Library and Information Technology at UFV

School Libraries: Applying Innovative Ideas to a Threatened Species

2012-01-20T14:34:00.000-08:00

While there are few who would argue that school libraries in Canada are in "good" health, there are even fewer who seem committed to supporting their desperately needed evolution. Those "few" are people who have the power to influence how school libraries are staffed and designed. One of the most powerful hang-ups that most people (parents and teachers, alike) have about school libraries is that they exist to support student reading. Walk into a local school library and you will see a collection of print materials that supports recreational reading for youth. You will see very few non fiction sources including encyclopedias and other reference tools. These are "online" and there seems a pervasive assumption that children can get their research material from the "Web". So, while reading is critically important to student acheivement, this CANNOT BE the ONLY thing school libraries should be focusing on.

It is time for drastic change.

And when I say, drastic...I am not kidding.

Ironically, as school libraries struggle to exist and be staffed, the Web becomes an increasingly tangled mess. For example, Google has recently come under attack because its results focus on paid or "optimized" placement and granular results that provide little meaningful context. The ability to peruse actual information sources has been greatly compromised to serve more lucrative, commercial ventures. Since most grown-ups struggle with finding context specific and ACCURATE information, it is a mystery how children are expected to do what many adults cannot.

This brings me to my suggestion.

I suggest that school libraries need to reinvent themselves as something much more sophisticated than what they currently are. They should not be a simple wharehouse of neatly (if you are lucky) catalogued materials to serve children. They should be "idea centres" where students, staff and faculty can put their ideas together for the purpose of innovation. This is NOT about repackaging a library and renaming it a "Learning Commons". This is about changing the PURPOSE of the library. What it is called is not important. It is what it DOES that is important.

The term "technology" is central to many discussions around the future of libraries and education. However, although learning to use technological tools may have value, the real value is in critical thinking. Critical thinking requires an environment that is conducive to creative thought and what could be more appropriate than a library in providing that environment? It could be an environment where librarians, teacher-librarians, library technicians, students and other staff are able to congrgate, discuss, and share.

A huge area of concern for most people is personal information management - managing the deluge of the information that shapes their decisions and activities. Students and teachers both need help with this. This goes far beyond the need for library to have neat shelves and catalogued books. Although private enterprise has moved into this area, this does not resolve the problem for the majority of people. Indeed, its absence in schools deprives our children the opportunity to become informed citizens. Creating productive, creative and informed adults should be central to the ambitions of our schools. However, by abandoning the school library - watching it waste away as its supply of resources is choked off by school districts - we ignore the future and what our children will need to be successful in it.

Since Canada will rely increasingly on its knowledge base to compete in the global marketplace, it seems bizzarre that school districts would forsake their libraries rather than invest in them. This investment, to clarify, goes well beyond funding collection development and a lonely teacher-librarian or library techncian. This investment should be in INNOVATION by creating spaces where all members of a school can congregate, research, share, problem solve and create. To believe that all of this can be achieved in a single, segregated classroom is misguided. To believe that this can happen without an "idea centre" is misguided. To believe that collaboration and equity among ALL school staff and teachers is critical to student acheivement is on the path to creating new centres of learning for our children. For our future.

I have had the pleasure of working with dozens of folks in school systems, and have learned a great deal about their constraints. Some of it resides in a lack of respect for non-teaching staff and an inability to think outside the proverbial "box". If no action is taken, school libraries and their potential for shaping the future educational outcomes of students will be eliminated. Entirely. If no effort is made then, perhaps, we deserve it.

What we have done in school libraries is simply not good enough and the proof lies in their pallid state. It is the responsibility of our ENTIRE COMMUNITY to fix this. It can start with you.

To solve the school library problem, we need people to think brilliantly and act courageously.

Libraries as a Cradle of Innovation

2012-01-02T17:16:00.000-08:00

Having recently finished a book by Frans Johansson called The Medici Effect (2004), January seems like a good time to talk about the germination of ideas. Fresh year, fresh ideas.

Johansson's central thesis is that innovation springs from the intersection of ideas that he calls the Medici Effect. Using a broad range of examples, he illustrates that the most profound innovations have been the result of different fields of study and practice coming together to create an explosive transformation in thinking and problem solving. Through a fairly broad exploration of this idea, the author suggests that people must let go of their assumptions, surround themselves with diversity, and self-educate. In fact, these behaviours are considered important prerequisites for successful innovation.

For months now, I have been mulling over the role of libraries as places where "ideas intersect". It nicely aligns with Johansson's idea of intersectional innovations that are born from interdisiplinary exploration. The unexpected is much more likely to emerge when people of diverse backgrounds collaborate. According to Johansson, the convergence of science, the leap of computational power and the global movement of people are forces that stimulate the creation of unexpected ideas. Indeed, this might help explain the rapid and accelerating state of "innovation" we have seen in recent decades.

If we take a step back from our jobs as library professionals and think about the role of libraries - whether they are public, corporate or academic - we can see that central to their purpose in modern culture is providing a place for ideas to converge. If we look at libraries from this perspective, it becomes much easier for library professionals to adapt to changes in the field of publishing. For example, the rapid adoption of ebooks does not negate the function of the library. It may stimulate change, but it does not lesson the role of the library.

While schools provide formalized educational opportunities, they are not the hub of all innovation. As Johansson points out, most successful innovators share a noteworthy attribute - they are self-taught. Libraries, whether virtually or physically, provide a place for people to come together and share ideas. If innovation is a valued component of our global culture and we look to it to help us solve the myriad of problems that face us, the role of libraries has never been more important. However, it will take some library innovators to push the boundaries of what defines libraries in order to lead the way.

The new Surrey City Centre library in British Columbia provides a relevant example of how libraries can bring people together with the "Human Library" project. People with very specific backgrounds and expertise will lend themselves to others, within the walls of the library. This may be seen as the first step in an exciting movement towards the further development of libraries as the hub of intersecting ideas.

Echoing in my head is the voice of Daniel Quinn's telepathic gorilla , Ishmael, telling his human pupil:

"Your task is not to reach back but to reach forward...but you must be inventive - if it's worthwhile to you. If you care to survive...You're an inventive people, aren't you? You pride yourselves on that, don't you?"

"Yes."

"Then Invent." **

* Johansson, F. (2004). The Medici Effect: breaking through insights at the intersection of ideas, concepts, and cultures. Boston: Harvard Business School.

**Quinn, D. (1992). Ishmael: an adventure of the mind and spirit. New York: Bantam, p. 250

The Real Deal? Continuing Education Certification Project

2011-09-07T23:40:00.000-07:00

In an era where "keeping up" has become part of daily life, the idea of certification to validate such efforts has increasing appeal. In May of 2011, the leaders of the Alberta pilot for a continuing education certification program announced that they were planning to expand the project to the national level. The idea was spawned from the notion that the library community needed a way to document and articulate their continuous efforts in lifelong learning. Following the lead of the Australian Library and Information Association‟s Continuing Professional Development Scheme , the Alberta pilot determined that their program must be flexible, inclusive, inexpensive, participant-centred, simple, and portable. These are all very admirable guiding principles but it is deployment where success is critical.

A few concerns over this proposal spring to mind:

1. There is a recommendation in the April 2011 report (Document Reveal) "That the Certification program should be connected more closely with the Education Institute‟s offerings." While there is nothing wrong with supporting the efforts of the Education Institute, such a credentialling program needs to consider its relationship with other organizations and institutions that may offer continuing education opportunities. In doing so, the certification process can be more seamless and more inclusive. This would enhance the experience of the certification candidate by giving them a broader range of access and information about how they can utilize or find formal continuing educational opportunities.

2. Having read the report and participated in an information session at the Canadian Library Association conference in May 2011, I see no mention of an auditing process for certificate candidates. Candidates simply complete their shopping list of professional development activities, submit their paperwork and, having completed the necessary units of time, get "certified". Where is the enforcement? The authority of monitoring compliance? ALIA's program has an audit process and while it only randomly examines 10% of participating members, there is still a process. Indeed, even this process is lacking in that it is not likely to have parity with other professions where compliance and auditing is far more robust. A brief scan of LISTA and Academic Premier databses suggests that there is room for more research into the effectiveness and perception of existing certification programs in the field.

