions for student groups ranging from incoming freshman to graduate students.

Thomas has worked in several public libraries since receiving his MLIS from University of Wisconsin at Madison in 1989. Before working at the Berkeley Public Library, Thomas worked in the Winnetka Public Library in Illinois, as a business reference librarian at the Hennepin County Library in Minnesota, the Pratt Library in Baltimore, Maryland, San Jose Public Library, and then as a branch manager at the West Branch of the Berkeley Public Library before taking on his present position as Manager of Adult Services.

Questions Asked Included:

Given budget cuts faced by public libraries and with layoffs and libraries closing, is this a promising career?

Thomas answered that public librarians have a "vibrant future" as they are becoming more vital due to increased usage. Yet, because of budget cuts, public librarians need to do more with less. Norma responded that in the academic setting, positions would also pop up as a result of politics within the institutions. Another issue is that the field is currently top heavy, and a lot of librarians will be retiring soon, and new librarians will be needed to fill those positions.

What role will age play? Will an older MLIS student chances be hurt as a result of the field being top heavy at the moment?

Both replied that previous work experience prior to library studies will come into play and the age will not necessarily work against them as a result.

Did graduate school adequately train you for your job?

Norma felt it did and did not. The classes she took were useful to her and she felt the class she taught at Berkeley was useful, but most of her experience with management she learned on the job. Thomas felt the classes were good for learning the history of the profession and can be especially helpful for learning about resources and services to children and teens. However, he felt he gained a great deal of his practical knowledge on the job.

What do you feel are the values of internships? What are the politics involved in asking for an unpaid internship?

Norma's response was that internships were the most important thing you can do. She has worked with many students as interns or working on field studies. Thomas agreed and also mentioned that another means of getting experience in public libraries would be to volunteer for a project which can be qualify as practicum or course credit. It is best to approach the library with a project already in mind and fairly worked out to show that it can be accomplished with minimal supervision from a supervisor. Also, it is important to note that union rules state that volunteers cannot do anything a staff member can or would do.

What are examples of the kind of courses that would stand out on a resume?

Norma replied anything that teaches technical and computer skills (i.e. online searching), cataloging, collection development, archiving skills and preservation to name a few. Thomas added that it depends on the job. For example, in public libraries coursework in children's services would help with a small-staffed library.

Is becoming a manager necessary for promotion?

Thomas replied in a public library setting, moving through management is necessary for advancement, which will entail less contact with the public and more administrative duties. According to Norma, it will depend on the individual academic library, but in her experience becoming a manager was not necessary because her work in organizations and various committees allowed for multiple other opportunities for advancement.

Will instructional experience help for either library setting and how can you get such experience?

Both replied in the affirmative, especially for academic libraries. Means of getting such experience if not already in your background can include working as an instruction intern (someone who would help teach or moderate a class) or taking supplementary coursework in "instructional design" (courses on how to organize and teach a class).

What Employers Look For and What You Can Do for Your Career:

For finding and applying for jobs in academic libraries, Norma recommended going to organizations such as ALA or SLA Jobline. She says having a well-organized resume, no more than two pages and that the cover letter is more important. Skills that can be helpful include subject expertise for subject-specific librarians, such as a second Master's degree, computer/web development skills, fluency in a foreign language, and any public service experience. Questions likely to come up in interviews include asking if the applicant ever created a project and its outcome; where they fall in terms of attention to detail compared to seeing the big picture; and have they ever had any experience in user education.

For jobs in public libraries, with the possible exception of a second master's degree, Thomas said that employers seek similar skills. He reiterated than a clean organized resume is best and applicants are encouraged to put their skills at the top, followed by work experience. For experiences that would fortify an application, but do not quite fit in the work experience category of a resume, he recommends placing them in the resume, but then highlighting those experiences in the cover letter. They both also mentioned how much getting involved in library organizations helped in terms of networking, skill-building, and opportunities presented which can help in career advancement.

Communicating With a Diverse Workforce in Boston
By Michele Alaniz (Participant in ARL's Initiative to Create a Diverse Workforce)

A few weeks ago I had the opportunity to travel to Boston for a leadership symposium put together by the Association of Research Libraries. As a participant in ARL's Initiative to Create a Diverse Workforce class of 2004-2006, I was submerged in an intensive 3-day workshop. This involved a professional writing seminar, the leadership symposium which consisted of lectures from various library professionals, and a meet and greet reception in which we networked with several ARL Directors from libraries all over the United States. This was a fantastic opportunity for me, as a second year student enrolled in the MLIS program at SJSU. Besides the many networking opportunities, I also got to know the 14 other participants in the ARL initiative program, including Claudia Holguin, another MLIS student from San Jose State. Further, I got to see a little bit of what it's like when thousands of librarians take over a city for a week.

The 14 other ARL participants and I were up every day attending conferences from 8:30 to 5:30. The various lecture topics ranged from issues such as personal leadership, deciding whether to become LIS Faculty, and considering a residency or internship after graduation. While I'm still not sold on pursuing a doctorate after completing my MLIS, I realize now that are many more options and potential opportunities available to MLIS students and graduates. This conference also gave me several opportunities to meet guest lecturers, particularly Theresa Neely. I have read several of her articles and publications on diversity within the library profession, and find her work very inspiring.

Though I only made it to one ALA workshop on recruitment issues, it was interesting to see the mix of library professionals from all over the United States throughout the city. Everywhere I looked there were librarians. I talked to them on shuttles between hotels, in between lectures at refreshment tables, and even in restaurants far from conference spots. These experiences made me thrilled about the profession that I will embark upon in about a year's time. One of the high points of the conference was getting to network with the ARL Directors within an informal setting. It gave me an idea of possible job prospects and different kinds of libraries out there that I could possibly work for even if it means leaving California.

I initially found out about this program while doing research for a paper on diversity in libraries last spring, two days before the application was due. I quickly applied and was surprised to find out a few months later that I was accepted into the program. This meant that I would get a generous stipend, be flown to Boston for the ARL Leadership Symposium, and hopefully get assistance in finding a job in a research library after I graduate. I had previously been turned down for several scholarships, but just kept trying because there are many opportunities out there for library students. After all, participating in the symposium was an exhausting way in which to begin this semester, but it was such a valuable experience that can help me later on in my career as a librarian.

