The articles can be located at:
No Data Left Behind By Edwin Wargo http://www.eric.ed.gov/ERICDocs/data/ericdocs2/content_storage_01/0000000b/80/31/f6/d8.pdf
Building a Digital Library on a Shoestring By Kate Foster and Alma Creighton
http://web.ebscohost.com/ehost/pdf?vid=25&hid=16&sid=49cf9437-057c-4e46-a709-e93ea4aefdc4%40SRCSM2
Ben Franklin’s Information Service:
Lost: Serendipity
Chapter Nine primarily discusses the library, a source of endless information for the masses. Roszak refers to the seemingly “not so overwhelming” amount of technology available for the public in the library itself. It prompts the question as to why this is so. Roszak offers several interesting comments worth considering:
- Librarians can and do use money to fund technology when the funding is available.
- Technology companies don’t find the libraries marketing grounds-a place to promote their merchandise and entice a new market. Why? Read on.
- Libraries as noted by the American Library Association in 1990, supports a “poor people’s services policy resolution” that guarantees “equal access to information for all.”
- Poor people aren’t the sort of market big companies are targeting.
- Roszak also toys with the thought that perhaps technology is also not big business in the world of libraries because it is a traditionally a women’s profession.
Interesting enough, Roszak points out that the poor are those most desperately in need of information. Roszak also goes on to describe how information that every citizen of the United States should be entitled to, has now become a commodity sold by fee-for-use vendors. Fortunately, states have been fighting to change this. Unfortunately, it should have never been up for sale.
Points we pondered: - More importantly, those librarians who are lucky enough to have the funding for technology availability are pleased with the supplemental resources they have acquired. It is essential to recognize that computers with their so called infinite wisdom are not the ultimate sources to use but instead one of many sources.
- It can not be stressed enough that students have to learn to recognize that computer research is not ultimately authoritative. As a matter of fact, it is important to always question your sources no matter where they come from.
- In addition, they comment on the fact finding skill that is necessary to locate the information needed, a skill they say is not honed by a home computer user.
- Computers don’t have all the answers and if we truly believe they do, we will stop coming across things we never intended to find.
- Roszak’s reference to outdated programs. It was interesting to learn that programs are still used in which the programmers are no longer around and the programs can not effectively be manipulated by other programmers; yet, they continue to be used. This is a frightening state to think that the values, as Roszak calls them, of the original programmers may be outdated and so specifically defined to that one individual. It merely supports Roszak’s reasoning that computer’s can not possibly take in all the information (and ideas) to produce the same types of decisions a human would be capable of making.
- Roszak concludes this chapter with: “The more we are left in the care of their machines to meet our intellectual needs, the more likely it is that data will displace ideas, and the life of the mind wither.”
“Shhh! Quiet, please.” People are thinking.
In the Wrong Hands:
This chapter is devoted to manner in which technology has been primarily used in today’s society. As Roszak states it: This is human existence neatly adapted to the level of binary numbers.
He is, of course, referring to how data, yours and ours, has been continuously collected, stored, and sold to the highest bidder. Nothing is sacred; nothing is personal. He tells the story about the name of a boy who was contacted by the Selective Service for failing to register for the draft. As it turned out, no one lived at the address stated, as matter of fact, the boy did not exist; it was a name made up and submitted at an ice cream shop.
One of the largest collectors of information is the government. It uses include: surveillance, polling, and for wartime decision making. Roszak spends a great deal of words on the election of President Ronald Reagan who utilized the polls to a great extent. As noted, polls changed the campaigns to address the concerns or preferences of the people. Technology made this happen in an efficient manner. “What matters is the candidates think the pollsters make a difference and now plan their campaigns in response to computerized information.” And it’s all about the numbers.
A point we pondered: - A form of reverse psychology? It’s a manipulation of the people to be led to believe that their opinion counts as is the democratic way. When, in fact, that is all that matters, “not the forming of opinions, but their mere tabulation.”
It’s big business because as Roszak offers:
“All these efforts are based on one root assumption: that human thought, even at its most subtle and intricate levels, is a kind of information processing; therefore, the more data and the faster the processing, the better.”
