Tuesday, August 10, 2021

In some library land fuckery for early August 2021

It is not often I just open the blog to post something right away, but I had to jump in to share this post from Librarian Shipwreck: "All grievances do, in fact, remain connected."
 
Most of the time I do my best to tune out the drama in library land because more often than not it can be either champagne problems or just petty, but this week upped the ante. We are getting some serious drama and fuckery going on in #libraries and librarianship in the past week or so. So just read the thing. I was not aware of the assholery of the American Historical Society, but I am not surprised. Our Special Collections and Archives here I am sure gets their share of ungrateful and inconsiderate prima donnas who could not care less who keels over as long as they get their precious archival materials. As the writer states, they need to learn that "there is no such thing as a bibliographic emergency. . .". The second story story about the Temple librarian I've spoken of here and there on social media.  
 
The blog post has some very good quotes, but this one really caught my eye as it is something I have pondered often (and I may have written about it on this blog but I honestly do not feel like looking it up now): 
 
"Here’s the commonality: library workers are expendable and we are not trusted. We serve and serve and serve, and when we burn out or just up and die, that’s acceptable and there’s always more cannon fodder to replace us — or maybe the positional will be cut and our overburdened coworkers will have to pick up the slack, because they are expendable, too. Despite what should be seen as a miraculous collective track record of service, we are not trusted to do our work without close oversight from administration, whether the question is remote work or sick time. The fact of being largely a female profession double all these things down, even as they are the general neoliberal worklife condition, and Blackness, queerness, disability and other intersections multiply it more for some of us. Even those closest to us professionally, historians, value their research more than our lives. We are not considered the experts on our own profession, not trusted or allowed autonomy over our work, a resource to be burnt to fuel PR campaigns and university rankings."
 
 

Monday, August 09, 2021

A side note to thoughts on ALA Annual (Virtual) 2021, including stuff on not being a member

While I was writing the previous post, I decided for some strange reason to check this blog for any previous posts on ALA. I found at least three that I had written between 2005 and 2007. On rereading them I found that much of what I wrote then remains very relevant now. It resonates quite a bit now, for me at least. Here are some of those posts: 

  • "ALA and membership." 12/16/2005. These were the days when there was still such as thing as a biblioblogosphere and I found that "this poor fellow who flies under the radar really, really gets to thinking about what exactly the dues do for him." 
  • "My last on the membership thing, or librarians as martyrs?" 12/22/2005. My key question in that post, which nowadays I'd call one of those Magnificent Questions: ". . .why should librarians, or other social professions for that matter such as teachers and social workers, be martyrs just to practice their craft? How long do we let others inflict that guilt-trip on us, which is nothing more than excuse to continue exploiting those of a generous nature?"
  • "Participation blues, or how many more have to be lost?" 11/13/2007.  Who would have guessed a small bit I wrote then could be prophetic? Keep in mind, these posts are all way before the pandemic. I wrote then: "And it usually boils down to this: Participating in ALA is cost prohibitive; it is pretty much limited to the few who can afford it; it would be nice if they did more things virtually." Imagine that, be nice if they did more things virtually. We have come a bit further along on that front, and the pandemic certainly proved a lot of things can easily be done virtually if there is a will. In the end, well, ALA and such "already lost me. Not that I am a big loss (or a loss of any kind, haha)."

Additionally, while I ran the searches in the blog for posts on ALA, I found other posts on small state conferences I have attended as well as other semi-related topics. I was trying to write up my thoughts on ALA Annual Conference (Virtual) 2021, and I find myself seeing topics I could update or write something new given my experiences over time. I've learned a few things. I've also learned not to give a crap about other things, things that back then as a newish librarian felt like a big deal only to discover they were not, but that may be another post for another time. 

 

Monday, August 02, 2021

Some thoughts and observations from ALA Annual Conference (Virtual) 2021


 
 
This was my first ALA Annual Conference, and I was glad that it was virtual. I was glad not just due to the ongoing pandemic but also because it meant I did not have to travel anywhere. In addition, it also meant that neither me nor my library had to get a small mortgage or a "juice loan" for me to travel someplace, pay for accommodations and travel plus the cost of the conference itself.

Let me disclose upfront that the main reason I went was because the Appalachian College Association (ACA), one of our local consortia, had some spots for college members to send some of their staff to ALA Annual. Apparently there were some leftover professional development funds that had not been used due to the pandemic. At any rate, I applied, and I got them to pay for the conference. Thank you ACA. Otherwise I probably would not have bothered. I have not been an ALA member for years, and a big reason is ALA's prohibitive costs for things, plus I will just say I have other issues with ALA and how they run things, but that is another post for another time. 

ALA Annual is not know for its academic offerings. That is what ACRL (Association of College and Research Libraries) is for, which I attended once back in 2013 (link to my first post on the conference. If you search the blog you can find the other post notes I made). So I decided to focus more on collection development, specially graphic novels. Our library has an excellent graphic novels collection, and as of this post it is our most circulating collection. I also tried to focus on civics and civil rights issues, topics important to librarians, but that I rarely hear about here. A lot of not hearing about such things here is having to deal with the daily grind of everyday work. There is not much time left to think about things like big picture politics when I am more concerned with working with my students, local projects, so on. But I am digressing, so let me get back on track. 

I did the following sessions at the conference: 