Super-Librarian!
By Sarah Krygier

Only on rare occasions does she stay in the office an entire day. Her role in the library never involves answering questions at the reference desk, reading to toddlers or helping a senior citizen use the Internet - but she has done all of those things already. She also knows more about carpet adhesive than she ever wanted to know. Instead of a receipt printer, she has a hardhat on her desk. For the last three years, she has been involved in the remodeling and building of four libraries, with each project taking well over two years from inception to completion. In her "spare time" in the office, she serves as the chair of the Public Art Committee for the county and bears responsibility for getting artists to sign contracts and submit insurance certificates.

Yes, the Director of Library Services is the definition of a super-librarian. She has to keep the knowledge she used "on the floor" in a public library while constantly continuing to expand her breadth of knowledge. While she may deal with few customers, she needs to keep up with trends in customer service so that she can properly train her staff of Librarians. She even attended the CLA conference and gave a presentation on our system's master plan in action. She is friendly and approachable, although her title sometimes scares people away. They seem so hesitant as they approach the office - they lean in and ask, "Is she on the phone? Can I talk to her?"

Sure, she is at the pinnacle of one public library, but visitors have no real reason to fear her. She's wonderfully sarcastic and intelligent, and she handles pressure with grace. When the opening of a new branch was delayed several months due to construction defects, she never yelled or cursed. She simply made the proper calls and notified all the Library Boards of the delay and continued on with her other duties.

In a single afternoon, she may have a conference call with County Counsel to discuss the contracts of the artists designing works for the new County Government Center and a meeting with the construction project manager. Do not be fooled by her outside projects, for the super-librarian is still in touch with what happens locally, at the customer level. On that same day, she'll also have met with the other Administrative Librarians to discuss expanding the African-American collection at a small branch library, based on a customer request, implementing RFID at any library and how to address personnel vacancies as existing employees transfer to positions at the new library.

Yes, she knows what goes on at each branch.
Yes, she checks books out of the collection and reads them.
Yes, she is a real person with friends and family.
No, Kryptonite does not affect her.
Great Library Directors are examples of the best Librarians - they love libraries so much, they are willing to venture outside their protective walls, stacked high with knowledge, and make them even stronger. Super-Librarian is just doing her job.

My Life as a Library Elf
By Sarah Krygier

Before I become influenced by library school jargon, I want to take this opportunity to clear the mystery of what happens "upstairs." Though we have cute shoes, we at headquarters are not really Santa's elves.
8:00 -Riiiiinnnng. An early-bird city official calls for the Director. My boss is checking out the carpet at the new branch library, and I have to inform him that she will return his call as soon as possible. He sighs and hangs up the phone. I take off my coat and start the day.
8:30 -A graphics order arrives on my desk. Yeah! I love graphics orders! I flip through the "Marketing Collateral Standards" and find the template for Young Adults. I open up Publisher and get to work.The Young Adult Librarian has requested a picture of either a round Christmas ornament or a votive holder. I search through my bag of tricks and come up with a Christmas Ornament shaped votive holder. I pass along the flyer for approval by the clerical supervisor and the librarian.

9:37 - I'll start now on the volunteer hours. I've made these stats my pet project. It happens to be the end of a quarter, so I'll not only input the monthly stats into the Access database I created but also will get to create some lovely charts in Excel.

10:13 - The city official from earlier calls, and I transfer him to the Director.

10:45 -An e-mail from the YA Librarian; she loves the flyer and asks if I can get it printed this afternoon?

I come out of an Excel-induced fog and prepare the flyers -they'll be in the branch today, as if by magic. 11:15 -Mail time! I go to the row of mailboxes and sort through the Director's mail, pulling out catalogs and order forms that should go to other departments, although industrious salespeople always address them to "Director." In the Library Foundation mailbox, I find fundraiser response envelopes -six months after the initial mailing!

I return to my desk and begin to process the check in Access -inputting the donation amount, generating a Thank You letter. As the printer whirs, the phone rings, and I am immersed in a conversation with a regular library customer who insists he has been mistreated. I listen to his complaints and let him know that the appropriate librarian will get in touch with him. He accuses me of trying to pawn him off on someone else, and I assure him that he would benefit more from talking to a librarian at his local branch than to me. Strangely, these moments are the ones that most inspire me to become a librarian.

2:15 -Everyone's back from lunch, and the phones are quiet. I've finished a draft of the Quarterly Volunteer Statistics Report and handed it to both the Volunteer and Community Relations Coordinators before sending it to the branches.

3:36 -Emergency! Well, a library emergency. A Supervising Librarian needs a bookmark ASAP -she has a celebration at her branch this weekend. I design the bookmark and route it on for approval.

4:22 -Already? I start working on next month's meeting calendar.

4:46 -The Director pokes her head out of her office -can I put together a contract packet for a county artist? It must go out with Fed-Ex by 9 a.m. I'll finish the calendar tomorrow.

5:01 -My tasks for the day are done, my desk is clean and my computer is ready for sleep. So am I, but instead I'll go home and continue with Lemony Snicket - I'm prepping for my career as a YA Librarian!

Salons, Socials, and Surprises in Spring 2005!
By Angie Miraflor

A warm welcome to our new SLIS students and a welcome back to those who have made it through the program so far! This semester, ALASC is excited to bring you many new events and resources. We know that everyone already has a busy schedule with school, work, and families; but we hope you can still take advantage of what ALASC has to offer. It's a great way to learn new things, network, find support and make friends. Here's to an excellent Spring 2005!

Socials and Salons:
To kick off the semester, ALASC is planning a social where new and old students (and maybe even some faculty) can come together in a comfortable environment and chat, drink, and eat. The social from last November at Gordon Biersch, was a success and we hope to have many more like it. There will be more information coming soon.

On Saturday, January 29th, we will be kicking off our semester of salons around the bay with "Academic or Public?" Norma Kobzina, an academic librarian from UC Berkeley and Thomas Fortin, a reference librarian from Berkeley Public Library will be presenting the pros and cons of working in academic and public libraries. Go to the ALASC website for more information.
Other salons will be featured throughout the semester and in different parts of the Bay Area. Be on the lookout for speaking engagements in Santa Cruz, San Jose and San Francisco.

