By Kevin Barton, MLIS Candidate
Regardless of our roles as information professionals (or soon to be professionals), we all struggle with the same information needs as those we serve. And just as we all have information needs, we all have information to share. The goal is to match those needs and those resources through effective communication. Information and communication are wholly dependent on one another, like two sides of the same coin. In our professional or student careers and personal lives, we are all faced with a multitude of media services that we are forced to sift through in order to communicate effectively. Print media and broadcast media are only the tip of the iceberg, as the internet and all of its inherent technology has created a massive surge of information outlets that can be intimidating and overwhelming. I’d like to take this opportunity to simplify things, to consolidate that information searching process down to its most primal elements. To focus on a single idea, a solitary point, the point of contact.
The point of contact is that brief instant when information exchange actually occurs. It is a singular moment when comprehension is complete, and the communication process is fulfilled in regards to an individual idea or piece of information. We all deal with hundreds of these points every day, through conversation, reading, emails and web browsing. In each of these instances, there are several points where information is transferred, either from us or to us. Breaking down these instances, we can describe this transfer using a simple diagram. Initially designed as a psychology tool, the Johari Window was created by Josheph Luft and Harrington Ingham in the mid 50’s. The tool was designed to help people understand their relationships with others, and themselves, by qualifying various personality traits.
We can adapt this tool to represent information exchange, as information passes between these areas when it is communicated between ourselves and others.
As you can see, there are specific points where information passes between the panes. These are the points of contact, and they occur in all types of communication and information exchange. For example: when you learn from your doctor that your blood pressure is a little high, the information travels from the lower right to the upper right when your doctor communicates the news. The point of contact is the verbal conversation you have with your doctor and the moment the information crosses the panes. Another example is when I send you an email about a new book you might like. The information travels from the lower left pane to the upper left pane. When you read the email, the point of contact is when you learn about the new book and the information crosses the panes.
In any given moment, each of us can only deal with one point of contact. Through my contributions to this blog, I’d like to move outward from that point, very gradually, and examine the tools and skills that can help manage that contact, both in the digital realm and through interpersonal communication. From news aggregators, blogs and social networking to listening skills and feedback, effective communication between individuals is an important part of developing information literacy. Recognizing the singular points where information is exchanged can help improve our information literacy skills, and in turn allow us to help others. Thank you for reading, and we welcome your comments.
Reposted from The Diverse Library Universe
It never dawned on me until recently that library systems in the United States are almost completly staffed by women. Upon first glance one would assume that men have no place in libraries (at least when it comes to employment), the only exception would be the staggering numbers of men holding administrative leadership positions within these institutions. I ask myself constantly why does this seem to be the norm? The answer may come in many forms….some men view librarianship as a feminine occupation, librarianship as a whole is not promoted as a lucrative field where advancement is possible and expected. Some people view librarianship as an area where little to no money can be made (salarywise). Below is a short but interesting article I read in Library Journal addressing the issue of gender diversity in libraries. I’d love to hear what others may think about this issue, especially the men pursuing careers within LIS! So check it out and let me know what you think? What experiences you may have faced? What suggestions or ideas do you have to address the lack of gender diversity?
Thanks again and I look forward to your comments
Nichole L. Manlove
Diversity Graduate Student Assistant
School of Library and Information Science
Wayne State University
republished from The Signal: Digital Preservation
by Kim Schroeder, WSU SLIS Lecturer & WSU NDSA Student Group Faculty Advisor
I suppose I look at the NDSA as my professional Global Positioning System. Since 1994 when I began digitizing archival material, I worried about the legacy of this digital work. I watched poor systems out market stronger products, proprietary formats abandoned by their manufacturers and descriptive content lost through poor migrations. I tell my students that my job is akin to the character “Chicken Little.” For an archivist the sky IS always falling.
When I went to my first Library of Congress NDSA conference, I heard not only from many warning the doom of certain formats but a lot of positive presentations on projects and technological innovations. I felt less alone in my work and more able to focus with my colleagues to tackle the greatest challenge to archivists since our aged profession began.
As I left this conference, I thought deeply about how I could communicate this information to my students and how I could replicate this for them. The only possible answer was to create a student group at Wayne State University, where I teach.