3. Cost. The pilot project cost for participants was around the 30 dollar mark but presenters at the CLA conference admitted that they did not know how this cost actually relates to the cost of a nationwide program and whether this fee reflects any reality for a self-sustaining program. This is a HUGE concern. Presenters were unaware of a similar project, directed at only library support staff, in the United States. The Library Support Staff Certification Program is $350 for non ALA members and $325 for ALA members. Granted, the programs are not precisely the same, it is clear that the cost of a certification program are not insubstantial. If a program has high regard and benefits participants greatly, people will pay. However, if there is no audit process or anyone evaluating the quality and scope of professional development that is submitted, what value would a credential have?

4. The respondents and particpants of the pilot project were fairly small samples with only 13 participants completing the final survey and only 56 participants in total. The motivations for participant involvement could have been more fully investigated as this might help in our understanding of who participated and why. In turn, this would aid in understanding participant comments more fully. In addition, more work needs to be done with stakeholders who are positioned to encourage certification including employers, boards and educational instutions that educate and train library workers. In this way, such a program can be more fully developed.

Certification suggests a certain level of professional expertise, with standard competencies at its core. In the effort to make such a process attractive to library workers, there is a risk of diluting expectations to a point where the certifcation holds little tangible value. While it is helpful for library professionals to document their professional development activities, from reading to formal coursework, certification must have clearly laid out competencies and standards and a review process that ensures candidates are meeting a minimum level of proficiency.

In the end, is a cheap certificate of continuing education a satisfactory aid in documenting the maintanence and acquisition of professional competencies? Is this just one more avenue that library professionals can take or will it be a defining tool for the Canadian industry? This is where the measured reflections of those in the information profession are important and necessary. Investigate, consider and comment.

CLA Conference 2011: A Reflection

2011-06-07T17:00:00.000-07:00

In the whirlwind of change that defines the library profession, it seemed more than appropriate to attend the CLA Annual Conference at a time when they are making tremendous revisions to their bottom line. Wearing many hats including that of a department head for an LIT program, librarian, former technician, and instructor, I ventured to Halifax this spring for an eye-opening experience.

MacDonald Bridge view from the Citadel in Halifax.

Having a library conference against the backdrop of a lovely city, filled with incredible (and often tragic) history and old-world pubs certainly has its allure. The conference itself was held in a very efficiently designed trade and convention centre in the heart of town. I could appreciate the no-frills style of the conference in light of the tremendous financial pressures the Association has been wrestling with. Yet, lunch was provided in the trade show and there was definitely a buzz there as people from across the country enjoyed casual chit-chat and trolled the trade show booths.

CLA made some notable changes to its structure by reducing the executive and eliminating divisions and interest groups to make way for "networks". These networks are intended to be grass-roots focused where 10 or more members sign a petition for creation, appoint a moderator and develop a terms of reference. Funding will be based on an as-needed basis for projects and these networks can encompass any area of interest. Although it will be some time before the results of such changes are measurable, it is an attempt to restructure the organization so that it is more inclusive. I do wonder, however, if it is enough to garner wider support and participation when CLA has ignored the interests of library support staff and the wide range of library workers for so long. I do not want to dismiss the significance of the population weight in Central Canada and national issues that require the Association's attention but there is a sentiment that the Association has not spent enough energy tending to the needs of its members or would-be members. This attitude appears to be shifting as necessity forces the CLA to look at it sliding membership and revenue issues.

Inside Alexander Keith's Brewery selling the infamous India Pale Ale

The increasingly sophisticated library landscape suggests that national representation and improved communication between provinces, provincial associations, library workers of all types and educational programs is imperative. At the "town hall" meeting to discuss CLA's changes, one participant noted that the lack of academic discourse through a scholarly journal is problematic. He voiced his frustration that all CLA has to offer members, by way of publications, is the "gossipy" news and events piece, Feliciter. He suggested that resurrecting a more scholarly publication, may give CLA a more credible and weighty standing in the greater library community and foster empirical research from budding library folks. I could not help but also mention the need for a greater willingness to listen to the needs of non-librarians and, while the new CLA mission statement is more inclusive, there is much work that still needs to be done.

With apprehension, I attended the latest session discussing RDA (Resource Description and Access) and its next steps towards global implementation. We were also carefully walked through the general practice of cataloguing using all of the RDA chapters. Three things became abundantly clear to me at that time. One, there are some interesting and rather worthy changes made to the way one looks at cataloguing. Two, the task of cataloguing, despite RDA efforts to simplify, will be grossly more complex. Three, no one could tell me WHO was going to EDUCATE the educators (beyond a half day workshop) the intricacies of the new tool or WHO was going to PAY for curriculum re-design and staff training required. When Chris Oliver, presenter and ardent RDA supporter, responded to my concerns with an admission that it was somewhat of a "miracle" RDA had made it this far, I took it as an omen. One cannot develop new catalogue practice that drastically transforms the way work is performed on a "miracle". The complete lack of consultation with those who must actually perform most cataloguing duties will greatly inhibit the success of this endeavor. I walked away from the session intrigued by some of RDA's qualities but also frustrated at not really having any better sense of precisely how one is going to catalogue - the nitty gritty. As someone who teaches library staff to CATALOGUE, I continue to wonder who is going to teach me?

Another interesting session was that of a plan to take the Library Association of Alberta's Certification of Library Staff to the national level. Having begun preliminary work with the American Library Association and their certification program for library support staff, I was keen to know if this was a better solution. The fact that the coordinators of this program were unaware of the ALA initiative, an ill-defined costing of the program and the lack of auditory control for certification, suggests that there is much work to be done if such a program were to have teeth in Canada. Again, I wondered why library educators were not included in the discussions around such a program. Their experience and perspectives could provide valuable insights into such initiatives as we are acutely familiar with the process of program review, outcomes assessment, curricular development and so on. I am hopeful that questions from participants inspired the developers to investigate some of these issues.

Amidst these sessions, I did have the wonderful opportunity to meet with other LIT program instructors and heads, connect with some of my colleagues from all corners and examine some great poster session presentations. One noteworthy one was focused on professional ethics. Since I have been trying to infuse ethic discussions in most courses, I am eager to see what headway is made in this area. In the end, there was a great deal more for me to follow up on when I returned.

I completed my session activities with a disheartening and mind boggling update on Access Copyright and copyright legislation revisions. The session was incredibly helpful in re-igniting my concerns for our information freedoms in the not-so-distant-future. I encourage everyone to keep one eye trained on Access Copyright and the Copyright Board because these two forces have undeniable power and influence with very few reasons to look out for the interests of libraries. For Access Copyright, the increasing use of databases and other digital media means that libraries are somehow skirting paying for reproduction rights. Indeed, HYPERLINKING to digital media appears to be a problem for Access Copyright. The fact that many libraries now provide digital access to licensed databases appears to be a poorly understood practice by Access Copyright and they are seeking blood - well, really, money. We were cautioned that public libraries may be AC's next target. I felt chills....

The 2011 CLA Conference provided me with new and interesting insights that frequently surprised me. While I will continue to observe the effects of the recent constitutional and leadership changes to the organization, I fear that we, collectively, continue to think that simply having good ideas negates the need to perform the often laborious, time-consuming, but incredibly necessary, work of substantiating our projects with evidence-based research and consultation. On the other hand, library professionals accomplish a great deal with diminishing resources. Returning to a peer reviewed and professionally minded journal might be the perfect forum for inspiring us to expect more of one another.

Librarianship As An Academic Discipline?

2011-02-23T23:02:00.000-08:00

Librarianship has been treated as a practice-based profession. Programs are designed around the practical applications of "doing" library work. Yet, in a world where there is increasing emphasis on information as a key to economic, social and political success, there may be a need to pull apart the issues that shape librarianship and examine them from an academic angle.