ALASC Resources:
The first semester of graduate school can be very stressful and lonely. To ease some of your worries, ALASC and LISSTEN (Library and Information Science Students to Encourage Networking) have a buddy program that pairs up new students with those who have been in the program for at least one semester. It's a great way to get some tips on those core classes or just to get to know someone in the program! Look for more information regarding the Buddy Program on our website or through the various department Listservs.

Have a question about classes? When to pay fees? Where to get a good price on a used textbook? Then just ask ALASC! Our questions and answers page will be updated throughout the semester with your questions and concerns. If you have a question, email: alasc.descriptor@yahoo.com. Please note: any of the advice given is purely anecdotal from students and some staff experiences. For any definite information, please consult your advisor or the department.

Do you know what makes the SLIS Descriptor great? YOUR contributions! The Descriptor is always looking for story ideas, pictures, reviews, or anything else library-related (preferably SLIS-related). So if you have something to share with your fellow classmates and faculty, email: alasc.descriptor@yahoo.com with your suggestions.

Entertaining and learning at the CLA conference

Summaries of just a few of the workshops attended at the November 2004 conference.

I attended a session called "Reference Update: Steering Successfully in the Sea of Change" in the Adult/Reference track. The panelists were Jane Light, San Jose Public Library Director; Rita Torres, San Jose Public Library; Amy Tsiang, East Asian Library, University of Los Angeles; Jeanne Goodrich, Jeanne Goodrich Consulting.
The session focused on building multilingual collections. The panel suggested sending selectors to book fairs abroad to make sure your library is able to provide the community the latest and greatest, rather than getting books a year later once they had filtered through the channels. They also said that this allows libraries to choose materials for a particular culture, not just a language. Materials from Spain, for example, would often be grouped together in selection guides with other Spanish materials, but the language alone does not qualify them for an audience which may originate from other Spanish speaking countries, on completely different continents.

The panel also addressed what to do when there is not staff proficiency in all the languages that need to be served by your library. An option they suggested was choosing a vendor that specializes in selection and cataloging work in international languages. One particularly interesting solution for handling cataloging backlogs in international languages is a temporary librarian exchange program that would allow a library to get expert knowledge for a short period of time. As a future librarian with an interest in international collections I found this session to be well worth attending.
-Laurie Briggs

I took the Caltrain to CLA. After the Exhibition hall opened, I went to the Infopeople booth where there were mini-workshops throughout the conference (10 minutes each) that were previews of the continuing education workshops they offer to librarians, library workers, and library students at locations throughout the state and online (check out their website www.infopeople.org to see all they offer). The first one I sat in on was by SLIS Children's Resources instructor Penny Peck, who gave a lively and informative overview of her workshop for public librarians who sometimes have to but do not usually work in children's services. On Sunday I saw a presentation by Young Adult services advocate (and guru) Michael Cart.
On Saturday I attended the What's New in Technology presentation, which was an informative overview of the newest technology available to libraries. The handouts for this presentation are available online at http://www.watsonville.lib.ca.us/cla.html. Among the topics discussed were digital rights management; a strong argument for public libraries to provide free wireless access; a definition of RSS and resources to manage these feeds; and the new standard of open source software.

Then I went to Karen Schneider's presentation about LII (http://lii.org), Librarians Index to the Internet, a state-funded Internet portal. I learned the basics of how to use LII as a reference tool, and also learned how librarians continuously evaluate, classify and weed websites that are listed therein to keep LII current.

I also attended the SLIS-sponsored Storytelling program at the Gala Dessert Reception in memory of Jennifer Makofsky. There were three storytellers, all of whom were outstanding at their craft, although the last one was my favorite with his lively retelling with his banjo of Pete Seeger's folktale Abiyoyo.

Finally, I listened to Master Speaker Chitra Divakaruni, Indian-born author of Mistress of Spices and other novels, in discussion with James Quay, executive director of the California Council for the Humanities. It was a wonderful experience to listen to the influences behind her writing, and her experiences as an immigrant who moved to the United States at age 19.

Overall, CLA was a worthwhile experience, however a bit expensive ($95.00, not including extras such as the dessert reception). I think more students would attend future conferences if the pricing were similar to pricing for ALA midwinter (advance registration $45.00 and on-site registration $68.00).
-Cathy Cormier

I attended the CLA conference on Saturday and was able to go to two workshops. The first workshop was about using basic marketing skills in a library organization. Since I studied some marketing and PR in my undergrad years, a lot of it ended up being review, but it was interesting to see how much marketing plays a role in a library. It is crucial for a library to have a good communications plan because of two main reasons: there are many more different kinds of competition for a library (Internet, video games, book stores, etc.), and especially in the Bay Area, the populations are always changing so collections and resources need to reflect community needs.

Aside from that, ways to budget in marketing were discussed. Some options were having a committee with library employees and community leaders and using the friends groups as a marketing tool. One of the ways I felt was important within a marketing strategy that wasn't discussed, was employee relations. The cheapest, but sometimes hardest ways to market the library is to have employees (from librarians to pages) that know what's going in the organization so they can become good representatives of the library.

The other workshop I attended was the recommended reads for young adults. Richie Partington was my favorite speaker during this session because he actually read us a few pages from one of his top 2004 book collection. His talk also focused on how to get the "boy readers" into the library. At my current employment, we're always thinking about how to get reluctant readers to check out books and Richie went beyond the comic book/graphic novel approach and had some good suggestions of young adult literature.

Aside from the workshops, CLA was a great opportunity to talk with some SLIS students outside of the classroom. I was also able to talk to some of the librarians at my job at the public library. It was rather enjoyable because at the public library, there is a definitely defined roles of "circulation clerk" (me) and "librarian" (them), but at CLA I felt more like their peer rather than someone in another department.

-Angie Miraflor

Beyond the textbook...