  • Wednesday, June 23: 
    • Danny Trejo, speaker. Sponsored by Simon and Schuster. I did a few other sessions, but for me this first session set the tone for the rest of the conference, and it was my highlight. Like most speakers at ALA Annual, he was pitching his new book, his memoir Trejo: My Life of Crime, Redemption, and Hollywood. As of this post, I am currently reading the book, and I hope to have a review of it on The Itinerant Librarian soon. Danny Trejo is very strong as a moving and authentically sincere speaker and individual with a raw honesty. 
    • Declan Shalvey, author of Time Before Time, presented by Image Comics. I made a note that this title can be a possible addition to our library's graphic novel collection. 
    • Darryl Cunningham, the cartoonist of Billionaires: the Lives of the Rich and Powerful, presented by Drawn and Quarterly. I noted this one sounds like a good addition to my personal TBR list as well as possible acquisition for our library. The book looks at the lives of Jeff Bezos, the Koch brothers, and Rupert Murdoch. I think it may be a timely selection in these Hard Times. On a side note, Mr. Cunningham also has a forthcoming graphic novel about Vladimir Putin that sounds interesting too: Putin's Russia: the Rise of a Dictator.
    • Guy Delisle, cartoonist of Factory Summers, presented by Drawn and Quarterly. In the book, the author looks back at his high school job. During the presentation, author mentions all the years he can spend writing on a book we might read in two hours, but if we are reading it, he feels he has done his work. He adds comics are good for illustration and also for explaining things. As reader and librarian, I've often found a good nonfiction GN can be a great tool to explain and teach on a complex topic (or not so complex but visual works better). 
    • Keiler Roberts, cartoonist of My Begging Chart and Joe Ollman, cartoonist of Fictional Father, both from Drawn and Quarterly.
  • June 24: 
    • I listened to Nicole Hannah-Jones discuss her 1619 Project. She spoke on how in school African American history was never taught. Now that you mention it, I did not get a whole lot of that either in school nor even as an undergrad. I think 1st formal African American history course I took was in grad school.For me, aside from grad school, a lot of what I have learned on this has been effort on my own to find books and resources to learn. 
    • Listened to Belgian author Judith Vanistendael now. A new author to me, presented by Europe Comics. The author was a pleasure to listen to, very warm, and the company rep was good too overall. At one point during the presentation, audience member asked about her art process (she is author/illustrator). She has actually pulled out some of her sketches to show us the process of how the book developed, then compared to a book page. Very visual. 
    • David Copperfield speaking of magic, his personal magic museum, and his new book David Copperfield's History of Magic.  Presented by Simon and Schuster. Copperfield speaks of magic as an art form. Magic brings out in us a sense of wonder and discovery.
    • Via Gibbs Smith, I listened to Peter Hiller, author of The Life and Times of Jo Mora: Iconic Artist of the American West. I knew very little of Jo Mora, so finding this fascinating.
    • Listened to the Red Hen Press author showcase featuring Dariel Suarez, Lily Hoang, Thea Prieto, and Kazim Ali. Ali's book, New Moons, sounded interesting and possible acquisition for our library. It is a compilation of Muslim voices in America.At the time of this post, Edelweiss Plus had a review copy of this, which I downloaded. I hope to write a review of it for The Itinerant Librarian after I read it.
    • Dr. Leana Wen spoke on public health, COVID-19, the pandemic, and her memoir Lifelines.  Her three takeaways: 
      • Public health saved your life today. You just don't know it. 
      • All of us and all of you (in libraries) are public health warriors too. 
      • We all need to make our own tables, not wait for anyone else to go first.
  • June 25: 
  • June 28:
    • I caught the encore of the session on the First Amendment and libraries. What I noted at the time: To be honest, as much as they are trying to be somewhat optimistic, this is seriously depressing given the clusterfuck in the U.S. and how rights are being suppressed in states while the federal administration seems asleep at the wheel.
  • And I ended it listening to former President Barack Obama on June 29. What I jotted down at the time: There may be things I do not agree with him (I think like many Dems he can be seriously milquetoast), but some good points, and he seems to mostly act in good faith.

A challenge for me is that the conference offered sessions with many authors and publishers that sounded interesting, so selecting which ones to listen to at the time was not easy. Still, I do appreciate some of the recordings of sessions were available later for me to go back and listen to things I may have missed the first time. 

Since I am not a member, I pretty much ignored the administrivia and member organization meetings. To be honest, if I was a member, I'd probably ignore them too. This makes me glad that as a librarian, I am not on a tenure line or such. One of my colleagues was on a tenure line at a previous place, and she says only reason she had to go to ALA or ACRL was because tenure work required it (the "service" part). 

I took very minimal notes, and at the time I mostly did small live tweets on Twitter mentioning sessions and brief impressions or comments. You can look up my handle (@bloodravenlib) and add the hashtag #ALAAC21 to the search, and you can find my notes if interested. I also used that thread to make a list of titles I was interested in both to read personally as well as for possible library acquisition. 
 
Overall, I did like the virtual experience. Getting some professional development done from my desk without expensive travel was worth it. Would I do ALA Annual again? If they offer a virtual option for folks like me, I'd consider asking if my library would fund it. I am not saying for them not to do in person. Go right ahead, and if travel is your thing and you got the money for it, you do you. I am saying the virtual option should also be available as an alternative for folks who may need a more affordable option, refuse to or cannot travel, so on. 




Monday, June 07, 2021

Short book review: Academic Library Services for First-Generation Students

Xan Arch and Isaac Gilman, Academic Services for First-Generation Students. Denver, CO: Libraries Unlimited, 2020.  ISBN: 9781440870170. 
 
Genre: nonfiction, library science
Subgenre: academic libraries, first-generation students, surveys and case studies, higher education
Format: trade paperback
Source: Interlibrary Loan via Hutchins Library, Berea College. Book came from Owensboro (KY) Community and Technical College Library.
 
Doing a short review as I ran out of time in reading it, and I rushed reading to the end. I borrowed this via Interlibrary Loan, and the lending library refused to renew it, so time is up and I have to return it. I borrowed this because in my library and college we have a big interest in first-generation students (as we do in all of our students of course). A lot of our student population are first-generation students, so I was hoping to find a few new things to learn about them and how libraries can help them better. I liked the book, but it was just not as helpful as I thought it would be for our situation. 

Let me make some quick notes for me to remember about the book: 

  • Book is arranged into seven chapters. First three chapters, which is almost half the book, is mostly the usual literature review and backgrounder material you usually get in a lot of the library literature. If you have kept up with these topics, then you have a pretty good idea of the basics the authors are presenting. On the other hand, if you need a quick primer on the condition of the literature and some key concepts, then this will do the job. It does refer to a good amount of the "we did good" kind of articles also common in the library literature. The rest of the book looks at the topics of library space, library instruction, outreach and partnerships, and path forward for academic libraries. Book also includes 2 appendices, which are basically survey instruments the authors used in their research. This can prove useful for folks trying to do similar research on their campuses. 
  • Each chapter has a list of reference notes at the end.
  • A big thesis of the book is that libraries, and their institutions, need to get away from seeing first-generation students as needing remediation and/or needing to adapt to whatever systems are in place. Instead, the institutions need to change and adapt for the skills and assets that these students bring. The institutions need to check their privilege and stop favoring the "usual" white middle class "typical" students. 
  • The book seems mainly geared to large universities and institutions. To be honest, I did not feel there was much for us in small colleges. 
  • As I read the book, given our college's mission and history, I feel that we already do a lot of what the authors are suggesting. While there is always room to improve, I can say overall we are in good shape when compared to some of those larger places out there. 
  • Four areas the authors say institutions need to work on/concentrate to make change: 
    • Affirming assets/belonging.
    • Support services/help seeking.
    • Pedagogy/curriculum.
    • Approaches to family. 
  •  In reading the chapter on student perceptions, where they surveyed high school college admission counselors, I felt as if those counselors had no idea what it is many modern academic libraries do or have been building up and doing. From their responses, some of those folks need to take a trip to some of their local colleges and universities and their libraries nearby. At least for us, a lot of the academic services they say we ought to have we already have. 
  • Do keep in mind this book and the activities described were pre-pandemic of COVID-19. I think it will be interesting to see how things adjust as we come back from that pandemic. 