Descartes’s Angel:
This chapter focuses on the information processing model of thought. Roszak begins by referencing Rene’ Descartes and Francis Bacon, two philosophers who were trying to figure out how the mind works and develop a new method of understanding. Building on each other strengths and weaknesses, they combined their ideas and “formed a working alliance to produce the intellectual enterprise we call science.” They believed that the mind was “guided at every step and that business was done as if by machinery.” Roszak feels that thinking is more involved than connecting data points and feels that the mind processes data selectively, without rules, depending on the “project” that is at hand. These “projects” that Roszak refers to range from basic survival skills to higher level skills and it is teaching students the latter that Roszak feels “is the whole meaning of education”.
Roszak, like Oppenheimer, stresses the idea that computers should not be introduced to students at an early age because it does not help them to become better thinkers. Young students need to be involved in building basic skills and listening to and reading various types of stories, instead of being involved with the computer. Interactions with the computer should be saved for the later years (high school and/or college).
Points we pondered: - “The best approach to computer literacy might be to stress the limitations and abuses of the machine, showing the students how little they need it to develop their autonomous powers of thought”. This is not something that many educators probably think about doing because they are too worried about incorporating the computer into the curriculum, but something that could probably prove to be very beneficial.
- The idea of intellectual adventure. When educators teach the students to realize that there are different levels of thought and that they are brought on by ideas.
Related Articles
No Data Left Behind: Edwin Wargo begins this article by posing the question, “If technology can affect student learning, shouldn’t it be considered in making decisions?”
As one reads this article, we couldn’t help but think about what we’ve read in the last few books. Are we living in a “data glut” society? Is the school system now following in the footsteps of the government and becoming infatuated with the “total recall?”
Edwin Wargo describes using data for decision making. Seems harmless. Right? He states the challenges of collecting the information (although, from what we’ve learned in the Cult of Information it’s as simple as signing up for a super-saver card at your local grocery store), finding what set of filters need to be created, and ensuring the filtered information is understandable and meaningful. Luckily, he also includes that “decisions are limited by the information used to make them.” However, do you think he is really as aware of what makes the data meaningful and to the right person? He refers to the stakeholders as being the ones that will take the most meaning from the data. However, as our “Educational Innovations” course has taught us, stakeholders can refer to a whole range of folks. Where are teachers on that totem pole? Don’t curriculum, instruction, learning, and assessment issues directly impact teachers on a daily basis? This would imply that the values or the set of filters should be written by teachers or at least by consulting with teachers? Do they really?
Wargo also states in one section of his article “Even if all the filters (questions) aren’t yet crafted, begin to collect the information. It most likely will be useful later.” In that section, he is referring to tracking down issues such as Internet inaccessibility, inappropriate website visits, etc. While these issues would tend to help with the maintenance of the system in place, he also suggests tracking technology usage? As a matter of fact, he mentions noting trends in the usage of technology, which teachers use the technology (for the purposes of identifying the need and effectiveness of teacher training). Should we, as teachers, see this as interference (Big Brother effect) or a way of really helping student achievement?
It’s interesting to read in this article Wargo’s emphasis on filtering information according to who is viewing it, thus, to have the utmost value and meaning. However, this makes one wonder how often the values or filters are updated to ensure the most meaning. Again, we ask, who writes the filters?
As we read this article, we realize we picked it apart with a fine tooth comb: agreeing with some points made and questioning others. As is the purpose of being an informed reader, it is important to not take anything at face value. Again, we invite you to post comments, answers, and more questions.
Building a Digital Library on a Shoestring: In chapter nine Roszak poses the question, “How likely is it, then, that the libraries of the world (including all non-English collections) will ever be totally (or largely) digitized – a recurrent computer enthusiast fantasy?” If the example provided in this article is any example, the answer we would provide would be most likely never.
This article discusses the University of South Carolina’s development of a digital library. What they have accomplished with what they have available to them is impressive to say the least, but it gives us an insight as to the complexity of creating a digital library.