There are numerous issues related to the profession of librarianship that are worthy of examination beyond a two year Master's or Diploma program. Indeed, within those two year programs students can be titillated by the interesting problems and prospects that new technology and information use present. However, there is little time for exploration. Certainly, once one becomes a practitioner, there is little time to reflect on the broader aspects of the field. It is a common complaint among busy librarians and there is great frustration in trying to make informed decisions when there is little time to discuss and reflect on long term consquences. Greater discourse is needed and although this can occur at conferences, discussion boards, blogs, and lists, there is room for more research and debate in post secondary institutions. In turn, those forums can supply the industry with inspired, engaged and active participants that may be better positioned to move back and forth between academic study and practice.

The current situation is troubling because there is a tremendous amount of change in how people use and manage information and library workers are often the ones who observe these changes. As a result, they have some valuable opinions, experience and advice that may enhance how the broader community adopts technology and change. Those who work in information centres have first-hand knowledge of how publishing, emerging technologies, and user search behaviours intersect. There is a tremendous opportunity to share this knowledge with other disciplines and communities. As the ground shifts beneath us, it becomes clear that there is a profound interconnectedness between information and change. There is room for information studies to more actively partake in the discussions held by the academy of higher education.

In other disciplines, there is an avenue where academic discourse can occur and develop through formally recognized academic programs. Most professions enjoy a continuum of study that can begin at a certificate or diploma level and move through undergraduate, graduate and post-graduate programs. Librarianship does not enjoy this direct path of observation, exploration, discussion and reflection. There are programs that look at information management at the undergraduate level but many of these are centred around other, more specific disciplines including business and computer information systems. While there is nothing wrong with such programs, there is another outlet of study that has not been fully addressed. Many disciplines will look at ethics, research methods, and even internet searching but there is a large hole where examination of issues around librarianship are not well explored. And, although many of these issues and themes affect information work, they also have an affect on many other members of society - non "library" types. For example, course work at the undergraduate level that looks at the nuances of intellectual property is not only compelling because the laws around this are in flux but also because everyone who uses information can be affected by both the laws and conventions around it. The information studies context looks at such topics through the lens of practice and can offer a perspective that is valuable to students of every ilk.

Charles Sturt University in Australia has one of the few examples of a Bachelor in Information Studies. Schools like Ontario's Mohawk College go so far as to present this as a viable option for library tech graduates since the program is a part time distance program. Although this is a respectable option for those looking for a bridge to a Master's program, there is a great deal of room for further academic review. The Charles Sturt example continues to show a preference for the applied aspects of information work. While this has value, there is an opportunity for expanding the field into more academic circles. This, in turn, would spawn new interest in the qualitative and quantitative research behind the use of information, its creation, management, and uses.

The applied nature of librarianship will always be central to those working in information centres but there is also room for more academic discourse at all levels of the post secondary system. This expansion would provide greater opportunities for discussion and research among other fields of studies to enhance our understanding of our changing world.

Prompting Some Discussion

2011-02-01T12:34:00.000-08:00

Recently, the Atlantic Provinces Library Association posted an article that I submitted in an attempt to spurn on some discussion about our future.

“Wanting to be a librarian because you like books is like wanting to be a cop because you like guns” is a recent tweet from, David Lankes, Associate Professor at Syracuse University's School of Information Studies and Director of the Information Institute of Syracuse (2010). This simple comment evokes a number of complex realizations and affirmations. Many will agree that to perform the work expected of information professionals, a love of one media format is not a prerequisite...

The discussion continues at: Changing the Way We Look at Ourselves APLA Bulletin Volume 74 » Issue 2 - December 2010

Finding Solace in a Stagnant Economy

2010-12-02T00:57:00.000-08:00

It is often only when we look back on events that we find clarity. As we wade through a sluggish and uncertain economy, we wonder what prospects our future holds. Even if we are fortunate enough to have a "secure" job, we are aware of a constant pressure to tread cautiously.  Rocking the boat, might rock our budgets. Whether it is shrinking resources or expanding ones, the process of working through change is probably more important than the ultimate outcome.

Recently, through casual conversations, students have voiced their concerns about their employment prospects.  Like other support services, information work rarely generates direct and measurable revenue, in the short term. This has been the source of much angst in the profession as librarians and their staff struggle to quantify the positive impact of their work. Prospective grads would just like to know if the future is viable. Unfortunately, it depends on one`s outlook. This is partly because there are so many interpretations of "information" work and what it means to be a librarian.

To believe that libraries are quiet spaces, lined with books and reticent staff is to fall prey to fiction. Those that already work in the field understand this. What challenges us, as information professionals, is the shifting context that shapes our work environment. We design, develop and deploy services in a world full of uncertainties and technological change. When the GDP sinks and people stop making purchases, our confidence in the future ebbs. Yet, the world does not come to a grinding halt and people continue to have needs, including a need for information that is meaningful and, therefore, useful.

It might be wise to stop wringing our hands fussing about our usefulness as a profession and simply assert ourselves as experts and developing ways of educating members of our communities of what we can do for them. If we do so, we may have to forgo our titles. We may actually have to stop arguing about what makes a "librarian" or an "information technician" and focus on the skills and attitudes that we hold as people who work with information on a constant basis. It is also not helpful to make a simple shopping list of what services we provide. Celebrating our accomplishments is a validating and necessary activity but we must be very careful not to think that this assures us of a stable or predictable future. Recently, the Kentucky Library Association published "The Role of Public Libraries and Their Future" by Uma Doraiswamy (2010). Essentially, Doraiswamy remains optimistic about the role of the public library because of the variety of functions it currently performs. Unfortunately, today's success is NOT a predictor of future success and, at any time, these services can be undermined by a variety of forces beyond our immediate control. Our success is dependent on recognizing that change is constant. The desire to stick to the status quo is one of enormous consequence. Thus, there is a tension in the field where some folks want what they had and struggle with letting go of past practice while others embrace a future that looks at redefining our roles.
It is possible that library schools and tech programs do not spend enough time examining the actual goal of librarianship. Is it to provide people with information? Look beyond this. It is to provide people with the opportunity to learn and become knowledgeable. In the 21st century, this practice is dependent on technology. Yet, this technology is rapidly changing. However, we can not allow ourselves to be distracted from our goal. James Duderstadt, President Emeritus and University Professor of Science and Engineering at the University of Michigan, astutely points out that, "It is certainly the case that futurists have a habit of overestimating the impact of new technologies in the near term and underestimating them over the longer term." (p. 223). In fact, he describes the library as the "poster child of the IT revolution" and they may be an ideal place to observe how people really learn (p. 220).  There is recognition, in some corners of the profession , that despite the changes libraries and information centres must face, there is an interesting future before us. How we respond to this reality will define our success. Lamenting over days gone by will get us nowhere.

Although Deborah Jakubs speaks specifically to the situation of research libraries, she makes a valid, broader point when she writes, "Rather than being defensive about "threats" to the traditional position of libraries, we should tout the advantages of the contemporary research library. There may be more than one information "game" in town, but ours has plenty to offer" (p. 244). In other words, we must accept the fact that the services we offer may not belong only to our profession but we do have an excellent foundation to build our future. It may be that library schools and other, related programs will have to do more to adapt to the changing demands of our communities but this does not mean that there is not work to be done.

Indeed, from my experiences providing students with experiential learning through field placements, I have discovered that new sites delight in the skills they see from our students. Many of these would not be described as "traditional" library environments. Libraries are not the only places where information is amassed, stored, accessed and used. Media sources, records management offices, health networks, non-profit support services, and corporate offices all struggle to manage the "data deluge". Students of information studies are in a prime position to guide our communities through the confusing and technologically focused future we face. The skills required for this may be shifting but this is another challenge many of us are prepared to take on.

So, if you are fearful of our future, don`t be. Embrace the challenges and take ownership over your future and, most importatnly, get engaged. Promote your skills, lead and inform those who do not understand the field. Be confident. Be competitive. When people aren't out spending their shrinking disposable incomes, they are seeking other ways to better their lot in life. We help them do it. We can be powerful. And, in fact, we are.

Cited Sources

Doraiswamy, U. (2010). The role of public libraries and their future. Kentucky Libraries, 74(2), 22-25. Retrieved from Library, Information Science & Technology Abstracts with Full Text database.