I asked in my classes if students would be interested in participating in such a group. There was a very strong, if not overwhelming interest. In analyzing the structural options for the group, I had a clear answer, to allow the students to create their own infrastructure. This has to be their group and I was only there for guidance.
Since then other groups have contacted our officers and asked for advice. Below are some recommendations for students interested in creating their own group:
- Email NDSA and ask about starting a student group.
- “Interview” faculty advisors. Speak with multiple instructors in your school to garner interest and gauge who would be most passionate about your group.
- Understand the different NDSA Working Groups and introduce their priorities in the student kick-off meeting. Vote on the goals of your group. Contact the NDSA group that most models your goals and ask for professional support. This can build relationships that lead not only to projects but to mentors.
- Have a lot of external communication that is professional. Check out our blog and Facebook page. We even have password protected working pages when we are planning tours, seminars, and projects.
- Connect with your regional professionals. Have Digital Preservation professionals present to you or give you a tour. Contact institutions and offer to research a problem for them.
- Report on your hard work. Publish or present posters at professional associations. It is important that professors, practitioners and other students know about your efforts. This will publicize your commitment to the profession and make it easier to find a job when you graduate.
I’m happy to say that our students been very productive. We presented a poster at the NDIIPP/NDSA partners meeting in 2012, where we also premiered a video Public Service Announcement to raise awareness about digital preservation. Our work has drawn some wonderful notice and praise.
Why start a student group? I will let our students speak for themselves.
WSU NDSA has provided me with opportunities to network, learn, and be involved in amazing projects concerned with digital preservation. It is also a cutting edge organization concerned with a topic that most people know little about but affects their everyday lives. Its educational value is unsurpassed as I learned digital preservation skills and content, worked collaboratively with students from all parts of the country, and had opportunities to present at regional and national conferences. It also has equipped me with ways to talk about digital preservation in everyday conversation, such as the Library of Congress’ Twitter archive. –Laura Gentry WSU SLIS Student and NDSA Student Group Secretary
Throughout my time in the group, I have done research for various projects, taken meeting minutes, worked on our blog and Facebook pages, traveled to Washington DC for the presentation of our PSA at Digital Preservation 2012, been one of the on-line hosts for our October colloquium, and co-produced a poster presentation. I feel connected to the members of our group. It is a privilege to work with such talented, passionate, and dedicated individuals. I also won my first election as Vice President of WSU NDSA this past September. WSU NDSA is providing me with valuable knowledge, experiences, and skills that not only benefit me now, but in the future. –Aubrey Maynard WSU SLUS Student and NDSA Student Group Vice President
If anyone is considering starting another student group, feel free to email me at email@example.com.
And when you do form your own student chapter, let the world know about it!
Reposted from The Diverse Library Universe.
And so we meet again,
You know it has been quite some time since my last post. A few days ago I was pondering on ways on how to make myself more marketable within the profession and whether or not race, ethnicity and gender are still predominant limiting factors when it comes to minorities and their experiences in finding employment. With that being said I wanted to share an interesting article I found on libraryjournal.com. The article specifically discusses the hiring trends of minorities within the library profession and the impact that minorities as patrons have on libraries. Reading this prompted me to think about the experiences I may come across as a potential/future information specialist, and what actions fellow minorities can take to guarantee their place in the field of library and information science. I am curious to know what others think, their experiences in their search for employment. So by all means check out the link below, take a few moments to read, ponder and post. I look forward to discussing this hot topic with my fellow informationists!
Thanks and until we meet again
Nichole L. Manlove
Diversity Graduate Student Assistant
School of Library and Information Science
Wayne State University
by J.C. Brown, MLIS Candidate
Fall semester 2010, I enrolled in LIS 7640: Public Libraries Practicum with Jennifer Gustafson and had a phenomenal experience working at Caro Area District Library, a rural Class 3 library about 90 miles north of Wayne State University. My rationale for choosing to enroll in LIS 7640 – Public Libraries Practicum was simple: (a) I wanted recent public library experience which would differ from what I gained while interning in the library at a local historical society; (b) I wanted to expand my professional network in order to facilitate job hunting prospects.