When you do get a few free minutes from reading for homework, check out these book suggestions from students and staff!
The Name of the Rose by Umberto Eco
A historical, mystery novel of the first order. Takes place in 1327, in a Benedictine monastery in northern Italy. Main actors are an English (and Holmesian) Franciscian monk, his novice (serving as his Watson), several mysterious murders, the Devil, the Book of Revelations, a blind monk, a hunchback, a lost book of Aristotle, a labyrinth of a library, and its librarians.
There is a companion text: The Key to 'The Name of the Rose' by Adele J. Haft It contains translations of some of the non-English passages and historical background for some references made in the novel.
-Bob Sutton, Adjunct Teacher

Sammy & Juliana in Hollywood by Benjamin Alire Saenz
In 1968, during the summer preceding his senior year at Las Cruces High School in southern New Mexico, seventeen-year-old Sammy Santos hooks up with Juliana Rios. The powerful and achingly tragic story Sammy recounts of Juliana and that summer is but a mere preface in this stunning ode to growing up in the barrio--a neighborhood that some joker has named Hollywood. I alternately laughed, cheered, and cried as Sammy and his Hollywood friends encounter the prejudices, the Church, the hormones, the War, the drugs, the violence, the music, the aspirations, and the dress code, while making their way through that year both inside and outside of the barrio.
-Richie Partington

The Time Traveler's Wife by Audrey Niffenegger
This book is basically a love story with a science fiction theme. I normally do not like love stories but this one has a lot of depth to it. The main characters transcend time and staggering age differences, yet fall and remain in love. Major difficulties arise from the time traveling, but the couple prevails. I cried a lot reading this book and felt warm and wonderful afterwards.
-Susy Moorhead
It's a great, engrossing page-turner. The main character is a time traveling librarian, Henry, who is also into punk music. He can't control his time traveling, either. If that's not enough reason to read it, the story switches narrator from the librarian to his wife and tells the story from different years, until you finally piece together his life. It's a sweet story but also somewhat of a puzzle as you travel with him back and forth in time.
-Erica Smith

The Amazing Adventures of Kavalier and Clay by Michael Chabon
Big scale, quirky and magically comic, this traces the careers and affairs of Sam Clay and Joe Kavalier, creators of "The Escapist" comic book character. Set just before WWII, I found it a big scale romp, endearing characters.
Let Your Life Speak by J. Parker Palmer
His short book is insightful about vocation as "voice". It is as clear as cool water. -Catherine Sjostedt

War is a Force that Gives us Meaning by Chris Hedges
An excellent survey of the truly horrifying impacts of war. Hedges draws on his personal experiences as a war correspondent and on the literature of warfare and conflict ranging from Homer, Shakespeare, and Canetti to articulate the strong allure and true force of war. The cold realism in his tone when covering a vast range of different war-torn regions such as the Balkans and South America is harrowing, but this survey of war concludes with a strong mandate for "recogniz[ing] love in the lives of others" -- even those with whom we are in conflict -- love that is like our own".
-Mana Tominaga

Planning a practicum abroad
By Laurie Briggs, ALASC Co-chair

This past Spring, I did a practicum at the American Library in Paris (ALP). This was an amazing experience and I encourage interested students to pursue a practicum abroad if they can.

There are several benefits to going international. You get to learn about library service from another country's point of view, immerse yourself in another culture for a while, and serve as a positive representative of the United States. Another added benefit of seeking out an international location for a practicum is that you may find that libraries outside the U.S. don't have a steady stream of practicum students coming through which means you're more likely to be able to create a practicum tailored to your particular interests.

Here are a few tips if you're thinking about finding a practicum abroad.
Plan way in advance. Things move slower in other countries, and as much as you might want to be the priority of the librarian you're contacting, they may not get around to contacting you as quick as you like. You also never know when the person you need to talk to might be on one of extended vacations some countries allow. Also, don't depend on email as your only contact. A phone conversation does wonders for introducing yourself to the prospective library. I spoke to both the Director and the Assistant Director of the ALP in order to plan out my practicum. Through these conversations, we were able to identify what work was available, what I was interested in, and where I would learn the most.

Expect a lot of work. When considering my practicum, I thought it might be possible to do an online course at the same time. I ended up not going that route, which was a wise decision for two reasons. In a foreign country, no matter how good your language skills, things get less dependable. Until I arrived, I had no idea what kind of internet connection I would have or how reliable it would be. Also, when abroad, in addition to learning about that culture's library environment, part of the experience is spending time enjoying the locale you've chosen. I arranged with my practicum advisor to take a week off in the middle of the practicum to go to the South of France. Had I had the commitment of an online class this would have been nearly impossible and most likely very stressful, and getting on the train to find your seat has been double-ticketed is stressful enough!

Make sure you're qualified for the country you choose. SLIS guidelines specify that you must be fluent in the language of the country that you want to go to. Keep in mind, there's a difference between ordering food in another language and answering reference questions about the second draft of Virginia's state constitution. Although I was fluent in French already, functioning in a language you're not used to can be very draining. Particularly after days where I had several reference questions by phone, I was grateful for the years of French I had taken, but I was always writing down new words. If your language skills are rusty, you might want to do a review language course before you go, or make time for a language intensive upon your arrival to review.

Don't plan on getting paid. Do plan on added expenses. It is unlikely that you will get paid for an international practicum. Depending on the labor laws of the country you go to and your citizenship status, you'll probably find that getting paid is not on the list of benefits for the practicum. At ALP, the best they could do for me was to give me lunch tickets for each day I worked which I could use at local restaurants and even at some of the local groceries. I also found that I had added expenses I wouldn't have had at home: a metro pass, museum entry fees, and of course I had to eat out at some of the fabulous restaurants!

Make connections before you go. Before I left, I told friends and coworkers about my plans and through them got contact information for people they knew in France in case I needed anything. Also, on a whim I contacted a woman who lived in Paris who I had met on a librarian listserv. All of these connections came in handy and allowed me to build a social network much quicker than if I was starting from scratch.

When all signs point to taking off for an exciting destination, it's hard to resist the allure. Wherever your international practicum takes you, remember to plan ahead, enjoy your time there, and learn as much as you can about the library you find yourself in, as well as the people and culture in your temporary home.