Duderstadt, J. (2009). Possible Futures for the Research Library in the 21st Century. Journal of Library Administration, 49(3), 217-225. doi:10.1080/01930820902784770

Jakubs, D. (2008). Out of the Gray Times: Leading Libraries into the Digital Future. Journal of Library Administration, 48(2), 235-248. Retrieved from Library, Information Science & Technology Abstracts with Full Text database.

Amazing People. Amazing Weekend. LIBIT Reunites in a Big Way.

2010-10-05T10:59:00.000-07:00

Since the program's 25th anniversary, 5 years ago, the Library Tech department has wanted to celebrate this achievement. Really celebrate. With the introduction of a properly funded Alumni Relations office, we were finally able to dream big. Members of the LIBIT department know, on a personal level, how life-changing our program really is because we are ALL alumni of the program! We were delighted to have the opportunity to share the accomplishments of our alumni and our program in a heartfelt way.

We wanted to offer attendees a chance to socialize but we also wanted to provide some professional development opportunities. The increasing expectations for most library technicians gave us inspiration to present workshops and team building activities that centred on leadership. The remarkable changes to UFV infrastructure was inspiration for offering campus tours, too!

The picture to your right is a snapshot of our wine and cheese reception on the Friday night in the library foyer. Guest speakers included: Provost and Vice President Academic, Eric Davis, President of the Alumni Association, Tony Luck, LIBIT Alum Julia Vanberkel and Terry Lynne Stone, storyteller and Member of the UFV Board.

Geocaching Adventure at Aldergrove Lake

Our goal, that evening, was to pay homage to our ambassadors - our program grads. It was a delight to exchange "hellos", reconnect, share stories and laugh, all while enjoying a glass of wine and some lovely food.

Bright and early the next morning, a group of alumni gathered at Aldergrove Lake for their Guided Discovery adventure. It was a riot! We hunted for lost treasure while competing (in a friendly way, of course) to solve a mystery using teams equipped with a GPS. Geocacher Jones (front right) was there to lead the way.

Leading With Story

Others, that morning, attended a workshop with Margaret Read MacDonald, accomplished scholar and folklorist, where participants practiced and participated in "Leading with Story". Of course, there is nothing like finishing off a busy day with a nice and informal dinner where some of the rowdiest attendees were current and former LIBIT faculty and staff.

President's Breakfast

On Sunday, the President of UFV, Mark Evered, hosted a lovely breakfast. He shared with us his views on the importance of information studies, its connection to learning as well as the exciting activities and ambitions of UFV. Of course, he could not help but share our pride in UFV being noted as providing the best undergraduate education in Canada for a school of our size (for the 4th year running).

The value of alumni was reinforced on many occasions during the weekend and the message was sincere. Our LIBIT alumni have a profound impact within their communities. Lisa Morry, for example, is a grad of the program who has worked with the First Nations community of Chilliwack to produce a display depicting the legacy of Residential Schools. As reported in the Chilliwack Progress, her contribution is part of the first steps in exploring the trauma of these schools.

With dozens of guests the weekend was a huge success, for the Library and Information Technology department, Alumni Relations Office, UFV, and all of our wonderful graduates and current students. A special thanks goes to Alumni Services and all of our dedicated volunteers for the huge effort they made in pulling off this event.

Some of us celebrating at the Phoenix Lounge for a friendly dinner.

Taking it all in: 30 years of teaching and..learning!

2010-09-15T14:42:00.000-07:00

Consumed by the details of daily life, we are sometimes surprised by time's relentless march. It is amusing to think of how slowly a summer passes for a bored 10 year old and how quickly that same summer whizzes by for his/her parents. For the Library and Information Technology Program at UFV, there is a constant tension between what must be done with what has been done. Time moves swiftly and so does the technology!

Instructor, program developer, librarian, mentor, and leader, Pat Sifton was the driving force behind the development of the diploma in its early days. Her drive and fundamental understanding of teaching and learning continues to influence the direction of the program.

Although the program has maintained its focus on the process of building knowledge, the challenge to maintain a program that is consistent with technological change remains constant. Tools and information sources have shifted formats numerous times over the life of the program. The shift from manual typewriters, carbon copies, print indexes, and microform to web based databases, scanners and an endless stream of user applications has kept the program in a perpetual state of evolution.

So, while we celebrate the hundreds of graduates that have walked to the tune of "Pomp and Circumstance", clutching their crisp new diplomas, we also celebrate the balancing act of the program's instructors. These instructors have successfully wrestled with change, introducing new concepts and technologies while reinforcing the value of standards and past practice.

Students of the program continue to be some of the most dedicated learners at UFV, delighting instructors in departments across the institution. Program students have repeatedly won awards and recognition for their achievements including Dean's medals, writing awards and a myriad of scholarships. The highly interdisciplinary nature of library studies means that students become something more than just "tech" students - they become passionate students of knowledge.

All of those who have been involved in the delivery of this program have been profoundly affected by the students, the institution, their colleagues and their predecessors. After seven years at UFV, Christina Neigel maintains that, “It’s been a challenge but it has been a really, really rewarding experience.” Jan Lashbrook Green says, “Teaching here at UFV, and despite all the work involved, nothing could be better for me.” Tim Atkinson recalls, “The years teaching at UFV, were the most fun teaching years of my life. The students were fun, engaging, involved. It was a great experience.” Kim Isaac states it best when she says, “To this day we’re still reaping the legacy that Pat has set the foundation for. She set up a really strong foundation and high standards for the faculty, the program and the students.”

We formally celebrate 30 years October 1 - 3, 2010 at the Abbotsford campus of UFV. We hope to see you there!

An ALA Experience - Washington D.C.

2010-07-23T00:46:00.000-07:00

The American Library Association Annual Conference, 2010

There is nothing quite like attending a conference where thousands of library folk converge against the backdrop of a beautiful city. As I made my way between sessions and museums, I would play a little game of "guess who is a librarian?". The odds are very good when there are over 20, 000 registered attendees swarming the city.

This conference confirms my belief that only a small portion of any conference is about the sessions. There is, truly, only so much one can learn in a two hour session. On the other hand, there is a lot to be learned by chatting with other attendees, exhibitors, vendors and organizers. The most enlightening experiences seem to manifest from casual conversations where like-minded souls seek an opportunity to discuss their passions and interests. This is how I discovered that many of the feelings and disjointed ideas that circle within the confines of my own mind are actually shared by a variety of others.

This kind of experience inspires and rejuvenates in a way that cannot be easily duplicated through other forms of professional development. It is not so much about learning new content or theories as it is about learning to measure your own, personal experiences against the experience of complete strangers. Through this process it becomes quickly evident that the world is much like a house of mirrors, reflecting things in a variety of perspectives that will simultaneously amuse, disturb and surprise.

It was a delight to atttend a conference that is all about how to support the public's need for self-actualization in a city that symbolizes liberty and self-determination. All cynicism aside, it was amazing to attend sessions that explore concepts of intellectual freedom, literacy, and technology and then venture out into the oppressive heat to see the Library of Congress in all of its glory and explore the many Smithsonian museums, free of charge. As a humble Canadian, I could not help but feel envious of American patriotism. They celebrate their accomplishments with such pride and passion that, despite our own somewhat jaded views, is remarkable. Make no mistake, I noted many "interesting" interpretations of world history when it did not directly relate to American history. For example, an eager docent at one of the Smithsonian museums eagerly explained to his audience how "Canadians" burned down the White House and the Capitol buildings in 1812. It did not seem that important to mention that the British had a rather large role to play in that particular event...

Nevertheless, there is an enormous amount of history in D.C. that makes it a completely worthwhile place to visit. For library folk, it is a city that not only represents the aspiration of creating an informed citizenry but it also pays homage to early American visionaries and leaders who sought out ways to make this vision feasible. It is a place where you can examine early American documents and artifacts while weighing them against a modern picture of America. Above all, it is a city that has inspired this librarian to carefully reflect on the future role libraries.