The practicum, itself, was supervised by Marcia Dievendorf, a MLIS-librarian (Kent State University – class of 1978) with over 40 years of experience in the LIS field. My experience differed from that of some of my classmates in that the practicum was project-intensive and blended my past experience, working in the criminal justice/human services field, with librarianship – Dievendorf chose my primary project based on the experience noted on my resume which I was required to submit along with my practicum application.
My primary project focused on surveying both the legal community as well as the library’s patrons as to their legal information needs, reviewing and then weeding the library’s legal collection, and creating a pathfinder of legal resources. For these projects, I utilized knowledge and skills acquired from LIS 7340 – Collection Development and Selection of Materials with Dr. Robert Holley as well as what I acquired from attending a series of webinars, Libraries and Access to Justice (via Pro Bono Net), and materials from LIS 8120 – Legal Information Resources which were loaned to me by a colleague. At the close of the semester, Dievendorf and I were invited to attend the December meeting for the Tuscola County Bar Association in order to present the findings of our survey as well as to answer any questions about the library’s collection and its services.
Since I was pursuing the graduate certificate Public Library Services to Children and Young Adults, I elected to work on several smaller projects which involved creating three annotated bibliographies for the library’s young adult department – Hunger Games Read-Alikes, Exploring Books Across Genres: A Guide to Teen Lit for Girls, and Exploring Books Across Genres: A Guide to Teen Lit for Guys. For these projects, I utilized knowledge and skills acquired in LIS 6530 – Young Adult Literature with Suzanne Todd and LIS 7250 – Programming for Children and Young Adults with Suzanne Todd.
During the semester, I was afforded the opportunity to attend an all-day in-service hosted by the White Pine Library Cooperative which focused on “customer service”, the adult services workshop hosted by The Library Network at Plymouth District Library, and two meet-the-candidates (83rd and 84th District House race) sessions facilitated by Bryon Sitler of the White Pine Library Cooperative which were hosted at Rawson Memorial District Library and Sandusky District Library.
At the close of my practicum, I was asked if I would continue working on projects as well as fill-in as a substitute – a paid member of the staff – an opportunity that likely would not have presented itself without completing an on-site practicum. Overall, my practicum was extremely positive and exceeded my expectations – I am very grateful for the experience.
Author with 84th District House Race: Terry Brown (D) and Dan Grimshaw (R)
by Judith Pasek, MLIS Student
Reposted from Information Policy for Everyday Decisions
So you have finally finished that masterpiece and uploaded it to the Internet. Certainly others will want to use your work to educate others and spread your brilliance. But wait. Others do not have permission to use your work, except for personal purposes. Free to access is not the same as free to use. The minute you created your masterpiece “in a tangible form,” it acquired a copyright automatically—no application and fee needed, although a voluntary registration is available, if desired (U.S. Copyright Office, 2006). Even without designating your work as copyrighted, it has acquired an “All Rights Reserved” designation, meaning that anyone who wants to use or reuse your work legally has to contact you (or your heirs) for permission, unless the use falls within “fair use” or other legal copyright exceptions, such as certain limited uses for education or reproduction by libraries.
There is an alternative to waiting for the deluge of e-mail messages and phone calls asking for permission to use your work (assuming that these astute people can locate your contact information). It is called a Creative Commons license. Perhaps you have seen the “cc” within a circle logo, as opposed to the “c” within a circle that denotes copyright. The Creative Commons license was developed so that creators could freely and easily designate permission levels without the need to hire a lawyer to write a contract. By attaching a Creative Commons license to your work, others can use it in accordance with the conditions specified (including proper attribution) without having to contact you first. This may enhance the distribution of your work and hopefully your reputation as well.
There are six different types of Creative Common licenses that provide for “Some Rights Reserved,” (as well as a public domain option in which all owner rights are waived). All of the Creative Commons licenses require attribution in the manner specified by the author or licensor. If not specified, it should include the name of the author or licensor, the title of the work if provided, and the URL that is associated with the work if possible (Bailey, 2010). The user must also provide a copy or link to the license itself (Bailey, 2010). Some licenses disallow commercial use and/or derivative works, i.e., modification by users other than the original creator (Bailey, 2010). Licenses that do allow derivative works may carry a “Share Alike” requirement that stipulates that the derivative work must be licensed under the same terms as the original work (Bailey, 2010).