What's gov got to do with it? : How Attending a Government Documents Conference Brought Enlightenment and Reassurance
By Stephanie Braunstein

As I began writing what was intended to be a simple report from the Fall Federal Depository Library Program conference in Washington, DC, I realized that without some background and context for this particular conference, readers who are future librarians would not necessarily benefit from the information in the report. After all, my real goal was to promote a particular specialty in the library field--government documents librarianship; and to accomplish that goal, I would need to provide details as to the purpose and focus of the conference. What follows, then, is part pedagogy, part polemic, and part reporting. Each section is clearly marked; so if all you are interested in knowing about is which tours were offered to attendees, skip right to the section marked "The Reporting."

The Pedagogy

Inquiring minds want to know--just what is government documents librarianship? In order to answer that question, one must first identify what government documents themselves are: governmental bodies produce--i.e., document(verb)--information about both their internal procedures and their external policies. These governmental bodies vary in scope from those with powers that can affect the entire planet, such as the United Nations, to those with powers that affect only a limited geographical area, such as your local school board. As free citizens of the world and of our country, states, counties, and metropolitan areas, we have the right to know what these policies are and how they influence our daily existence.
Thus, the world of the Documents Librarian is a layered one: information, often vital to the interests of an informed citizenry, can arrive from any of a number of sources. While the majority of the sources are public agencies or public printing facilities, some are private publishers with whom the governments have contracts to produce and disseminate an "official" version of particular materials. One example of this kind of agreement is the contract that the State of California has with the Thomson-West Publishing Company to publish the California Code of Regulations. This sort of agreement is becoming more common as governments, both federal and local, look for new ways to cut costs of publishing; and privatization appears to be one answer.

While not all libraries in the US collect materials from such diverse sources as the UN and the European Community, most American libraries serving patrons interested in government information will at least collect the basic publications of the federal government (and usually their state governments). Examples of these publications include codes, regulations, and legal precedents.

A program, formally established and codified in 1895, exists to provide citizens with free access to federal government information. This program, now called the Federal Depository Library Program (FDLP), is funded from taxpayer dollars and implemented by specific publicly and privately held libraries who are willing to assist anyone needing barrier-free access to government information (Note the use of the term "barrier-free": the only exceptions to this tenet of a free society would be documents classified as sensitive to national security--the fluid definition of "sensitive" being one that is currently, in our post 9-11 era, under scrutiny from a number of interested parties, the American Library Association being one of the more prominent [think "Patriot Act" and all of its ramifications]).

In spite of this current dramatic and theoretical debate over threats to transparency of government, the more prosaic and concrete issue facing the FDLP is the inevitable movement toward electronic information. In the last few years, the number of print publications has shrunk while the number of electronic publications--with online delivery--has grown. This growth is reflected in the latest statistics indicating that in the last year, 65% percent of all new titles added to the depository program were in online formats, contributing to the overall collection's percentage of electronic titles at 86% with the goal of increasing that latter number to 95% by 2005. It can truly be claimed that a library could be a selective depository without having a single tangible item.

The Polemic

In this contemporary online environment, then, what is the point of having discrete collections held at specific institutions and managed by specialized librarians and staffs? Some of the answers offered at the October FDLP meeting may surprise you.

The main points of these answers concerned expanding on the idea of what constitutes a depository library now that any institution with access to the Internet can provide clients with up-to-the-minute issues of the Congressional Record or the latest agricultural statistics pertaining to feed-price ratios for dairy farmers. The plan is to embrace this new world of online access and to envision any library that has that access as a de facto depository library. Instead of being protective about the "how, where, and who" of federal documents retrieval, the documents community should be graciously opening the gates to let all information institutions serve the population's research needs.

So, if we throw open the gates and let everyone participate, is documents librarianship worth pursuing as a professional niche? This question has an eerily similar ring to all of those disturbing questions about the future of librarianship post-Internet; and the answer is also similar to most of the answers information professionals put forth when arguing this topic. Essentially, the answer goes like this: just because the average person can use a computer to find basic information on a variety of topics does not mean that assistance from an intermediary trained to make the best use of computerized searches (in general or in specific fields or disciplines) will not enhance the final information product, rendering it more relevant and more precise. In other words, do not fret~Wpeople needing government information will also need librarians who are experts in their fields to assist in formulating the most efficient searches and in obtaining the specific information being requested.

The Reporting

It is a testimonial to the future of this professional niche that attendance at this fall's conference was the highest ever. Over seven hundred participants from depository libraries all over the country met at the Hyatt Regency Capitol Hill in Washington, DC to get a view of the future of the FDLP. An extensive program was offered and included New Attendees Orientations; plenary meetings; specialized break-out meetings by library type; programs on specific topics of interest to documents librarians and staff; and tours of the Government Printing Office, the American History and Natural History Museum Libraries, and the National Geographic Society Library.

Because this was a national conference, drawing to one place a potential market for private companies' products, vendors like Readex and Lexis/Nexis gave presentations of their newest products--providing breakfasts or lunches and prizes as incentives to come hear their pitches. Attendees like myself were contacted weeks before the conference and were invited to attend these presentations or to participate in focus groups to provide feedback on products still in development. As a SLIS student, I felt particularly grateful for my recent coursework in 202 that enabled me to understand the vocabulary and basic concepts of databases.

My final word in this reporting section is actually more persuasive in that I want to stress to library school students how important it is to attend conferences and meetings in the areas that interest them. While I had an "inside track" to this conference because I currently work with government documents as a para-professional, other students curious about this--or any other--specialized field might want to "test it out" by attending conferences or smaller events that pertain to that field. Also, if, like me, students are already working in those specialized areas of librarianship, the opportunities for networking at conferences and meetings are unparalleled. A connection made at a conference may provide the ticket to a professional job after graduation, and that kind of extra help is always worth the effort.