Overall, this book is a good primer on the topic. If your library or institution needs to do serious work, this book will give you ways to get started on the work. On the other hand, if you are already doing the work, you may not find much here that is new to you. I liked it, and I would recommend it to folks needing to get a crash course on the topic or for administrators who may need a better understanding about how to serve first-generation students and how their campus libraries work. 

3 out of 5 stars. 

 

Monday, May 03, 2021

Article note: On assessing and communicating liaison librarians' work

The authors start by asserting that the academic libraries' narrative has been moving from telling the story of collecting resources to telling the story of libraries connecting to their campus communities, going outside the library. This is not exactly new; this has been going on for a while now, and they show some of that ongoing narrative in their literature review. Anyhow, this article looks at the efforts and roles of liaison librarians at Rutgers University Libraries, New Brunswick. The highlight is their account of the creation of a Liaison Assessment Committee. 

My interest in the article is that, like many academic librarians, I do some liaison work at my library. Here are some things I took away from the article. 

  • Some things have not really changed. The authors cite Laurence Miller, who was writing in the 1970s or so that when it came to liaison relationships "those relationships required more than occasional contact and speculated that they would likely result in routine work receiving priority over more creative but less tangible activity" (286). Here we are in 2021, and more often than not when it comes to liaison work it is basically something you do if and when you can get to it because you have to prioritize the routine work that keeps the library functioning. We often start out with great intentions, but as soon as the daily priorities take over, the intentions do not go very far. After all, given how busy we often are, the higher ups never have a good answer to the question of "if you want us to do this, what are you willing to drop?"
    • Along with that are the ever popular budgetary concerns: "As budgets tighten, liaisons have assumed more roles that require new skills and more specialized expertise. No longer can liaisons become proficient themselves in each new capacity; rather, they must partner with other specialized colleagues and, at the same time, communicate their own expert capabilities more efficiently" (290).  
    • However, more often than not, money is not as much of an issue as time is, especially since no higher up wants to drop stuff being done to add or exchange for additional more focused liaison work. Collection development per se lessens as libraries become more reliant on things like patron driven acquisitions, standing order plans, and buying resources by the bundle. This makes the acquisitions process less humane (but that is another question for another time).
  • Later on, a bit more of the same in 2009, this time the authors cite Karla Hahn writing for Research Library Issues: "While research libraries may agree on the importance of the position, how to reconfigure liaison work has become a topic of broad concern. Identifying emerging roles and determining how to develop corresponding liaison capabilities are common challenges" (288). 
  • We do need to keep in mind that this article was written pre-pandemic. I have not seen much on liaison work in light of the pandemic, but I have seen more on things like services to students, which is fine by me, they should be our main focus in my humble opinion. But still, if things were difficult to keep up liaison work, the pandemic has not done any favors for us. 
  • Keep in mind also that Rutgers is a very large campus, and their librarians have a lot of specialties. That level of specialization is not an option in a small campus like mine. Liaison work here can be specialized subject or functional. We do both here to varying degrees. 
  • Recommendation from the article: "redefining job descriptions for new recruits to reflect a variety of functional specialties to engage more actively on campus on issues related to data, copyright, Web and digital services, the undergraduate experience, and instructional design" (292).
    • We did that here, for example, when a position was created and filled for a Digital Initiatives Librarian. 
  • Recommendation from the article: "It was also recommended that the liaison librarians create an internal, online portal that includes policy documents, tools to aid in the delivery and assessment of instruction, outreach strategies, and information about how to articulate and communicate liaison activities efficiently" (297). 
  • Another idea from the article: "In addition to centralized, virtual reference services, the librarians offer local, pop-up reference assistance at the Cook Campus Stephen and Lucy Chang Science Library" (298). The idea of doing pop-up reference in locations outside of the library is something I have considered in and out since before the pandemic. I think it would be nice to offer it, but for me, the question is besides me, who else would be willing to put the time for it? I do not anticipate others jumping at the idea. But still, maybe once the pandemic slows down enough to allow some degree of movement. 
    • An example from their art librarian: ". . . the art librarian began in 2014 to hold weekly office hours in the lobbies of those distant units to meet with potential users. Arranged to suit student schedules, the art librarian brings a sign, laptop, brochures, candy, and sometimes library materials or a button maker" (299). In addition to the benefit to students, this additional visibility meant more engagement with the art faculty for the librarian. For me, something like this remains a nice idea, but then I get reminded of time factors and the question of whether the administration would support it or not (and support it more than just saying, sure go for it but you still have all the other stuff you have to do). 
    • Still, there are benefits according to the authors that can make this worth it: "This successful initiative demonstrates that spending as little as two hours a week in a place where users learn and convene reaps big benefits for the library and its users, building stronger relationships with a liaison librarian and fostering a solid foundation for engaging with departments" (299). If nothing else, two extra hours does not sound that heavy in terms of load. I am not too likely to carry a button maker; we have one here, but it is an older extremely bulky model you can barely move. Such an initiative does have potential to help increase library support for students in addition to research consultations, virtual reference, and visits to the reference desk.  
  • From the article, some ways to get more engagement include: 
    • "work more proactively with their community, not just provide services to it" 
    • "assess skills needed to achieve their goals" (this implies goals are being set and there is some commitment to do the professional development to develop skills plus administrative support)
    • "tell their story more effectively to both library and campus colleagues" (building and maintaining communications is a key point of the article)
  • Article includes checklists to help assess liaison efforts and for planning. 
 
 
Citation for the article: Kranich, Nancy, et.al., "Moving from Collecting to Connecting: Articulating, Assessing, and Communicating the Work of Liaison Librarians." portal: Libraries and the Academy 20.2 (April 2020): 285-304.

Monday, March 29, 2021

Article Note: On a scaffolded research assignment in a first year course

Citation for the article: Jennifer Saulnier, Corey M. Johnson, and Kathleen Whalen, "Scaffolded Research Assignment Analysis for a Required First Year Course." The Journal of Academic Librarianship 47 (2021): 1-6.


This study took place at Washington State University, a public research campus with about 30,000 students over multiple campuses. The article looks at the effects of library research scaffolded assignments on student learning of information literacy skills. This is in the context of a required class, "Roots of Contemporary Issues" (History 105/305), for all undergraduates.