In order to figure out where to begin, the university first created a team of staff members who all had interest in creating a digital library. These people added to their already overloaded work schedule and volunteered their time and energy to get this project off the ground. Could this type of situation happen in a public or school library where many educators only volunteer for things if there is a stipend involved? Would there be someone as “tech savvy” as Kate in each library to be able to get the digital library started? The university also spent little money on equipment and servers because they were able to utilize what they already had in place. Would this be the case in the public school setting where servers “crash” without notice and the equipment available varies from school to school? It also is mentioned that after a year and a half of scanning that the digital library had nine collections (100-300 images a collection). They accomplished this with the assistance of interns that they hired. Without the assistance of interns, will it ever be possible to have a digital library that is of benefit or will it simply be a waste of time and space on the server?
The University of South Carolina received rave reviews for their development, but would the same results be seen in the public setting where there is less money, and more need for human interaction with students, rather than computers?
Kerri and Marcy
38 comments:
Kerri and Marci mentioned from the digital library article that a digital library was created by many volunteers at the University of South Carolina. They went on to pose the question as to whether this could happen at a public school? I think it could at schools where there are many parent volunteers, the right equipment, and the right leadership. At the secondary level, I think students could help the media specialist before and after school with the project. Why would the students want to give up their time to do this? Maybe they could be rewarded with community service hours, hours that many students need to graduate anyway. So my answer to whether it could be done is, Yes!
I guess the better question is will all this effort be worth it? I can see why putting many books, etc., in a digital library would be worth it at a collegiate level. Many students are only on campus a few days a week, and many don't travel to the campus at all and take classes online. In these cases, being able to access research materials from home would be extremely beneficial. In public schools however, students are at the school five days a week and should have ample time to check out the materials they need. Even if they don't have time, most likely the public library has a better selection than their school library anyway.
In the younger grades especially, promoting reading has a very strong emphasis. I don't think young children would gain the same experience of reading stories on a computer screen compared to checking out the actual book in the media center. I don't know if reading a book on the screen is the same as finding a quiet spot in the library and cuddling up with a new found book. Something would seem to have been lost.
Brad makes valid points when it comes to the elementary school level. Students do need the hands on experiences with books and, as posted, it takes a lot of man hours to make a digital library happen. Many of which do not exist already.
He also asks if it's worth it? Don't you think the bigger challenge is to provide digital libraries in the areas most afflicted by poverty? Aren't those people the ones in most desperate need of information? According to Roszak, this population is the one that suffers from a lack of information? And although you make an excellent point of pointing out the benefits for online students and/or commuting students, wouldn't the poor masses be the most served?
Marcy and Kerry mentioned how it is important to question all of your sources. This is a skill that I don't beleive we are teaching our children. I don't beleive many adults are practicing this skill either. We take things for face value and move on, always in a hurry. As for obtaining information, I don't think many know how to effectively do this. Librarians are some who do, but as we discussed, many do not visit the library becuase of Internet convience and other reasons. Roszak and Oppenheimer agree that students shouldn't be introduced to computers at an early age. Unfortunately this isn't a master idea, based on no information, (mentioned in Ch. 5) where this statement catches fire in the minds of many and spreads to others.
Marcy in your second post in response to Brad, you ask "Don't you think the bigger challenge is to provide digital libraries in the areas most afflicted by poverty? Aren't those people the ones in most desperate need of information?" Yes, those are the people who are need of information, but I don't think a digital library is the answer or the big challenge. I think the issue is that they are lacking the skills and possibly motivation on how to get the information and opportunites in their reach.
In response to Brad, Marcy asks, "Don't you think the bigger challenge is to provide digital libraries in the areas most afflicted by poverty?" She reminds us that Roszak says this population is in the most need of information. I agree that this population needs access to information but I am not sure a digital library is the best way to provide them with information. The reason I feel this way is because in order to access information in a digital library the family has to have a computer with internet access. If the family is afflicted by poverty they probably will not be able to afford these resources.
No Data Left Behind
I really do think that the schools systems are in midst of a data glut. With the institution of NCLB schools rely heavily on data to drive instruction which drives what teachers teach, how they teach it, when they teach it and to whom they teach it. If the data doesn’t come out in the favor of the teacher, the question is always what can the teacher do better next time?