For more information about the FDLP and related programs, see the following links:
- http://www.arl.org/newsltr/229/fdlp.html
- http://www.gpoaccess.gov/fdlp.html
-http://www.access.gpo.gov/su_docs/fdlp/
- http://www.access.gpo.gov/su_docs/fdlp/

Top Dog
By Mana Tominaga, ALASC Webmaster

When I attended college in Berkeley, my favorite late-night eatery when inebriated was Top Dog, a mini chain open late that served hot dogs and a little more, including potato salad and lush, chocolaty brownies. The walls of the tiny establishment also featured clippings and comics from various Libertarian papers, offering an engaging (but sometimes infuriating) read as you waited for your frilled-to-perfection hot dog. Now, since the San Jose chain opened last December, I am able to enjoy the same grilled goodness and flavor (sans the propaganda on the walls ~V well so far) and share it with my SLIS classmates.
Top Dog is conveniently located just a few minutes away from our charming SLIS temporary buildings, making it one of the closest eateries in case you're starving during a lecture. It's located near 7-11. Also, Top Dog is open until 10PM unlike other on-campus options and outdoor seating is available.

Top Dog features a wide variety of sausages, including Kielbasa, Bockwurst, Calabrese, Bird Dog (made from turkey), Lemon Chicken, Smoked Chicken Apple, and the basic Frankfurter. Another important note is that Top Dog offers a vegetarian option, called the Wienie, which is quite tasty and was a perennial favorite in the chain I visited often in Berkeley. All sausages are cooked to order, and you can dress it up with a selection of traditional toppings, like onions, various mustards, and sauerkraut. I also highly recommend the potato salad; it's creamy but light, and almost refreshing because it's not at all oily. Sodas are available on tap.

Next time you're hungry for a quick bite, don't linger at 7-11. Try a tasty sausage instead. You'll be happy with the wide selection and the tasty goodness that is achieved only through grilling.

Top Dog Address: 284B S. 11th St. (cross street: San Carlos) ; 408-298-3647

Hours: 11AM-10PM, 7 days a week

The SLIS gives thanks!

"I am thankful for the contribution that free public libraries and the talented librarians in them make to keeping our society open and democratic, unlike any other in the world."
--Jim Schmidt
Professor, Admissions and Graduate Advisor

"I am grateful to Drs. Ken Dowlin, Dan Duran, and Dan Fuller for mentoring me as I am a new SLIS SJSU adjunct faculty member. It's been an enjoyableexperience so far and thank you for asking!"
--Connie E. Costantino, Ed.D.
Adjunct Faculty

"My past administrative background has been in the corporate, highly competitive business world. It's refreshing to work in the academic environment where the 'product' is human and compassion obvious. It's hard for me to believe that I have worked 3 years for SLIS, it's gone by so quickly. It feels that way I think because even though 'business' slows down, faculty and staff are always on the move, working on new ideas, program improvements and the next semester. Lately, I have been asked to attend staff and faculty meetings and have been humbled and encouraged by the depth of concern and thoughtful intelligence of faculty and staff for the students' needs and department's future.

Thank you for all your hard work and inspiration!"
--Susan Berg
SJSU/SLIS
Travel Coordinator/Staff Assistant

As an instructor I am thankful SLIS has given me so many new tools to make teaching more exciting and more fun than ever and I am thankful for students who demonstrate every semester that an online community can be a collegial and productive way to help us all learn more."
--Adele Fasick
Adjunct Faculty

Never a Dull Moment
By Jennifer Harbster, Digital Research Specialist, Library of Congress

It is easy to feel like a small fish in a big pond working at the Library of Congress. One can lose oneself among the many directorates, divisions, offices, sections and 4,000 plus staff. There are many different functions of the Library such as copyright, cataloging, preservation, public services and technical services that it is hard to get a grasp, let alone convey, the enormous amount of work that goes on at the Library every day. It is even harder to describe where I fit within this large organization.

I currently work in the Science Reference Section in the Science, Technology, and Business division of Special Collections and Services, Collection Services branch of Library Services, which falls under the Public Services and Collections Directorate. Boy that is a mouthful! Basically what this means is I am part of the Library that works with the public- a liaison between the library's collection and the researcher. My official title is digital research specialist. This sounds like I fix computers or work in the cyber world? It gets more esoteric when I try to describe some of what I do, which is digital reference and live chat. Sometimes, it's easier to say I am a science reference librarian. This more accurately describes who I am at the Library of Congress.

So what does a digital research specialist/ science reference librarian working in the Science Reference Section do at the Library of Congress?

One of my main duties is a co-administrator of the Question Point Ask a Librarian service and chat point person for the Science Reference section. This means I administrate the email and chat accounts for my section. I also answer a predominant number of reference questions we received through this service. I would say on average I answer 100 email and chat questions a month through the Question Point service.

I not only work in the digital world answering questions, I also work at the reference desk in the Science Reading Room. At least 2 hours a day you can find me at the reference desk practicing face to face and telephone reference. Working at the reference desk is very rewarding. I meet a lot of interesting folk and help them find their way through the Library's vast amount of resources.

My immediate boss, the head of the science reference section, also encourages us to create bibliographic and Internet subject guides. One of the more popular guides produced is the Library of Congress Science Tracer Bullets series (http://www.loc.gov/rr/scitech/tracer-bullets/tbs.html). Tracer Bullets have been published since 1972 and are distributed to federal depository libraries and other interested institutions. The aim of these guides, as the name implies, is to help get the researcher "on target". Creating these guides is no simple feat. The first, and so far only Tracer Bullet, I have created was a 20-page guide about Sustainable Agriculture, which took me a year to complete. Currently I am working on a Genetically Modified Foods Tracer Bullet.

I am also the recommending officer for Computer Science, Mathematics, Geology, and Internet/World Wide Web publications. As a recommending officer it is my duty to make sure titles are deposited with the Library on copyright. It is a time consuming process checking publisher catalogs against our online catalog. If we have not received a title from a publisher, I need to make a claim for it. Also, I am authorized to recommend specific publications in my area, which include electronic resources.

And if that isn't enough work for one librarian I also the creator of the Everyday Mysteries Web site, which the Library hosts. The Everyday Mysteries Web site (http://www.loc.gov/rr/scitech/mysteries/) is dedicated to providing questions and answers about everyday phenomena; scientific information provided through a Frequently-Asked-Reference-Question type format. The Web site is organized by subject; questions include a short answer, images to illustrate the topic, related links, sources for further reading, and a link to the Ask-a-Librarian service at Library of Congress. All questions come from patrons of all ages using the Library of Congress' science reference services.