Some takeaways for me from the article: 

  • Some of the things students are required to find as part of research in the assignments: 
    • a contemporary newspaper article
    • a specialized encyclopedia entry, or a relevant Wikipedia article. (This caught my eye. On my campus many if not most of the faculty are vehemently opposed to students using Wikipedia in any way). 
    • primary sources, which can be documentary like a historical newspaper or non-documentary like a speech, a letter, an interview, etc. 
    • creating an annotated bibliography
  • "Through the progression of the LRAs [library research assignment], students are taught how to move from general topic ideas to a refined thesis statement, in addition to having multiple opportunities to integrate ideas from their sources and practice Chicago Style citation" (1).
  •  The literature "found that many forms of information literacy assessment measure student attitudes or confidence in their research skills, but do not explore whether or not student skills have actually increased or if students have met learning outcomes, which is especially important because there is often a gap between ability and actual skill levels" (2). 
  • Benefits of smaller assignments: "Breaking down a larger project into smaller sections alleviates the library research anxiety felt by many students; connects information literacy instruction to specific course outcomes; and grants librarians the 'opportunity to develop shared responsibility with the faculty'" (2). 
  • Turns out, at least according to this article, that students do not change topics midstream during writing a research assignment as often as faculty think they do. Students may talk about doing it, but often do not do it. "The discrepancy with instructor survey results here could stem from the idea that instructors spend more time with students who are altering topics so therefore have an inflated sense of the total number in this circumstance" (4). 
  • Getting students to refine topics was a bit more challenging. 
    • "It is not a positive result that almost one in four students got through the whole process (multiple LRAs and a final paper) with little to no topic refinement" (4). 
  • "Instructors are divided on the value of detail accuracy in citation, some think this is an important skill to hone, others believe presenting a basic level of traceability is sufficient" (5). This is why you get students often lost about doing citations. Instructors are rarely consistent about what they want ranging from seriously anal retentive (miss a comma here or there and serious points come off) to "do what you want as long as it is consistent." Despite this instructors tend to make a fuss about any small form of plagiarism, which may often be accidental or due to less than appropriate citing. This last part I will note is observation on my part. 
  • Again, instructor inconsistency can be an issue: "In addition, instructors vary on acceptance of book chapters as basic equivalents to scholarly journal articles, and some accept newspaper articles as primary sources, while others want primary sources created by key historical figures central to students' topics" (5). So very often instructors in some cases make things more difficult for students. For example, the instructor who only wants those primary sources from key historical figures, well, if the material does not exist or is not accessible to the student, what then? Not always easy explaining that to some faculty members entrenched in their ways. 
  • "A strength of this work is the value of having librarians and instructors work together on programmatic assessment" (5).
 
 

Monday, March 22, 2021

Article Note: On libraries serving transfer students

Citation for the article: Vinyard, Marc, "The Kids Are All Right: How Libraries Can Best Serve Transfer Students." portal: Libraries and the Academy, 20.2 (April 2020): 339-360.
 
As the article states in the title, "the kids are all right." While there is room for improvement for academic libraries to serve transfer students, the situation for these students is not as bad as previous library literature suggests. This quote from a student sums up the situation well: 
 
"There's not so much where you have to explain everything to transfer students. Because, like I said, we've had most of the information before, it's just figuring out how it's done here, and just getting a new mind-set essentially" (339). 

More often than not the idea is that libraries need to teach students how to do things locally rather than give full on information literacy instruction. The transfer students likely did get that instruction previously. Having said that, that experience at times can also make those students a bit more confident than they probably should be when it comes to their skills; in other words, they can get a little cocky. The author concluded that these students usually have a good understanding of how to do research and are confident in their research skills. They just need to learn institution-specific skills when they arrive in a new campus. I will say this does match with my experience over time when working with transfer students. They know more than librarians may give them credit for. 

The study took place at Pepperdine University, which is a Christian liberal arts university with 3,400 enrolled students at the time of the article. It almost twice the size of the college where I work, but it would still be comparable to us. Their First-Year Seminar and English 101 classes would be somewhat comparable to our General Studies GSTR 110 and 210 which serve an FYE seminar-type function here. 

The article states that two researchers conducted "in-depth, semi-structured interviews with 12 transfer students at Pepperdine during Spring 2018" (343). These students had to be undergraduates "who had completed at least one research assignment at Pepperdine that required resources outside their course readings" (343). That sample size seems a bit small to me but the author claims that the applied thematic analysis technique used means they could have gone as low as six students and gotten meaningful information. I leave it up to readers to judge. By the way, the interview participants did receive incentives to participate. "Participants in the study received $20 Amazon gift cards and $5 Starbucks vouchers as incentives" (344). Must be nice since here it is next to impossible to provide any incentive when we want to survey students on anything. I know; I've asked.The usual answer is either lack of funds (i.e. the administrators do not want to give us funds for the incentives even as other campus units give out all sorts of incentives) or some other excuse about "if we give them some kind of monetary incentive it can interfere with their aid or other" (which see previous statement), but I digress. The participants were nine females and three males. 

The article includes an appendix that features the interview instrument. I am thinking we could adapt some of the questions for our use here down the road.

Some takeaways for me from the article: 

  • I like the idea of setting up a personal librarian program for transfer students, and students in general, but this may not always be successful. For example, the author mentions a program at University of Carolina at Chapel Hill where such effort was made to assign 40 librarians to 800 students. "Despite e-mail communication and welcome letters to incoming students, only 3.9 percent of transfer students utilized the program, falling short of its initial goal of 5 percent participation" (341). As we can see some things never change, in this case the known fact that students often neglect to even read their campus e-mail. By the way, 40 librarians seems to me a lot, but we need to realize UNC-Chapel Hill is a big campus. 
  • The study aimed to answer the following two questions: 
    • "How do transfer students look for information?"
    • "From the transfer students' perspectives, how can the library best assist them?" (343).
  •  On how the students approach research: 
    • "While discussing the sources used for assignments, student preferences were evenly split between starting with open Web searches and with library databases" (346). 
    • "One student warned, however, that peer-reviewed sources might not cover recent topics. . . " (346). This caught my eye because this is a reality I often need to convey to regular undergraduates when they pick the latest fad topic or straight out of the news event and they come asking for "peer reviewed sources" because their teacher said they need such sources. This can lead me to some interesting conversations with a student. A transfer student may be more likely to have learned this lesson. 
    • "Additional methods [of finding sources] included approaches to organizing sources, determining if multiple sources had recurring themes, brainstorming effective keywords, and writing the conclusion of a paper before searching for sources" (347). I was doing OK with these until that last one, which can be problematic. At times, students who write out the conclusion before doing research are the ones we get in a panic a day or two before the paper is due because they need "just one more source, two tops" that fits whatever conclusion they fixated on when they started rather than doing actual research and taking the question where the research went. 
  • On the role of librarians: 
    • Sadly, "transfer students would much more likely ask professors rather than librarians for assistance" (349). We need to work on that. Sure, ask your professors for help related to the class, but ask your librarian for research assistance. The author also found that out of the twelve students interviewed, only one "favored librarians" (350). That is not exactly encouraging. In my college, we are lucky that we tend to get good feedback from students for our research consultations. Librarians do need to put in the work and effort.
    • "Prior interactions with librarians can potentially influence the help-seeking behavior of transfer students at their new institutions" (349). This is where making a good impression as a librarian and professional will encourage students to seek us for assistance. I have heard enough stories of how librarians in prior institutions were not helpful to students. Honestly makes me wonder why some people become librarians if they are not helping their patrons or consider them a bother.  
    • However, the author cites research that found "that transfer students who received library instruction would be more likely to ask subject librarians for research assistance" (353). I will add that here we have found that marketing librarian research consults during library instruction has helped to get students to seek library help later. Yet during COVID, without formal library instruction, this marketing has been more limited. 
  • "Because institution-specific information is so important to helping transfer students succeed, libraries need to make them aware of library services. Nearly all the students interviewed thought the library should participate in the transfer student orientation sessions" (353). 
  • To sum up: "Specifically, we need to implement outreach efforts that help students gain the following competencies: (1) familiarity with their subject liaison librarians, (2) knowledge of the subject-specific databases, and (3) ability to navigate the library's physical layout and services with emphasis on the library's print collections" (354). The knowledge of subject-specific databases is important, and it is something we do try to emphasize here as much as we can. The common "just use a discovery engine" or similar just does not really cut it to do focused research on a specific topic, but that is another topic for another day. 