Watch this Creative Commons Kiwi video, by username plccamz of New Zealand, to learn more about the six types of licenses. Although the video mentions the Creative Commons New Zealand licensing website, you should use a Creative Commons license version appropriate for the country in which you reside, or an international Creative Commons license, available with Creative Common’s Choose a License tool. The video mentions several vendors, such as Flickr, that incorporate a license chooser within their application for their users, making it even easier to attach a Creative Commons license by simply clicking the desired license option during the file upload process.
The Creative Commons website also provides additional information that is important to consider before choosing to use one of their licenses. For example, you need to make sure that you actually hold the copyright to the work rather than your employer, for instance. And you should consider carefully what elements and formats you want to license, such as just the photos on your website, or an entire website including stylesheets and code. Licenses are non-revocable, meaning that permission cannot be withdrawn from someone who obtained your work while it was circulating under a Creative Commons license. So make sure you really want others to be able to use your work under the terms you choose. However, if you are ready to share your work, make it easy for others to use your work by attaching a Creative Commons license of your choice.
Image Credit: Creative Commons http://creativecommons.org/choose/
Bailey, J. (2010, January 12). How to correctly use Creative Commons works [Article]. Plagiarism Today. Retrieved from http://www.plagiarismtoday.com/2010/01/12/how-to-correctly-use-creative-commons-works/
Creative Commons. (n.d.). About the licenses [Article]. Retrieved from http://creativecommons.org/licenses/
Creative Commons. (n.d.). Choose a license [Online tool]. Retrieved from http://creativecommons.org/choose/
Creative Commons Wiki. (2011, September 7). Before licensing [Article]. Retrieved from http://wiki.creativecommons.org/Before_Licensing
Creative Commons Wiki. (2012, May 23). Case Studies: Flickr [Article]. Retrieved from http://wiki.creativecommons.org/Case_Studies/Flickr
plccamz. (2011, July 4). Creative Commons Kiwi [Video file]. Retrieved from http://www.youtube.com/watch?v=AeTlXtEOplA
U.S. Copyright Office. (2006, July 12). Copyright in general [FAQ]. Retrieved from http://www.copyright.gov/help/faq/faq-general.html
United States Copyright Office. (2011). Copyright law of the United States and related laws contained in Title 17 of the United States Code (Circular 92). Washington, DC: Library of Congress. Retrieved from http://www.copyright.gov/title17/circ92.pdf
By Devan Green, MLIS Student
Time management is important for busy people. I should know I have been working full time while going to graduate school and I am a wife and mother. Free time is like a mythical creature to me. Will I ever know what it’s like to have time to just do nothing? People often look at me quizzically and ask how do you do it? My response is usually something like, “Very carefully,” Or “One day at a time.”
Since I was bored with my old busy schedule, I decided to liven things up a bit by accepting a position at another library. So now I have 2 jobs and 3 classes during my last semester of graduate school. Yeah, I am just so cool like that.
Joking aside, the truth is I have a great support system at home and at my jobs…. Plus I use some cool apps to help me stay on task. Yes this blog is about productivity software and applications to aid you in achieving superior time management!
- · Evernote: I probably could have written an entire blog post on this application. You can store all types of stuff in Evernote. You can save ‘notes’ that include video, audio, images and text. Then you can access it from wherever. You can log in to the website and see your notes, you can put the app on your tablet, phone, e-reader and desktop computer. But even if you leave all of that at home and find yourself at a computer with internet connection then you can access all of your notes. It’s like one big flash-drive in the sky that you will never lose. Recently when I started a new job, I took notes at all of my orientation and training meetings in Evernote. So now when I forget a password or who to go to regarding supplies or anything else, I pull up Evernote! It also has a great search feature, which comes in handy when your notes become too numerous to find a note just by scrolling through your list.