While trying to squeeze in visits to every museum and monument along the National Mall, I struggled to balance my time at the ALA conference. I had plenty of opportunities to select my sessions in advance of the conference but I had no idea there was so much to do at the conference. The magnitude of the event was hard to envision beforehand, having been a regular at many smaller conferences. Yet, many of the session topics were not dissimilar to those seen at other venues. There were just more of them. For example, the general feeling was that we, as library workers, continue to devise new ways to make our institutions relevant. We struggle to integrate technological change in meaningful ways that are genuinely helpful to those we serve. It would be refreshing to have some open and controversial sessions on what we need to do better. Many of my colleagues have snidely remarked that library conferences tend to be about "what we did good in our library".

There is a notable absence of discussion on what we do not do well. Through my discussions with various librarians, it is clear that there are a great number of us who continue to be concerned about the division of labour in our workplaces and a lack of authentic leadership. For instance, it is unsettling to think that those revising our cataloguing standards do not seem to feel the need to consult with those who actually catalogue (national libraries aside). It may be that we are being "led" to a trough of new standards which few practitioners fully understand. Our field lacks a collective voice that has notable influence with our various governments. We rely heavily on our library members to defend our relevancy. Although this is critically important to the continuation of libraries, I wonder where our existing and upcoming library leaders are.

As intellectual property continues to gain importance as a commodity in the global marketplace, our position as knowledge builders must be clearly understood by policy makers. Historically, this work has been done by local and national library organizations. Those organizations are grappling with decreasing memberships. Who, then, will challenge the corporate machine? Who will ask the difficult questions? Who will defend our budgetary needs? For this reason, we need conferences to expand their offerings to examine these very large issues. Without such discourse, we remain ignorant and rudderless when we attempt to navigate our future.

The 2010 ALA Conference was a fantastic opportunity to intersect with a variety of very interesting people. It solidified several of my own perceptions about the field of practice, confirmed many suspicions, stimulated some some new ideas, taught me a thing or two about library processes and provided me with a unique opportunity to see a lovely city. The bizarre and, strangely, intriguing Drill Cart Competition will be forever burned into my mind. And, finally, there is nothing more fun than attending the Caldecott and Newberry Award banquet when you are a children`s librarian at heart.

Petty and trite as it seems, it is now fun to re-read Dan Brown's The Lost Symbol and think, "I saw that in person and there is just no way..."

"Paraprofessional" - A Dirty Word?

2010-04-16T09:35:00.000-07:00

Ursala Delworth in an article entitled, "The paraprofessionals are coming!" from 1974 discusses the muddying waters of terminology in the use of professionals and a newly coined term "paraprofessionals". She describes paraprofessionals as:

persons who are selected, trained, and given responsibility for performing functions generally performed by professionals. They do not require the requisite education or credentials to be considered professionals in the field in which they are working, but they do perform tasks central to the function of the agency...*

In March of this year, Francine Fialkoff, editor in-chief for Library Journal discussed the issues around the paraprofessional label of non-MLIS library staff. She illustrates that the English definition of this term, as someone who is subsiduary or ancillary to roles posessessing more training or higher status, does not satisfy the description of what library staff do. Indeed, as Fialkoff points out, non-MLIS staff perform an array of tasks that need to be recognized and respected.+

Fear that giving library techncian and assistants a stronger title like "paralibrarian" further deprofessionalizes the field is, quite simply, misplaced. The incredible changes that libraries are experiencing as information becomes increasingly central to our culture and society, means that library staff are ALL seeing an increasing complexity to their work. Certainly, very few who use the services of libraries and other information centres make a distinction between a circulation assistant and a reference librarian. As a result, ALL library staff must behave in a manner that is in keeping with the professional and ethical philosophy of the profession. In order to build strong organizational cultures, library administrators need to focus on creating work environments that provide seamless service and opportunities for all staff to continually develop and grow.

Although libraries have existed for thousands of years in many forms, the modern field of librarianship does not have a long history. It is natural, then, to see the traditional views and roles of library work shift with the changing expectations that occur in and around the field. Our philosophy remains grounded in providing access to information for the purposes of knowledge building and this should provide us with the reassurance that changing the definitions relating to our roles and positions will, in all likelihood, enhance the profession. Enabling all library staff to see themselves as professionals by changing job titles and enhancing career development, strengthens the profession. Granted, the issue of salary then becomes part of the discussion. It is important to see that the limited resources that challenge our progress should not be the cause to fight internally, like hungry wolves, over limited budget allocations. Our energy needs to be turned outward to educate our communities about the services libraries provide and demonstrate that those services are performed by professionals who adhere to a set of core values and principles.

Allison Sloan, Library Journal's Paraprofessional of the Year, makes a poignant statement when she says:

Of course there is an important place in libraries for people who do not have an advanced degree but who want to pursue a library career...In Massachusetts we know that, and we call them 'paralibrarians.'**

Although used for over 40 years, the term "paraprofessional" no longer serves our field. It is time to embrace the diversity of our working environments by respecting both those with advanced degrees and those without. More importantly, it is important for library education programs to foster professionalism and life-long learning so that all library staff are prepared to carry out the complexities of their work with confidence. We are all professionals.

*Delworth, U. (1974). The paraprofessionals are coming!. Personnel & Guidance Journal, 53(4), 250. Retrieved from Academic Search Premier database.

+ Fialkoff, F. (2010, March). Not Yet Equal. Library Journal, p. 8. Retrieved from Academic Search Premier database.

**Berry III, J. (2010). ALLISON SLOAN. Library Journal, 135(4), 26-27. Retrieved from Academic Search Premier database.

Credentialling the Uncredentialled

2010-02-23T18:51:00.000-08:00

According to the ALA's Standards for Accreditation of Master's Programs in Library and Information Studies, "Accreditation serves as a mechanism for quality assessment and quality enhancement with quality defined as the effective utilization of resources to achieve appropriate educational objectives and student learning outcomes." *

This got me thinking...(a risky business, to be sure).

I have been mulling over the current state of library technicians in terms of their standing in the field and the recognition (and often, lack of recognition) their qualifications garner. They are a large (and increasing) component of the library/information management workforce. In addition, the role of techs, like many other "para" professionals, has evolved over the last 30 years, with many positions becoming increasingly complex. Yet, in some long-standing organizations, their positions have been treated as nothing more than clerical in nature or in compensation.

There are other issues to consider, as well. For example, lifelong learning is a belief that is fully embraced by the profession and yet many technicians need more support and encouragement for upgrading their skills and knowledge. Additionally, there is an undercurrent of tension in the field between the role of technicians and full-fledged librarians. On yet another front, other professions that credential their members can find it difficult to understand how our field recognizes "professionalism" without accreditation.

Although a lack of certification does not mean that we can not perform our jobs (of course we can), it does offer some advantages that are worth consideration. Formal accreditation could:

- help to establish a foundation of professional competencies and expertise
- provide a consistent understanding of core skills through this baseline knowledge
- assist in clarifying the roles of technicians within the context of information work
- provide technicians with a clear need to engage in continuing education (and thereby get more financial support)
- help those who work with technicians but may belong to other professions identify with professional expectations that emerge from credentialling standards
- improve pay for technicians who are currently classified as "clerks" by demonstrating a highly specialized knowledge in their field (i.e. it is not a job that can be done by just anyone).

From the perspective of library techncian programs, meeting accreditation standards could be stressful. What if a program does not "measure up"? My experience suggests that the connotation tied to not meeting accreditation standards can help programs present a stronger case for securing funding and support from their parent institutions. For post-secondary institutions, losing accreditation is one of the most undesirable outcomes of a review. Quite simply, it is bad press. Thus, accreditation can not only assist in streamlining standards of education, it also has the potential to build more responsive and resilient programs.

These are just some possibilities worth further examination and discussion. The biggest drawback may be creating such a program. Credentialling library technicians needs to be an initiative embraced by those in the field. Certainly, Canada is well positioned to make this process a reality as we have a limited number of programs to coordinate.

It is an issue that warrants serious consideration. In 2011, I plan to tackle this topic more fully during my sabbatical. In the meantime, I encourage technicians to think about this option, talk about it with others, and voice their opinions.