Another interesting project I have proposed is to purchase RSS software so I can create a "blog" for the Science Reference Section. This blog will syndicate our new guides and books, events, and science news. I am very excited about getting this project started and it looks like I will get the money for it. So stay tuned for the first "blog" from the Library of Congress.

I am also involved in various committees at the Library that range from testing out new electronic services to promoting the Library's digital services. I help with lectures and volunteer my time for Library events such as the National Book Festival. It just boggles my mind how much work I do here at the Library.

There is never a dull moment.

A Great Opportunity for SLIS Students
By Angie Miraflor

Don't hide from me. You know you want to see me, attend me, and network within me. Just because you are a first semester student or never had a job in a library does not mean I don't mean anything to you. It is important you go to me early; I may help you launch your future career in librarianship. Who am I?
The California Library Association 106th Annual Conference and Exhibition! (of course)

During the second weekend in November, CLA will be holding its annual conference in the heart of downtown San Jose, just a few minutes from San Jose State. The conference includes: workshops, an exhibition hall, and full day institutes. Some of the guest speakers this year are: Lemony Snicket (Daniel Handler), author of A series of unfortunate events and Jonathan Rosenberg, Google VP.

But aside from the numerous events going on during the conference, this is the time for us future librarians to talk to and network with those in the profession. It is the time to visit with vendors to see what kinds of materials and technologies will be in our library futures. It is also time to gather with our peers and get to know each other, aside from those 15-minute breaks in class!

The benefits of attending professional organization conferences are limitless. What you learn at these events go beyond your textbooks and the classroom.

See you there!

Mi Pueblo Taqueria
By Mana Tominaga, ALASC Webmaster

When you think of Mexican food in the Bay Area, the best-known destination is the Mission district in San Francisco. However, San Jose boasts much more authentic, tastier, and cheaper Mexican cuisine. One example is the Mi Pueblo Taqueria supermarket, home to the best tacos al pastor I have ever tasted. Mi Pueblo Taqueria also features most of the regular fare, including breakfast items, burritos, quesadillas, tortas, and various seafood items.

If you do one thing in San Jose other than attend another engaging lecture at SLIS, it should be to eat one, if not more, of the lovely tacos al pastor at Mi Pueblo Taqueria. When you enter the line for the taqueria, you will notice the pork, which has been sliced and marinated in a secret sauce, roasting on a spit just like for gyros, along with a peeled pineapple on top. (In fact, tacos al pastor are a Mexican adaptation of Middle-Eastern spit-grilled meat, popularized in Puebla, an area with a large Lebanese population.)

The tacos are prepared to order by shaving off pieces of the pork and, if you're lucky, pineapple, tossing in chopped onions and cilantro along with a topping of deep-red, chipotle-based hot sauce. You must squeeze a bit of lime on top yourself to complete the taco; this quick squeeze of lime juice is crucial for balancing out the flavors. The pork is grilled to perfection every time, and the combination of the succulent marinated meat with the zesty, sweet pineapple and lime juice is an amazing culinary experience.

Mi Pueblo Taqueria is housed inside Mi Pueblo, a full-featured Mexican grocery store, which my partner won't let me shop at because the management has proven to be quite hostile to unionization and employee benefits such as paychecks for new workers. But because taquerias, as opposed to supermarkets, are almost never union shops, we still visit the taqueria with a fairly clean conscience and end up eating about three tacos each!

Address:
235 E Julian St. (in between 4th and 5th streets)
San Jose, CA 95112

Hours:
9AM to about 9PM.

Explore your passions at the SLIS
By Cathy Cormier

Greetings and welcome to new and returning students!
Like some of you, I am a part-time student, older student, part-time worker, and full time parent. I have been a student since Fall 2002, and hope to culminate next spring. Before parenthood, I worked on the trading floor of the Pacific Stock Exchange.

My love of reading and singing silly songs to my children and those at their cooperative nursery school (check out http://www.sfbeerfest.com for the "only in San Francisco" fundraiser this preschool produces...) combined with obsessive information-seeking nd a passion for social responsibility have merged in my pursuit to become a children's or young adult librarian in a public library. I believe in the power of librarians to help change the world for the better, one person at a time. I just started working part-time as a librarian at my children's elementary school (http://clairelilienthal.org), and one of my goals there is to create library resources for the school website. thank my husband for reminding me to breathe and practice yoga, and my two children for being such good sports when they ask me to read them a book and I say "just a minute" as I sneak off to check e-mail, write down one more thought for an assignment, or read another page of an article for a class.
The stress of returning to school combined with other responsibilities can be intense, and it is important to balance your studies with plenty of playtime. Please remember it is okay to take time for yourself, to relax and chill - information overload can happen to aspiring information professionals! With that in mind, check the ALASC website regularly for announcements about informal social events in your area where you can unwind with fellow students and friends.
We at the ALASC are here to help you navigate SJSU SLIS, provide resources to help you learn about the different avenues of librarianship, and have a little fun in the process. A huge thank-you goes to the ALASC officers for being such an enthusiastic and hard-working group. Please feel free to contact me if you have any questions or concerns at alasc@slis.sjsu.edu.

The Journey to a Doctorate
By Daniel D. Stuhlman

Thirty years and three months is how long it has been since I earned my masters in library service. In 1974 after graduation Columbia University, after six years attending a double program I wanted a break from the classes. Yet a week after graduation I attended a course at Teachers College. During the fall semester of 1974, I traveled once a week for graduate level courses. In 1975 I moved to Cincinnati to be a Judaica librarian. Since academic librarians needed a subject masters for advancement I entered a masters program, but moved to Chicago before finishing.

For a while I couldn't decide what kind of advanced degree to pursue. In 1992 I was looking for something intellectual to do during my summer vacation. I found a Jewish University's summer program. During the school year I went to once-a-week classes. In 1995 I completed enough courses to earn a masters degree in Hebrew literature with a Bible major. I still had the dream to get a doctorate in Bible and was accepted as a candidate.

Research is the process of evaluating data and information from many sources and making sense of it. Analysis combines the knowledge of many academic disciplines. My final undergraduate research paper combined disciplines of Bible and psychology for an analysis of the personality of the Prophet Jeremiah. I wanted a topic that combined the fields of Bible and psychology. In 1996 along with a committee of concerned parents I authored a study and plan for action for our son's school. The first part of the study was a review and analysis of the academic literature on gifted children.