- · Google Calendar: If I woke one morning and was barred access to my Google calendar, I don’t know what I would do. People may ask me casually, “What are you doing tomorrow or next week” and I literally have to look at my calendar to know for sure. I have all meetings, assignments, work schedules, family commitments etc. logged in my Google calendar. Each morning and throughout the day I consult it and update it. All day my phone sends me little alerts that either hasten my gait or remind me I am exactly where I should be.
- · Wayne State Mobile: This app is very cool for accessing certain school info on the go. You can read your email and calendar, search for people and buildings on campus, access your grades for courses you have taken, Get parking, weather and news information, pull up campus menus, access the library and the South End, campus newspaper and your Onecard account.
- · Blackboard: This app allows you to access your current online classes. It’s not as good as using it on a computer but you can read and post on the discussion boards which has been helpful on days where I was so busy that I had to use my tablet while on a lunch break at work.
- · Tiny Flashlight: Power outages happen and since you usually have your phone in your pocket it’s wise to put a flashlight app on it. If your phone has a bright LED light for flashing during pictures this app really will help you light your way through dark places.
- · Kindle and/or Nook Reader App: You can buy e-textbooks for cheaper than the printed textbook. With these apps you can read the textbook whether you are using your phone, tablet or desktop.
- · Assistant/Google Voice Search/Siri: Sometimes it’s much more convenient to order around a virtual assistant than it is to use the touch screen. I programmed my assistant to have a refined British male accent, gave him corn rowed hair and a dapper suit! I don’t think you can do that with Siri but Assistant by Speaktoit lets you customize the avatar and voice for your assistant. Google Voice Search is more like Siri and it is awesomely fast and accurate.
The following apps are also nice to have. Search for them on the Google Play Store and check out the reviews. Quick Office, Advanced System MobileCare, Google Maps/Navigator, Google Plus, Facebook Messenger, Mighty Text, Email App
*I am an Android user but most of these have an Apple equivalent. It is truly amazing the amount of applications that are available for free and that can make your life much easier. I encourage you to get out there and start downloading!
by Karen S. Farrell, MLIS Candidate
This post was originally posted on Information Policy for Everyday Decisions as part of coursework for LIS 8000.
We often use images in school for PowerPoint presentations, research papers, and handouts. But what happens when we want to publish these works? Whether we decide to place them on a public blog, publish them to YouTube, add them to Pinterest, or look toward more traditional publications, copyright law becomes an issue.
Unfortunately, while Microsoft makes allowances for their ClipArt to be used in the classroom, this generosity ends once any of these images hit the Internet with your name associated with them. But, all is not lost! There are still ways to find amazing images (even, dare I say it, Better images!) and still be well within any copyright regulations.
There are three key phrases to look for when dealing with an image found on the Internet that you would like to use in your own work: Creative Commons License, Free To Use, and Public Domain. If you stumble across an image that you love, these are the words you’ll want to find. If none of them are listed, or you just can’t find anything listed concerning the image’s copyright, there’s a good chance that you can’t use the image.
But what if you really love the image? It doesn’t hurt to look for a contact person on the website and send them an email. Depending on what you want the image for, it’s entirely possible that they’ll give you the go ahead. They may ask you to grant them attribution, but more on that in a bit.
If you’re just image-hunting on the Internet, there are many ways to find beautiful and relevant images. There’s even clip art, if that’s your thing. There are pay sites that deal in stock photography, but who are we kidding? If you’re in the education field (or a whole lot of other fields), free is always better. Fortunately, there are now full websites devoted to freely sharing this content. Here are my top five most frequently used image search sites:
- WikiMedia Commons – A sister project of Wikipedia; this site has all the benefits of Wikipedia’s organizational skills. All of the images here have an “open content” license or are public domain. Instructions for use are clearly listed with each image.
- Flickr – This link goes to their Creative Commons images only. They also give a brief overview of the different licenses used. The only disadvantage to these is that the images are not always well-labeled. You may have to search through some oddball, unrelated images in your search.
- Google Images – From the Google Images page, you’ll have to first search for something…anything, really. Try searching for “chocolate chip cookies and milk”. (I know, I’m drooling over here.) Click on the gear button, which will open up a drop down menu. Select “Advanced Search”. Scroll down to “usage rights” and click the box. You can choose any of the “free to use” options depending on your specific needs.