Council of the American Library Association. (Jan. 2008). Standards for Accreditation of Master's Programs in Library and Information Studies.

Think local to change the global

2009-11-16T22:36:00.000-08:00

Life is really an amazing series of serendipitous moments! Recently, on the way home from work, I listened to Facing the Future, a broadcast of a lecture by Prince Charles on the struggles of managing the mess that we have created with our planet. I was so enamoured with his eloquence that I will jump at the first chance to see one of his speaking engagements.

But that, alone, is not what got me thinking...
It was his profound message.

I was captivated by his statement:

Having just posted an article, here, discussing the problems with association memberships, and suggesting that we must think "locally", I was intrigued to hear him say that we must act locally to, "establish coherence of the whole". We hear this message of "thinking" locally with more frequency. We hear it when we discuss changing our attitudes towards how we acquire our food. We hear it when we discuss the evolution of our health, education, and transportation systems. We feel it when we watch all of those horrifying Discovery Channel documentaries about the fate of the human race. This message, like a system of small waterways, is converging into one major river system that represents our need to realign of our thinking. We need to reconnect with nature. We need to reconnect with our communities.

As I mulled all of this over, I began to reflect upon the role that libraries can have on this process. The Prince of Wales astutely points out that in celebration of post-war Modernism, "there was an eagerness to embark upon a new age of radical experimentation in every area of human experience which caused many traditional ideas to be discarded in a fit of uncontrollable enthusiasm." (para 7) It appears, to me, that the repositories of knowledge that we have struggled to build and maintain, also house the solutions to our current plight as a civilization in crisis. The studies are in and the debate is over. We are in trouble.

Yet, the answers to many of our problems reside in the philosophies of our predecessors and those who continue to champion the value of natural order and balance in nature. I was deeply moved by the Prince's reasoning that we must think differently about our relationship with our planet by becoming more connected to it. It is no longer sufficient for us to be the "keepers" of information - we must be the conduit if we are to inspire social, economic, and philosophical change.

HRH The Prince of Wales. (7 July 2009). Facing the future: 2009 Richard Dimbleby lecture. St James’s Palace State Apartments, London. [Transcript]. Retrieved November 16, 2009 from http://www.princeofwales.gov.uk/speechesandarticles/the_richard_dimbleby_lecture_titled_facing_the_future_as_del_573388579.html

Membership: it's all about engagement

2009-10-29T23:31:00.000-07:00

Recently, I had the opportunity to speak at the BCLA's Library Technician & Assistants Interest Group (LTAIG) regarding membership. Realizing that I was going to be presenting to the "converted", I thought long and hard about what membership really means.

In an era when memberships across the board are down and associations struggle to sell themselves, it is no surprise that they are thrown into the process of self-examination. Professionals are savvy consumers, too. Members no longer need to rely on a mail out newsletter and annual conferences to stay connected. Which brought me to some research on social networks. Social networks are nothing new. Abrams and Hogg in "Collective Identity" state:

"Since our private self is where we contain the knowledge of our attitudes, traits, feelings and behaviour, we must look at our collective self that contains our connections to associations, our affiliations and other groups. Our identity as individuals are bound to our perceptions of groups." (2006, 143)

This got me thinking... Essentially, seeing value in professional memberships means that we must have a personal connection to those associations in order for us to truly identify with that broader community. Yet, many of us struggle with this. In fact, paying an annual membership, getting the odd newsletter and knowing that work is being done on our behalf is just not enough for us to feel personally connected. As social networking "tools" like Facebook demonstrate, people see value in belonging to groups that relate to them on some emotional level. We identify ourselves with like-minded people - those who share our values, opinions and views - our families and friends.

How can this all tie into healthy associations?
Those organizations need to recognize the need for emotional involvement and build on it. This means that representation at a very local and personal level is likely to inspire more action and interest. It is not good enough for the Canadian Library Association to say it represents Canadian library staff. This is particularly true when there is no infrastructure to be inclusive of all regions and communities. In a country that is so geographically large and diverse, the challenge is immense. Although people may band together for specific causes that have impact (e.g. the Facebook group Fair Copyright for Canada), this level of activity is very situational.

Information work is about serving communities. Although, as information professionals, we may serve our clients virtually, the work we engage in is about people. These people exist in very real, very tangible communities that range from cities to farms to specialized organizations like hospitals and law firms. The diversity of who information professionals serve (a reflection of our national diversity) runs so deep, that the needs of one "neighbourhood" may not be that of another. It is at this microscopic level that membership begins. Being engaged with our immediate community is at the centre of information work.

It seems apparent, then, that for associations like BCLA to thrive, they must support and inspire members to become locally active. Diverse interest groups, chapters, and committees can be the framework on which members can cultivate their interests. If library staff feel that they have a real emotional connection with their colleagues, they are more likely to participate. If they are more likely to participate, the onerous task of managing groups becomes more readily shared among the membership. Why? Because they have a deeper sense of commitment and responsibility to those closest to them.

This sense of commitment and subsequent engagement, like that of civic responsibility, is something that must be anticipated as a student or fledgling in the profession. In other words, engagement begins as a student. Students are most likely to become involved if they anticipate participation. (Campbell, 2006, 161) Thus, it is part of the educational experience to cultivate this engagement. However, in order for this commitment to be lasting and effective, the associations that represent professionals must assist. Extensive activities that link educational organizations with associations becomes a critical factor in generating a committed membership.

Is this being done? Although some efforts are made, much more can be done. This is particularly true for library technicians and assistants. The constant struggle to keep LTAIG afloat with a strong membership suggests that there are problems with engagement. It seems, free membership as a student is simply not enough to create a highly active membership. Activities of associations must reach out to capture the interest and excitement of students who, generally, have an intense willingness to become engaged.

All of this comes back to the concept of social networks. Students need to be encouraged to build upon their social networks, within their own geographical contexts, to inspire a sense of belonging to their prospective professional associations. They need a connection like the ones shared with friends and family. They need to feel trust in committing their ideas to action. Having an arms length relationship with an association does not build in the level of kinship and trust needed to go beyond the passive roles of simply being identified as a "member" to a more assertive role of being an "active member".

If we build it, they will come - only if we enhance personal engagement. Thus, if the conferences, the newsletters, the websites, the committees and the interest groups do not connect emotionally with members, they will not, quite simply, stay members. To have a strong, healthy membership, our professional associations need to reach out out and "touch" their prospective members. Tap into the existing social networks.

Go to them.

Hogg, M. and D. Abrams. (2006). Collective identity: group membership and self-conception. in Self and social identity. Worchel and Coutant, eds. Malden: Blackwell, 143-181.

Campell, David. (2006). Why we vote: how schools and communities shape our civic life. Princeton: Princeton University Press.

What's in a Certification?

2009-09-18T21:08:00.000-07:00

As I look at various credentials used by other professional fields, I can't help be a little cynical about ALA's recent announcement of their Library Support Staff Certification Program (LSSCP). Described as a means of creating standardization in a field where more than half of library workers are not librarians holding a MLIS, this certificate is voluntary for library support workers.

I had the apparent nerve to ask organizers at IFLA in August 2008 whether this might lead to standardized education in the field and I got the strangest reaction. They were afraid to comment. I was floored as I saw it as a simple question - yes or no. As it turns out, Canada is in a very unique position, having a significantly smaller number of library training programs, to offer a more standardized educational practice. Currently, we try to abide by a profoundly outdated CLA set of guidelines but we should be looking at the question of accreditation. Like librarians, would it not be valuable to techncians and libraries who employ them, to offer accredited diplomas that must adhere to specific guidelines? Indeed, accreditation would very likely mean that techs could demonstrate their professional committment through recognized professional development after graduation. Their positions would have more value and recognition, as well.

Getting a certificate that acknowledges competencies that one has acquired over time, like the LCCSP program, might help some employers understand and recognize the abilities of their staff but it does little to force educational institutions to deliver standardized education. Yet, the most successful professional programs: nursing, education, accounting, etc. require accreditation - a process that forces educational programs to adhere to set guidelines, undergo regular reviews, and site visits by accreditation teams. There is rigor to the process.