Some items from the article's bibliography I may want to read later: 

  •  John C. Phillips and Thomas A. Atwood, “Transferring Skills, Transferring Students: A Call
    to Academic Libraries,” College & Undergraduate Libraries 17, 4 (2010): 331–48.
  • Lindsay M. Roberts, Megan E. Welsh, and Brittany Dudek, “Instruction and Outreach for
    Transfer Students: A Colorado Case Study,” College & Research Libraries 80, 1 (2019): 94–122.
  • Helene Lafrance and Shannon B. Kealey, “A Boutique Personal Librarian Program for
    Transfer Students,” Reference Services Review 45, 2 (2017): 337.
  • Sylvia G. Tag, “A Library Instruction Survey for Transfer Students: Implications for Library
    Services,” Journal of Academic Librarianship 30, 2 (2004): 102–8. 
  • Chelsea Heinbach, Brittany Paloma Fiedler, Rosan Mitola, and Emily Pattni, “Dismantling
    Deficit Thinking: A Strengths-Based Inquiry into the Experiences of Transfer Students in
    and out of Academic Libraries,” In the Library with the Lead Pipe, February 6, 2019, http://
    www.inthelibrarywiththeleadpipe.org/2019/dismantling-deficit-thinking/.
 
 

Monday, March 15, 2021

Article Note: On social media as platform for academic library marketing

Citation for the article: Wesley Wing Hong Cheng, et.al., "Social Media as a Platform in Academic Library Marketing: a Comparative Study." Journal of Academic Librarianship 46 (2020): 1-8.

This article looks at use of social media for marketing academic libraries. Libraries often hope to use social media as a tool to better engage their patrons. Given the popularity and ubiquitousness of social media, there is a need for library professionals to learn new skills and best practices in this area. The authors write that "librarians should know how to use these tools effectively by understanding behavior, culture, and etiquette of different users" (2). The librarians and library staff also need to examine how their patrons use and engage with social media. This article looks at an evaluation study done at University of Hong Kong Libraries on how effective or not use of social media was to market the academic library. The study focuses mainly on the library's Facebook page. Information was gathered via a quantitative survey created and distributed via a Google Form at the HKU campus. A total of 101 responses from faculty and students were collected.

Some takeaways from the article for me: 

  • A definition of marketing: "Johnson (2014) defines the term marketing from a library context, which is to determine the wants and needs of the user communities, to develop the products and services to respond, as well as to encourage users and potential users to take advantage of those products and services" (qtd. in 1). 
  • On perception of the Facebook page they found that "although respondents generally agreed that the use of library Facebook could be beneficial, some issues such as a lack of attractiveness, shortage of technical staff, and too much spamming might hinder them from participating in the HKUL's Facebook page actively" (5). 
  • Suggestions from the article: 
    • Use casual language and friendly tools so you can create a positive social media environment for users. 
    • Introduce training sessions on library marketing with topics such as effective communication and use of social media tools. 
    • Adjust posting frequency after investigating when users are most active. Do keep posting frequently. 
    • Criteria you can use to evaluate how your social media is performing include numbers of likes, shares, and comments on posts. These are measurable and can be used to set benchmarks. 

 

 

Monday, March 08, 2021

Article Note: Facebook, Instagram, and Academic Library User Engagement

Citation for the article: 
 
Tammy Tim Wai Chan, et.al., "From Facebook to Instagram: Exploring User Engagement in an Academic Library." Journal of Academic Librarianship 46 (2020): 1-8.



The article looks at academic library use of Facebook and Instagram and how effective or not they are in engaging library patrons. Instagram has been picking up traction as social media users show a strong preference for photo apps and viewing images over text. The authors analyzed posts and usage from Facebook and Instagram plus they got student feedback from interviews on campus to do the social media evaluation. The study took place at University of Hong Kong Libraries, so keep that in mind when reading this as some things that apply over there may or not apply in the United States. Still, I think there are some lessons that can be learned. The authors hope that this study helps other librarians do similar evaluation efforts in their institutions as well as help them craft better social media policies. 

The research period of the study was from January to May 2019, a semester. They interviewed 8 students, graduate and undergraduate, for the feedback gathering stage.

Some article takeaways for me: 