That first part of the study became the first 12 pages of the first dissertation idea on the gifted personality in the Bible. I was planning to do a study of giftedness and relate that information to finding the gifted characters in the Bible. There are at least 6 kinds of giftedness among them: musical, artistic, kinesthetic (athletic ability), leadership and academic. A person may have multiple talents. A person with a high I.Q. may have difficulties with kinesthetic or body awareness and "street smarts". A person with leadership or athletic gifts may perform poorly in academic subjects. Because of other obligations that topic sat idle for six years. For six years I did not even open the computer file or write one word.

In January 2003 I started teaching for San Jose State University School of Library and Information Science. I was able to help the students on their journey to become librarians. Since a doctorate is usually required qualified for a permanent full time university position, I revived my dream to complete my doctorate. I tried to return to my first topic on the gifted personality. I started to study about giftedness, personality, and assessment techniques. The research went no where. There was no scientific or convincing way to prove my speculations. I started asking everyone I knew for ideas. I wanted something more connected to libraries.
I always loved cataloging, I have been gathering names for genealogical purposes, and I already wrote several articles on name authority. On January 17 when we read, the opening lines of the book of Exodus in the synagogue it was like a light bulb lit inside my head. This was the idea for my topic. I could combine knowledge of the Bible, Hebrew names and library science. Later I found that I needed to learn about linguistics, the history of writing, the development of the English language, and even something about the history of printing in 17th century Amsterdam.

Once I selected a topic, I then had to check if I even could resume my candidacy for the doctoral degree. The school where I earned my MHL degree was largely dormant. I talked to the dean and he said that I had completed enough class work for the degree. All I had to do was to write the dissertation. He suggested a faculty member, who agreed to be my advisor even though he knew very little about library cataloging or the history of Hebrew names. I started to work on an outline and concrete ideas before I could even meet with my advisor. My advisor approved the outline and plan for study. I had almost thirty years of library experience and six years of monthly columns to draw upon. Some of the material in the dissertation was revised from my earlier writings. As the writing progressed, some of the material was published in my monthly column and some was published in the Newsletter of the Chicago Rabbinical Council.

The chapter on the reasons behind spelling Jacob, Joseph and other Biblical names starting with a "J" has wide ranging implications and interest to librarians, linguists, and anyone who knows someone with such a name. The story involves understanding the history of the alphabet. The Hebrew for many names are spelled with an initial "yod". The "yod" has both a consonantal and a vowel sound. In Latin the "I" and in Greek the "I" (iota) also have the consonantal and vowel sound that match the Hebrew. Neither Greek nor Latin has a "J" or the phoneme we use to pronounce "J" in English. In English and Latin the "I" was used for both sounds. In some medieval manuscripts the scribes added a tail to the "I" when it had a consonant sound. Eventually that letter became a "J". The early English Bibles used "I" for the Hebrew names starting with a "yod". In 1630 a Dutch printer started using "J" for the consonantal sound because in Dutch as in German the"J" had the sound /y/. The sound we use for "J" dzh/ comes from the French. For the whole story go this web page: http://home.earthlink.net/~ddstuhlman/crc71.htm. A version of this chapter was accepted for publication in The Jewish Bible Quarterly.

I combined the knowledge from the academic disciplines that I love, Bible, Hebrew, library cataloging, and history to produce a document that sheds light on many actions we take for granted today. No work is complete without thanks to all those who helped me. I am blessed with friends who acted as cheer leaders and sounding boards for my ideas. From all of them I learned that everyone is truly my teacher.

It is the role of teachers to show students the road to a lifetime of learning. Librarians have the task to organize, store and distribute knowledge in all its manifestations, print, visual, audio, and electronic. The words of Judah ibn Tibbon written in the 12th century are still applicable today:
"My son! Make your books, your friends; let their cases and shelves be your pleasure grounds and gardens. Bask in their paradise, gather their fruit, pluck their roses, take their spices and their myrrh. If your soul is satiated and weary, change from garden to garden, from furrow to furrow, and from prospect to prospect. Then your desire will renew itself and your soul will be filled with delight."
Daniel D. Stuhlman is an adjunct instructor for San Jose State University, School of Library and Information Science. He lives in Chicago, IL.

Yum! Fun and Food around San Jose
By Mana Tominaga

Although you wouldn't know it from simply attending classes at SJSU, there's more to downtown San Jose than LIBR lectures. Trust me, I live here! I will highlight some of the interesting highlights of downtown life in San Jose in this review series, such as museums, restaurants, and bars. I welcome your feedback; please email me with ideas, suggestions, and questions, at XXX.com.

Looking for a fun place to throw back a few beers with fellow SLIS students? Gordon Biersch Brewery and Restaurant, a casual brew pub at 33 E San Fernando St., in between 1st and 2nd streets is a great choice that's close enough to campus to saunter around drunk.Gordon Biersch offers a variety of German beer styles on tap, including the popular amber Marzen, a dark (but light-bodied) Dunkles, Pilsner, and a Dortmund-style Golden Export, along with additional seasonal styles.Although the brew is the main draw here, a full bar is also available, with a variety of colorful sweet original cocktails; try the Raspberry Iced Tea, which adds a lovely fruity touch on the traditional alcohol-laden drink.
What's unique about this brew pub is the eclectic American food, with Asian influences. The appetizer skewers plates ($6.95 and up) include small rice balls and ginger and make for a great light snack. For more traditional fare, the garlic fries ($4.95), made popular at the San Francisco Giants home ballpark, are a perpetual favorite. The service is fast, friendly, and a fun, trendy place to people-watch. Although a bit pricey (a pint will cost you $4.25 or $4.50 for the seasonal brew) the casual atmosphere and occasional live entertainment make Gordon Biersch worth the buck.

Address:
33 East San Fernando Street
San Jose, CA 95113
Phone: 408-294-6785

Hours:
Sun-Wed: 11:30 AM - 11:00 PM
Thurs: 11:30 AM - midnight
Fri-Sat: 11:30 AM - 1:00 AM