We have the opportunity to provide that rigor in Canada.

Canadian Copyright and the threat to our intellectual freedom

2009-09-02T11:22:00.000-07:00

Once again, the Canadian government is attempting to tackle its elusive copyright laws. Until Sept. 13, there is a "public" (and I use the term very loosely) consultation process.

You should be shaking in your boots.

"As an instrument of public policy, the Copyright Act has two primary objectives: to encourage the creation and dissemination of original works, and to promote access to knowledge for the benefit of Canadian society as a whole."
-- Canadian Library Association, 2008.

As Micheal Geist, Canada research chair in internet and e-commerce law, clearly states we need, "...copyright laws that look ahead, rather than behind." Yet, the current consultative process shows that the deck is stacked tightly in favour of corporate interests.

On August 28th, Now Magazine, an independent weekly from the streets of Toronto, publishes a story, "The town hall that didn't invite the town," that questions a recent town hall meeting that included chair and industry minister, Tony Clement. Discussion was clearly focused on the interests of the music industry and seemed suspiciously rigged to favour conservative views (view the meeting here).

On August 27, Geist suggested that the electronic copyright consultation process (that we are ALL invited to participate in) (CCER Submission Form Service) may be tampered with. For more information see Geist's August 27th blog entry.

So where is our national library leadership in all of this? Today, as a write, I comb the Canadian Library Association website and see nothing dealing with the issue of copyright reform. This matter should be FRONT and CENTRE this month, considering that our ability to consult ends on the 13th. Meetings have been slow to manifest and the library community has been somewhat quiet on this front.

As a "library" person, I have some concerns...

1. There would be a three strikes and you ar OUT rule. Guilty until proven innocent. If an external agency accuses you of "stealing" copyrighted material electronically, you can be shut down by your ISP without an option to prove your innocence. Right now, you can be warned but the onus is on the accuser to prove your guilt before the "plug" can be yanked.

Just think of how easy it would be for an organization to get rid of "pesky" people.

2. Fair Dealing - there seems to be a more constricted interpretation in the new Bill. This means that rather than expand the nature of research and creative exploration, fair dealing is more limited.

3. The Bill says: "The patron receiving the electronically transmitted material could not make permanent copies, digital or otherwise, other than a single print copy, and could not distribute it further. Electronic access to the material would terminate after five business days. The library must ensure that only the intended recipients receive the protected material and that they abide by other conditions set out in the provisions."

This means libraries would have to:
a) ensure that the correct recipient gets materials
b) ensure that the protected material be eliminated after 5 business days
c) ensure the patron can not make duplicates

In addition, the act states that it will have a regulation that will tell libraries how these points will be dealt with.
Worried yet? OK, how about this one:

4. There will be a blanket clause preventing anyone from circumventing ANY digital locks.
How does this enhance innovation????

Last year, the CLA outlined many more issues that are well articulated in their statement. So have a look, if you are interested. Unlocking the Public Interest.

It is a quagmire of legal-speak when trying to sift through the legislation and much of the debate around it. Be careful at the resources you look at and cast your net far and wide to get a feel for the potential ramifications of copyright change.

For instance, extending copyright protection might seem like a simple and helpful change for creators but is it? The ability to extend copyright ownership protects corporate ownership and diminishes our chances of things ever becoming public domain. Look at the "Happy Birthday" example. This melody was written by two sisters in 1893 and words later appeared in 1912 with no designated writer. In 1935 the Summy Company registered it and in 1990 Warner Chappell bought the rights when it bought Summy. Copyright expires in 2030. (see Robert Brauneiss' paper, "Copyright and the World's Most Popular Song").

Without permission (and a cheque) and you publicly perform the song, you are in violation of the law. So, in such cases, who's creative interest is protected?

Click here to request a license to use the song. You might need it someday. In fact, you will probably need it sometime in the next year!

So, where does it all end? It doesn't. However, our freedoms might so speak out, read up on it and talk about it!

As one astute CBC member says, "after i get paid to build you a staircase i cannot charge you every time you let a friend use them."

Side note: Don't believe everything you hear from the Conference Board of Canada. They had to retract their support of tighter copyright laws when Micheal Geist publicly accused them of plagiarizing their support statement from the International Intellectual Property Alliance.

Ahhh...the irony.

An Ode to Our Founder

2009-07-13T00:33:00.000-07:00

Pat Sifton was highly influential in the development of UFV's Library and Information Technology Program. She single-handedly developed and taught the program for most of her tenure. For many years, the responsibility of teaching fell entirely on her shoulders and it is astounding how one woman, with very limited resources, was able to shape a program that continues to produce extremely relevant graduates 29 years after its creation. After a brief illness, Pat passed away this July.

On the October 2nd weekend of 2010, we are planning a large 30 year reunion for all of our LIBIT alumni. It was our hope to pay tribute to Pat Sifton at this event. It is with great sadness that we shall not be able to do this in her presence. After consultation with her family, it was decided that the fledgling LIBIT Leadership Award will be renamed in honour of Pat Sifton. The award, which currently sits at about 9,000 dollars is in need of at least 3,500 more in order for it to be self-sustaining as an annual award. As monthly contributors to building the endowment, the LIBIT faculty hope that, with additional support, we will be able to proudly grant this award in 2010 to a LIBIT student.

It is the very least we can do for our founder, mentor, colleague, and friend.

Anyone interested in assisting can visit UFV Giving - Pat Sifton Endowment Leadership Award

Defining What We Do - Or Don't Do

2009-06-03T23:58:00.000-07:00

Recently I had an interesting discussion with a colleague, friend and mentor when I was both technician and a neophyte librarian. It was one of those conversations that really gets the wheels turning. And after an earlier, three hour meeting, getting the wheels turning is really something.

We discussed a wide range of ideas that orbit the theme of "what is the meaning of what we do, as 'library' people"? I was surprised to suddenly realize that nowhere in my library training (and I have had a fair amount) was there ever a course or formal exploration into the foundations of librarianship. Another colleague, involved in library instruction for nearly 30 years, wryly informed me that although he had more than 15 courses examining the foundations of philosophy in his undergrad career, never did he have a similar course in library school.

Something is very wrong with this picture.

Without adequate discussion and reflection about what it is we do as librarians, library technicians, library assistants, records managers, information technicians, etc., we run the risk of losing our purpose in a world that is grappling with incredible change. So, where can we start talking about the philosophy of information work?

Everywhere.

As a group, information professionals are often wary of "blowing their own horns" and celebrating the accomplishments of the profession. We know we add value to society and, more importantly, improve people's lives. Yet, we hold back and fail to adequately assert ourselves as bastions of culture and democracy. We make life better. This is a very good thing.

So what DO we do? I don't mean things like loan out materials, complete interlibrary loan requests or answer reference questions. The question is much bigger than all of those pieces.

I put the question out there for you to ponder.

It is my hope to investigate this much more fully in an upper level course where, in the safety of the "classroom" (virtual or not), we can explore the meaning of information work.

http://www.youtube.com/watch?v=dGCJ46vyR9o&feature=channel

RDA - Dead or Alive?

2009-03-12T23:08:00.000-07:00

Resource Description and Access - RDA has been in development since 2004 with the intent to replace AACRII as the new cornerstone of cataloguing practice.

This undertaking has been met with a great deal of caution from practicing librarians and technicians. Despite the Joint Steering Committee for RDA claims that RDA builds on AACR to better incorporate all forms of content and media, it has evolved into a very large and, arguably, unwieldy resource. It has yet to be trialed and many cataloguers have left initial training sessions, shaking their heads in confusion. Considering that RDA is meant to be more inclusive, enabling other fields to use it as a means of organizing data, it is profoundly disappointing that it is shaping into a tool few understand and even fewer want to adopt.

There was no intention to create a printed version of RDA, even though sections of it can, in theory, be printed. Used primarily as an electronic resource, it is very difficult to understand how it can be used in the classroom to teach new cataloguers.