  • The authors cite a study indicating that Facebook was the most popular social media platform in Hong Kong, but they also found that user engagement with the library's Facebook page was low. I found that interesting because our library's Facebook page does get a good amount of engagement at least in terms of views and a few comments. It is enough that our library wants to keep using it even with Facebook's known issues regarding things like user privacy (but that is another conversation). Our campus students are very active in Facebook groups, and we often share library FB posts on student groups.
  • They have a social media team: "Three library staff from the Public Relations and Development team, who are a manager, a graphic designer, and a student helper, respectively, are responsible for handling the matters of both Facebook and Instagram channels, such as content management, reporting, and publicity creation" (1). Granted, we are a much smaller campus, but we can barely get a student worker to do the social media consistently, and as for the librarians, it is often done when we remember to do it or something important needs to be shared. To be honest, I wish we were more mindful about library social media, but the usual issues of time and priorities seem to come up often. This also brings up another point the article makes and that is that we could and should improve content to other material besides operational announcements. We currently do some additional things on Facebook, but not enough in my humble opinion. 
    • This also highlights another issue the article brings up: "The librarian's inadequate knowledge and lack of training about the use of SM, and limited support and resources from the institutions were some of the major obstacles to the success of libraries' SM" (2). I know that what I know about social media has been mostly self taught including a lot of reading as well as practice and trial and error. These things were not really taught in library school in my time. Now we do get LIS school graduates who get some degree of training in social media, and other online technologies such as podcasting; in fact, we recently hired a "Digital Initiatives Librarian" just for that kind of thing. However,  the emphasis on that is use of digital tools and online research; it is mainly for digital scholarship, which by the way is a glamorous trend now (much like Library 2.0 was back some years ago). The Digital Initiatives are great, but social media does not fall under this purview (again, another conversation). At any rate, outside of library school, institutional support for social media use, training, and policies is usually lacking. 
    • This also highlights the issue of workload when it comes to social media, which library administrators often fail to recognize. They like when the social media works well and makes the library look good but rarely do they credit the work that goes into making it happen. Heck, back in Hong Kong, it was the students interviewed who were thoughtful about librarians' workloads: "All the interviewees expressed concern about the increasing workload of HKUL staff to manage the SM sites, as they believed lots of efforts, time, and skills should be needed" (5). Certainly more thoughtful than here in the United States.
  • The authors cite research that observes that academic libraries tend to use social media for disseminating information, marketing, publicity, and answering inquiries. Marketing seems to be most successful use. 
  • When it comes to Facebook versus Instagram, they found Instagram got more engagement of the two. 
  • Authors list the categories they coded the posts in. I am noting them in part because some of these could be ideas for content additions here. For us, we do some of this, but some consistency is where we really need the work. See Table 2 in the article: 
    • Library news dissemination
    • General library operation
    • Recruitment (i.e. hiring. Job advertisements)
    • Marketing library events (we do some of these already, a bit less so now due to COVID-19, but we have managed to also do some virtual events)
    • Library facilities (for example for us here, items about the St. John's Bible)
    • Library in-house collections (we do some of this in form of reference book of the week and graphic novel of the week highlights. This content could be expanded, say a review now and then)
    • Other services
    • Publications (this can be highlights of campus publications for example. We do some of this with the faculty publications display but not really pushed as much on social media)
    • Information or knowledge sharing or other events (like monthly observances, we do some of that here)
    • Information acquisition suggestions
  •  Why is good social media content important? "They observed that the majority of posts were about the information of library general operation and library events, which were useful. However, they felt that an SM site full of these uninteresting posts would be very dull and unattractive" (5). And yes, posts with pictures of cute animals do remain popular. 
  • Users do expect entertaining and interesting content, so things like memes, humor, greeting, are appreciated and desired (7). 
  • "Scholars further explain that academic libraries should have a formal policy that defines the market strategy and communication tone on SM sites, and designate a team to manage the SM sites" (7). And yes, this also has the usual CYA angle. 

 


Monday, March 01, 2021

Booknote: Bestseller: a Century of America's Favorite Books

(Cross-posted from The Itinerant Librarian)

Robert McParland, Bestseller: a Century of America's Favorite Books. Lanham, MD: Rowman and Littlefield, 2019. ISBN: 978-1-5381-0999-1.

Genre: nonfiction
Subgenre: books, reading, reference, pop culture
Format: hardcover
Source: Hutchins Library, Berea College 


This book does a few things. One, it looks at bestseller books year by year from the 1890s to the 2010s. Two, it looks at reading habits of people throughout the centuries, so you learn what people read then and now, reflecting the context of their times. Three, you also get historical context. The author tells use what else is going on in history, literature pop culture, and other areas in society to better appreciate why people read what they read at a given time. The book is way more than a list of bestsellers.

The book is arranged in nine chapters after the book's introduction. Each chapter has a small introduction to the decade it covers, then a section for each year in a decade looking at specific bestsellers, patterns, reading habits, historical context, and even interviews with sample readers to illustrate specific points. For example a brief interview with a World War II veteran about his reading habits back then while at war. After the chapters, you get a section of notes. There is also a bibliography. Note this bibliography covers the works the author consulted and not the bestsellers listed. It could have been helpful to have an additional list of the bestsellers, say by decade or such.

A strength of the book is that it covers so many elements about readers and reading along with the bestseller listings. You get to trace how reading habits in the United States changed and evolved over time. We do see that at times people in the United States did read more, and they did read more "serious" things, but they did so also reflecting their times.

While interesting overall, the book is more like an academic textbook, so a lot of the text can be pretty dry reading. Thus, some parts have a better reading flow; some parts you may find more interesting and may want to focus on more. Other parts may be more dry, and you're better off skimming them. In the end, this book works pretty well as a reference work where you can study the decades and see what was popular at a time and why, learn what motivated readers to pick up specific books thus making them bestsellers.

This is not a book for personal collections unless you are a scholar in pop culture or literature. It is more a book for libraries. I'd say it is mainly for academic libraries, especially if their college or university has strong interests in literacy and popular culture. It also works for trivia, say to find what books were bestsellers in 1955.

Bottom line is I liked it. I recommend it mainly for academic libraries. It may also be good for some public libraries, likely ones with larger popular collections.

3 out of 5 stars.


* * * * * 

Additional reading notes:


The author tells us what the book provides:

"This book provides a listing of bestselling books and recalls the contemporary context in which those books were situated" (vii).

A brief definition of bestseller from the book:

"A bestseller is a book that has caught the imagination of many readers. It is a book that has energy and momentum in the market and is being successfully marketed by its publisher" (ix). 

You can still find books from the 1950s with relative ease:

"Books from the 1950s can be found today in libraries, tucked away and forgotten in the corners of older homes, or stacked in rows at garage sales" (54).

Monday, February 22, 2021

Booknote: Appalachian Health and Well-Being

(Cross-posted from The Itinerant Librarian)


Robert L. Ludke and Phillip J. Obermiller, eds. with Foreword by Richard A. Couto, Appalachia Health and Well-Being. Lexington, KY: University Press of Kentucky, 2012.  ISBN: 978-0-8131-35861.

Genre: nonfiction, reference work
Subgenre: Appalachia, health, health care, academic essays anthology
Format: Hardcover
Source: Hutchins Library, Reference Collection

This note is a reference book review. We currently have this book in our collection at Hutchins Library; I saw it on our new reference books' shelf, and I decided to make this note both to help me better know this resource and to see if it can be helpful for our students here. In this note, I will mainly look at key features of the book, how it is organized, and why it may be useful and how. On a small side note, I will probably pull some notes or items from this review to write a small quick review for our library's blog about this book. What I am saying is this note is a bit different than my usual booknotes.

In our library, we get a lot of questions related to Appalachia and the region in general. Appalachia is also a big part of the college's curriculum, especially in the required reading second semester General Studies course, so we are always looking for resources in this area. Health in the region is often a popular topic in those classes, so this book seems relevant.

I need to note it was published in 2012. For some of our classes that may require sources within 5 years (for reasons I will not go into here), this book may already be "too old." However, for classes looking at the region more broadly and at overall conditions in the region, this book can be useful.