- FotoPedia – Gorgeous pictures on this site. Just make sure you go through this link to their search page. The search page from the home page link only shows one image at a time. (There are some awesome features there to learn more about the image.) From this link, just click on “advanced options” and then select the “any license” menu.
- Pics4Learning – Want something even more user-friendly? All the images here are free to use without having to worry about granting attribution! But they must be used for educational purposes.
A word on attribution and the various licensing options: it may seem slightly confusing at first, but on all of these sites, the options are quite similar. Basically, most of them want you to credit, or give an attribution to, their work. Generally, this means that you need to list the author’s name and link back to the page where you found the picture. If you plan to use the image commercially, you’ll need to only look at those images that include commercial sharing. If you’re interested in modifying the picture in some way, you’ll also need to look at only those images. If you just need a blog photo or something to add to a PowerPoint presentation, attribution, free to use, or the simplest licensing option listed will work!
Happy picture hunting!
by Nichole Manlove, MLIS Candidate
Greetings to all!
My name is Nichole L. Manlove and I wanted to introduce myself as the new Diversity Graduate Student Assistant for Wayne’s School of Library and Information Science. I am currently in my fourth semester here at Wayne and am looking forward to the exciting new challenges that the position may bring. To provide a brief background of myself I received my BA in Advertising from Michigan State University in May of 2000. As I mentioned previously I am a LIS graduate student currently working towards my MA in Library and Information Science and soon I hope to become a candidate for the graduate History program. In addition I am working to achieve my certificate in Archival Administration. My ultimate goal is to develop into an Archivist within a museum or special library with a focus on African American History. To assist me on my road to success I am involved with Wayne’s student chapter of the Society of American Archivists as the Program Committee Chair, in addition I am currently a volunteer with the Archives Library of the Charles H. Wright Museum of African American History.
As the new year comes into focus I am excited to embark upon a new journey and join forces with those of like minds. Through my remaining time here as the new Diversity GSA my goal is to implement the skills, education and training I have received thus far in order to assist the School of Library and Information Science in promoting diversity among minorities within the program and field. In doing so my plan is to seek fresh faces by developing initiatives that will draw attention to the vast array of career/development and scholarship opportunities that are available.
Once again I am looking forward to embarking on a new journey and welcome all who are interested to join me. If there are any questions, concerns, or valuable input, I welcome them all.
Thank you once again, and I wish all of you the best of luck in your endeavors.
Nichole L. Manlove
Diversity Graduate Student Assistant
School of Library and Information Science
Wayne State University
Originally published at The Diverse Library Universe.
by Judith Pasek, MLIS Candidate
What are institutional repositories? What are their purposes and functions? How are they managed? What issues have librarians had to deal with while attempting to establish and manage institutional repositories? These were questions I wished to explore as a master’s student in the School of Library and Information Science at Wayne State University, particularly while enrolled in LIS 7060, Academic Libraries. In the video, “Institutional Repositories: An Overview,” I share information that I learned while reviewing scholarly literature written about institutional repositories. Watch this video to learn about a library service that does not get as much attention as it deserves.
About the Author:
Judith Pasek, Ph.D., a resident of Fort Collins, CO, is a master’s student in the School of Library and Information Science (SLIS) at Wayne State University (WSU). She is concentrating on academic libraries and certification in information management/information analytics, and hopes to apply her background in the sciences to the LIS field. She holds a B.S. degree in Natural Resources from the University of Michigan, a M.S. degree in Entomology from the University of Missouri, and a Ph.D. degree in Entomology from the University of Nebraska. She has 30 years of experience working for the U.S. Department of Agriculture, including 17 years with the U.S. Forest Service and 13 years with the Animal and Plant Health Inspection Service. Judith was selected for the SLIS Student Writing Award in April 2012, and was also awarded a tuition scholarship by the WSU SLIS Alumni Association. Judith anticipates graduating with a MLIS degree in May 2013. When not busy studying, Judith assists her husband with his start-up business, Twisted Oak Custom Woodworks (serving a webmaster, photographer, and general office manager).