Although information on RDA has been trickling out for over 5 years, it is difficult to formulate a true sense of how this new tool is going to be incorporated into practice. Thus, I shall go out on a limb and state my reservations without seeing the "whole" package. It seems that its greatest liability is in trying to be a standard that extends beyond traditional "libary" work. Unfortunately, by trying to become more inclusive, the rules become more flexible. Yet, the purpose of defining rules is to provide structure, convention and uniformity. In its attempt at inclusiveness, RDA runs the risk of becoming unmanagable as cataloguers struggle to identify elements to be used in description. If the process of cataloguing is too complex, no one will want to use it!

Having used AACR extensively over my years as a teacher, I would like to have seen time and money invested in expanding AACR guidelines for non-print media. In addition, an overhaul of its examples would be warmly welcomed. Instead, we see a monumental effort made to craft a new tool (based, presumabley, on the prinicples of AACR). I could be mistaken but, from my armchair observations, RDA has morphed into an entity that does not serve the needs of cataloguers and their clientele. It has taken a very cerebral turn that has left many cataloguers baffled and concerned. Does it have real-life application and value? Perhaps the answer resides in trial testing that is supposed to be taking place in 2009.

At IFLA, even the Library of Congress expressed its dissatisfaction and concern over RDA. So WHO is it going to serve? WHO is going to teach us how to use it? And, finally, HOW are we actually going to apply it?

It truly amazes me to read through discussion blogs that centre around cataloguing and RDA and see the extreme intellectualization of the process. Granted, there SHOULD be core principles associated with organizing ideas and information but these must be principles that can easily be transferred to practice. AACR has done this. Will RDA enhance what we already have? The jury is out.

http://www.rdaonline.org/

Internet Archiving - Illegal?

2009-02-10T20:29:00.000-08:00

In pre-Internet years, most people understood archiving to be a process of preserving original data for future research and analysis. Since much of today's society is migrating to a "life" on the Web, many worry that the preservation of web sites is essential to capturing the thoughts and ideas of the developed world. Sounds reasonable, right? Yet, we run into a huge problem. A printed document, whether it is a personal letter or a published book is considered something which can be "owned" and "preserved". A web site, however, is something that carries its own unique problems for preservationists.

Because anything on the Web must be hosted by a server and hosts fade in and out of existence, there is no assurance that once an item is published, it will be preserved. Although much can befall printed works, their requirements for longevity are far more promising. More than one may be produced and owned. "Hosting" a book or document can be a simple as a providing shelf space or filing cabinet space. Photocopiers allow archivists to preserve deteriorating materials and so on. Rights to information published on the Web, is very different. One can easily link to a document but it is entirely different to house that document - even in the interests of preservation. There is a fine line between archiving information and "copying" information. At least, that is what evolving copyright legislation would have us believe....

To cache or not to cache, that is the question. Linking versus caching. What is legally acceptable? Should we be concerned? At what point does ownership begin to interfere with the enhancement of knowledge or does it? How do we preserve what we are creating on the Web and is it feasible? These are difficult questions that need to be mulled over and discussed. As information professionals, we need to consider what ramifications law has on our need to gather and disseminate information.

A New Degree?

2008-12-17T09:36:00.000-08:00

As the 21st century chugs along and we contend with issues about our economy, our health, and our planet, we also tend to grumble about how busy we are and how we all seem so overloaded with obligations and responsibilities. Part of this overload seems to stem from our "connectedness" through technology. With cell phones, email, products like twitter, rss feeds, television and even the old-fashioned land line phone system, our lives are filled with keeping up to what is going on around us. Most of us would agree that despite its usefulness, being informed is exhausting.

This is because the process of becoming "informed" is complex and constant. This is due to the fact that our world, whether we like it or not, is continually changing. Change is not new but our need, our compulsion to keep up with it, is. Of course, this is intrinsically tied to the availability of information. Since the creation of the printing press, the human desire to learn more about the world has increased. Now we have created a world where libraries are not repositories of information that can not be found elsewhere. Rather, they have become the "vetters" of the multitudes of information that is out there.

Recent studies are showing changes in the way children and young adults process information and look for information. Indeed, the general attitudes towards information, how it is collected and used, is changing. Although libraries have never been the stale, static relics that the media often portrays, they have had to change substantially in the last 15 to 20 years as technology has evolved. Not only has the technology changed library client expectations but it has also presented incredible opportunities for streamlining functions, sharing resources and developing new ways of managing knowledge.

Library technician diplomas were developed in an era where technological change was in its infancy. In North America, the old Bachelor of Library Science was eliminated to make way for an American Library Association accredited masters degree. This served the industry well, for a time. However, the need to share our perspectives on knowledge management, the changing uses and implications of technology on our behaviours, and the diversity of information formats and resources necessitates a deeper examination of the field. Here lies an opportunity to introduce a bachelors degree that focuses on information studies. Students can investigate the issues around information use and management to an extent that reaches beyond the diploma (which has little room for more in-depth enquiry).

Such a degree, or even a minor, could be a wonderful complement to other fields of study, particularly those with an applied focus. For example, a business major may see value in looking at the issues around business intelligence, human search behaviours and managing information. How people search, examine and process information may relate nicely to marketing, for instance.

And so, the LIBIT program is beginning its investigation of the viability of a degree.

Search Engine Optimization

2008-11-18T10:14:00.000-08:00

In the mid to late 1990's, I spent a surprising amount of time "optimizing" my organization's ranking on search engines. In essence, I would make sure that when someone typed in our name, or something very close to that name, our website would pop up in the first five "hits". Since then, SEO (search engine optimization) has become an INDUSTRY designed to cut in at the front of the result-line when some unknown stranger blithely types in a keyword search.

An Industry?

There are actually companies who are paid to audit other organizations' sites, recommend strategies for improving result list results and/or manage the optimization on a longer term contract. There are thousands of these consulting companies but most focus on American, Canadian and United Kingdom clientele.

As in the old days, there are strategies that fall in accordance with the policies and guidelines set out by major search engines (like Google) and then there are techniques that ignore these conventions and look for sneakier ways to improve results. Since money is the driving force for the these activities, linking searchers with the BEST information is not really a priority.

So how does this kind of activity affect the information we find on the Web? I wonder what kind of influence it has (and will continue to have) on the quality and accessibility of information. Perhaps, such activities will only further enhance the role of libraries....?

In the Beginning....

2008-11-06T21:32:00.000-08:00

As I venture into the blog scene, I wonder where it will take me. My hope was to create a place where LIBIT alumni and students could share their ideas. There is so much going on in the world of information - so much that most of us are unable to really keep up. However, we wouldn't be library folk if we didn't try!

So, as I sit in the semi-darkness, thinking about my career, my education, and my fantasy of winning the 649, I also wonder about the future of libraries. A colleague that worked for OCLC recently informed me that 69% of people surveyed from around the world picture books when they hear the word "library". Yet, are we not trying to brand ourselves as technologists, computer savvy and web friendly. Hmmmm....

I think we need to look at technology from a new angle. We have let it overtake most aspects of our lives yet we don't really kick back and think about the implications its influence has over our culture, our habits, our work, our environment, and even our education. Most people I talk with (and I don't just mean students) complain that they are "swamped", "run off their feet", "overwhelmed", and just plain "exhausted".

If we are so busy, where do we find time to enjoy a good read? Enjoy a good play? Conversations with friends over a glass of wine? I suspect many of us don't get enough of that richness that makes life something to savour. I know I feel constantly frustrated that I can't keep up, while wishing I could sink my soul into a delicious novel. It is a constant battle. A good friend of mine says that IT people refer to it as "change fatigue". I really like this term. If only I could put it to good use.

Where does this leave libraries, museums and, even, archives? We leave so little time for reflection and exploration. Are these institutions immune to our growing distractions? I fear that I have more questions than answers!

Welcome to the LIBIT Scene

2008-11-01T23:53:00.000-07:00

If you would like to join the discussion by adding comments, simply create a Blogger account by clicking on the "Sign in" link on the top toolbar. All you need is a username (as an email address) and a password to get started.

The intention of this blog is to inspire discussion and debate on issues related to the field of information studies. There is a lot to talk about! Everything from education to copyright law.