The book is a collection of scholarly signed essays on various health related topics in the region. The book is organized as follows:

  • List of illustrations
  • Foreword
  • Introduction
  • Three major parts, each containing a series of essays. The book has a total of 16 essays. The major part topics are: 
    • Appalachian Health Determinants
    • Appalachian Health Status
    • Urban Appalachian Health
  • Acknowledgements
  • Selected bibliography
  • List of contributors
  • Index

In his foreword to the book, Professor Couto tells us chapters in this book "addressed all the factors that promote health and well-being, including economic, political, psychological, environmental, and social ones" (xi). Maybe "all" is a bit too ambitious, but a look at the book's contents shows work "to put health and health care in a socioeconomic and political context" (xi). For many classes here on campus, specially in that General Studies curriculum I mentioned, this book can provide a good start for student research assignments.

This book is not just a collection of essays. The book's foreword and introduction provide a good overview of the complex issues of the region in terms of health and health care. The editor writes,

"This volume takes a broad perspective by focusing on the health of all Appalachians, both residents of Appalachia and those who have migrated from the region" (1).

The introduction's overview goes over various essential topics in a brief but clear manner in order to provide background material. Some of these topics include:

  • Medical services for rural areas
  • Health innovations
  • Definitions and concepts

What the book does not cover and why. This is the kind of statement that students and researchers need to pay attention to when considering a source for a research task or assignment as it presents the limitations of the work being considered:

"There are important Appalachian subpopulations (e.g African Americans, Hispanics, Eastern Band Cherokee) and health cohorts (e.g. those with HIV/AIDS) that are not discussed in this volume. Although women's health is reasonably well represented here, many other subgroups in Appalachia are not. This is not an intentional omission; it is caused by an unfortunate lack of reliable regional data on these populations" (16). 

The book's introduction includes a section on "organization of this book." Good scholarly essay collections often include this kind of section. Here the editors define how a book is organized and why they chose their book's arrangement as well as briefly describes each essay in the book. So for students, read the introduction, specially this part, to quickly assess how well this book may suit your assignment or not. For many topics on Appalachian health and health care, you may find this book is a good source. At the end of the introduction you will find endnotes and references used in the introduction, which can be useful for expanding your research.

In the book, each scholarly essay has its own list of references as well. Again, those references are a tool to help students and researchers expand their research. We librarians often call using references from a source "citation mining." Want to learn more about this research technique? You can ask your local friendly librarian.

Finally, the book has an index of terms you can use to locate specific contents in the book. Book also contains various tables, charts, and graphs.

I'd say for some of our classes here, especially for some in the General Studies curriculum as well as classes here and in other places in Appalachian Studies, health, and wellness, this book can be a good resource.

Note: no stars rating. This is a reference book. If you have questions about why I did not rate this book, see my book review statement

Monday, February 15, 2021

Booknote: Burning the Books

(Crossposted from The Itinerant Librarian)


Richard Ovenden, Burning the Books: a History of the Deliberate Destruction of Knowledge. Cambridge, MA:  Harvard University Press, 2020. ISBN: 978-0-674-24120-6.
 
Genre: nonfiction
Subgenre: books and reading, history, libraries, archives, preservation, LIS
Format: hardcover
Source: Berea branch of the Madison County (KY) Public Library
 

As the subtitle states, this is a history of the deliberate destruction of knowledge. Destruction can go from warfare and pillage (what the author might charitably call "displaced or migrated" archives, but we'll get to that). As of this post, the book is relatively up to date on the issue, an issue that not many regular people think about or even realize. Even when it comes to their own data online and how it is being raided and monetized, not many people think about it nor do they give a passing thought as they sign up for yet another online service or social media site, casually and willingly giving them their information. 

The book is arranged into 15 chapters. Each chapter is a case study illustrating the deliberate destruction of knowledge and information. However, it is not just destruction. The book also presents stories of librarians, archivists, and other ordinary people working to save knowledge, often at great risk to their lives. Each chapter can stand alone as an essay. The chapters together give a picture from ancient times to the modern day. 

Ovenden is the director of Oxford University's Bodleian Library, so the book does have a bit of a British focus and voice to it. Being British, i.e. from a former colonial power, he does tend to minimize some pillaging of artifacts, files, books, etc. from former colonies. Those are the files often labeled as "displaced or migrated" as in forcefully migrated from the former colony to colonial powers. Heck, let's be honest, the Bodleian holds a significant number of things that really belong to other countries, and they are not about to return them anytime soon. I did have mixed feelings reading this book given the issue of archives pillaging and him taking a bit of pride in it. 

Putting that issue aside, the book does make some good points that everyone should consider. The latter parts of the book where the author discusses digital archives and texts and issues of preservation are a must read. He also goes over issues of privacy and how so much information is now controlled and exploited by private corporations who have no concern about things like preservation. If we do not take action to preserve things now, there will be very little if anything for the future. 

Overall this is a pretty good book. Though aimed at general readers, it feels a bit more aimed at librarians and archivists, so to some it may be preaching to the choir. Yet for general readers, the book provides a good historical overview and a good discussion of key issues. Despite some issues, I think more people outside places like academia and elite circles need to read this. In the end, I liked it. It od not perfect but it is pretty good. 

3 out of 5 stars. 

* * * * * 

Additional reading notes: 

Author's motivation to write the book: 

"This book has been motivated by my own sense of anger at recent failures across the globe-- both deliberate and accidental-- to ensure that society can rely on libraries and archives to preserve knowledge. The repeated attacks on them over the centuries need to be examined as a worrying trend in human history and the astonishing efforts made by people to protect the knowledge they hold should be celebrated" (5). 

On the difference between libraries and archives. There is some generalization in the statement, and I am sure a librarian and an archivist or two may wish to add a thing or two. Still, for the lay person this may be useful or at least make sense: 
 
"Archives are different from libraries. Libraries are accumulations of knowledge, built up one book at a time, often with great strategic purpose, while archives document directly the actions and decision-making processes of institutions and administrations, even of governments. Libraries often hold some of this material as well-- the printed Journal of the House of Commons, for example-- but archives are by their nature full of material, often mundane in its character, not intended to be read by a mass audience" (8). 

Just a nice quote: 

"There is nothing more to the credit of a library than that every man finds in it what he seeks" -- Gabriel Naude, 1627 (qtd. in 71). 

When Flickr lowered the limit of free photo storage in 2019, it illustrated the fickle nature of many free online services and why you always need your own backups: 

"The problem that the Flickr case throws up is one of trust in the companies that now control knowledge online. Active users will have known about the coming changes, and were perhaps able to move their data on to other platforms. Others who did not move fast enough perhaps lost images of their lost ones or a photographic record of their adventures. Gone in the blink of an eye" (200). 

A relevant question given the U.S. elections in 2016 and 2020: 

"Where so much political campaigning takes place in the realm of social media, how can we be sure that our feeds are not being manipulated unlawfully, and that online campaigning is being done openly and fairly, and with the consent of individuals, unless the data collected by those companies can be archived for open scrutiny" (210). 


On the dysfunctional relationship between people and tech companies: 

"At the heart of the current relationship between the public and the major tech companies is the problem of trust. We all use their services, partly because we have become reliant on them, but increasingly the public does not trust them. Society has created a huge bank of knowledge but has privatised its ownership, management and use, even though the knowledge was created freely by individuals around the world. Arguably the owners of the companies are beginning to be viewed by the public with a sense of dystopian fear and suspicion" (213). 


To sum up, the author presents the five functions of libraries and archives we lose when they get lost or destroyed: 

  • "Firstly, they support the education of society as a whole and of specific communities within it. 
  • Secondly, they provide a diversity of knowledge and ideas. 
  • Thirdly, they support the well-being of citizens and the principles of the open society through the preservation of key rights and through encouraging integrity in decision-making.
  • Fourthly, they provide a fixed reference point, allowing truth and falsehood to be judged through transparency, verification, citation, and reproducibility. 
  • Finally, they help root societies in their cultural and historical identities through preserving the written record of those societies and cultures" (225). 

 

Some books from the book's bibliography I may want to read later: 

 

 Book qualifies for this 2021 Reading Challenge: 

 




Monday, February 08, 2021

Random thought: It is OK to ask

Sometimes the simplest yet most challenging part of the job is showing students and reassuring them it is OK to ask for help when confused, so on.

A small epiphany I had after a library instruction session some time back.


Article Note: On Impactful Research Appointments

Doing research consults with students is a big part of the job for the instruction librarians at my library. With COVID-19 in swing, we had to move the operation from in person to fully online, using the by now ever popular Zoom platform to do virtual consultations. The research appointment can be a source of anxiety for students as it is, and I would say it can be more so online. So I picked up this article to see what new ideas I can pick up to help students out. 
 
The author argues that the research appointment offers invaluable benefits for both the student and the librarian including better information literacy skills, nurturing trust and a sense of community. The article then argues that librarians need to develop and use their interpersonal skills as well as use empathy to help students decrease their anxiety about the library and meeting with a librarian. Make a good impression and the students will keep coming back, or so the author's argument goes. 
 
To be honest, a lot of the steps the author presents are things we do here at our library. I think the article may be really helpful to new librarians or to students in library school taking the reference services class. 
 
Notes and takeaways from the article: 
 
  • The value of the research consultation: "The benefits of the scheduled consultation are plentiful, as the service not only impacts a patron's research capabilities positively, but also dissolves library stereotypes, reduces research anxiety, and builds the user's trust in the library" (1). 
  • The literature confirms a belief we hold here in our library that research consults allow us to better engage students and keep their attention. As we often tell our students, when you schedule an appointment with one of us, you get the undivided attention of the librarian. Sure, you can stop at the Reference Desk and ask questions, which is fine, but that session may be shorter and can get interrupted by other students asking questions as well.
    • This is also why for our information literacy workshops, which we were doing for incoming freshmen prior to COVID-19, were capped at 5 to 6 students. That is the number where the librarian can engage with students effectively, keep them engaged and get them to be active participants. 
  • How the librarian performs in the consult is crucial: "The core weight of the research appointment depends on the librarian's performance, namely, whether or not they employ interpersonal skills, practice empathy, and build trust. In conjunction with providing adept information literacy guidance, these qualities lay the foundation for a successful research appointment, resulting in the diminishing of a student's library anxiety and the establishing of community" (2). 
    • This seems a bit wordy for saying the librarian needs to be a human being and more than just an information and skills teacher. You are building relationships with students, and if you show empathy and those soft skills management gurus talk about, the students will remember you, come back when they have other needs, and they may even tell their friends. 
  • The author writes that "the librarian's level of approachability directly relates to the success or failure of the research appointment" (4). This seems basic enough. Author further writes, "consequently, a successful research appointment is one that the student perceives as effective" (4). One of the questions I always ask the student as we wrap up a consult is if the consult is helpful for them, did they get what they needed at this time? 
  • Things the librarian needs to do during the reference interview (kind of thing librarians should have learned in library school to be honest): ". . .listen to the student's needs, pose open-ended and follow-up questions, and then verify that they understand the user's research focus" (4). Also, the librarian needs to be a positive enabler for the student encouraging the student's curiosity and interest in the research topic. This helps build up the student's confidence. Providing the student some emotional support is part of the task for librarians as well. For me, this goes along with my theory of librarians as confessors. 
  • More on open-ended questions: "By asking the user open-ended questions in the approach of Socratic teaching, and by inspiring a safe setting, the user will understand that their participation is welcomed and necessary" (8). Or so we hope. Once in a while you do get that student in consult where it feels like you are pulling teeth to get answers from the student. 
  • This is a lesson I learned way back when I was a school teacher, admitting some degree of vulnerability so to speak. It was a way to humanize the teacher a bit as well as build student confidence if they saw themselves as sources of information and learning as well. We all learn together in the classroom. This is also applicable in research consults. The author writes, "To further establish the partnership, the librarian may admit that they are not an all-knowing expert. Specifically, while the librarian has research expertise, they do not have the same familiarity with the student's chosen academic discipline. As such, the librarian would appreciate guidance and brief subject overviews from the student at times" (8).
    • As I often tell the students, I am not all knowing, but I am very good at knowing where and how to find what you need. So if the student gives me a little subject guidance on their topic, I can help them find the way. And in case of doubt, I do send them back to their professor, who is the subject expert to get clarification. Once they get clarification, they are welcome to come back and work with me. Once or twice I've even written to professors asking for some clarification on behalf of a student from a consult. 
  • This is something we do here: as we help the student we go through the process so they can learn how we did it. We are not magicians (even if they think we are); there is no need to keep secrets of how we do things. "Similarly, the librarian should demonstrate exactly how they reach specific conclusions. For instance, the librarian could point to the clues that helped identify the source as relevant" (9). In this instance, this would be teaching students how to evaluate sources, an important information literacy skill.
 
 
 
Citation for the article: 
 
Meika E. Matook (2020): The Impactful Research Appointment: Combating Research Anxiety and Library Stereotypes, The Reference Librarian


Items from this article's bibliography I may want to read later: 

  • Bennett, J. L. (2017). Virtual research consultations study. Internet Reference Services Quarterly,
    22(4), 193–200.
  • Campbell, L., Matthews, D., & Lempinen-Leedy, N. (2015). Wake up information literacy
    instruction: Ideas for student engagement. Journal of Library Administration, 55(7),
    577–586.
  • Grallo, J., Chalmers, M., & Baker, P. (2012). How do I get a campus ID? The other role of the
    academic library in student retention and success. Reference Librarian, 53(2), 182–193.
  • McAfee, E. L. (2018). Shame: The emotional basis of library anxiety. College and Research
    Libraries
    , 79(2), 237–256.
  • Rogers, E., & Carrier, H. S. (2017). A qualitative investigation of patrons’ experiences with
    academic library research consultations. Reference Services Review, 45(1), 18–37.