Specifically in my district a program called EduSoft has been called the “next great thing.” We have been told of all the things it can do, immediate test feedback, allow teachers to break down each question and see where the majority of students are strong or weak. We have been told that we are to use it to input our own tests and use it as a grading machine. Sounds great, but is it really?
This is just another way for the “higher up, decision makers” to get the data. They have access to every teacher, but they are not using it in a constructive manner. They don’t ask if the curriculum is falling short of the students, but direct blame goes to teacher. They claimed we would have access to this program to grade tests; however that portion of the software has not yet been purchased by the county.
So yes, I do think that all this data has become overwhelming, and I wonder if it really is doing any good in the grand scheme of things.
Digital Libraries –
Could this type of situation happen in a public or school library where many educators only volunteer for things if there is a stipend involved?
This seems to be the dilemma of the day, as I was just discussing with another teacher whether or not a teacher should do “extra” without being compensated.
I think that educators that are in the classrooms for the good of the children would volunteer for something like the digital library but only if they were truly interested and had a stake in it. I think in order to spend time outside of your school day a person truly needs to have a love or passion for the task at hand. However, because there is no monetary reimbursement, certain problems can and most likely will occur. Such as being really into and involved in the beginning but when things become tedious as they may well do, it is easier to drop it or put on the back burner thus lending itself to something that may never be completed.
I think the tech savvy people always seem to come around when something new is on the horizon, but will they stay is the question, or will their other commitments that fall under their current job description get in the way.
Both Sara and Ellen stated that they agree that those afflicted by poverty need access to information, but do not think that a digital library is the answer because of lack of skills, possibly motivation, and lack of access to a computer. I agree that a digital library is not the best answer for them either. Having taught in a Title 1 school, I would have to say that there are many other things that are higher on the priority list of the administration and staff then creating a digital library with the funds that they have available. If a digital library is not the answer for those afflicted by poverty, yet they are the ones that need the information the most, how do we accomplish this feat?
When asked if digital libraries could be created in the public schools, Brad stated, “I think it could at schools where there are many parent volunteers, the right equipment, and the right leadership.” This sounds feasible, but leads me to another question. How many elementary schools truly possess all of these qualities?
Kerri –
In answering your first question, I agree with Sara and Ellen that a digital library is not the answer. I think before we get to the point of a digital library, don’t we need to solve the problem of access for those affected by poverty. There are many ways that this can be done; however will it be truly effective. One way to solve the access problem would be for schools in low income areas to have unlimited access to computers and open up this access to parents and students in the evening, on weekends. School could then provide workshops or skill building sessions. Will this truly be the solution we are looking for? No, but it is a start. Once access to computers & the internet is more accessible and people have the skill they need to do the basics, then maybe a digital library would be something that followed.
One question we discussed in class is whether the digital library is a net positive or a net negative. Certainly, we (with access) love getting to the articles we need without having to travel to the library. However, most of us have limited skills finding the information we need and end up settling for whatever we can find. Is the librarian the missing link in the digital library, i.e., the one who can help us locate information we didn't even know existed?
Playing devil's advocate here...and addressing Dr. M's comment/question.
The librarian has always served as a link between the user and the information. But he is absolutely right in that we tend to settle for the first thing we find. A few libarians were quoted in Roszak's book as saying that there's a world to uncover when you take the time to browse.
Therefore, back to the question I posed earlier regarding the poorer populations(think about public libraries in the poor areas~don't assume all libraries are as well equipped as the one's you are use to): Would it be beneficial to maintain digital library access within the physical library structure (remember there is lots of information that is available for public access online)? Now, to you and me, digital library means remote access. To a household without that access, it could mean a visit to their public library. Roszak mentions librarians who work with people to gain access to information and to learn about programs (could be welfare, jobs, disabilities, etc.). Should we be quick to say that people aren't motivated just because they are poor? Should we just not even make the service available in those areas because we think they won't use it?
Not all who are poor are so devastated that there is no motivation to move up in the world. They deserve the access just like everyone else and the help to develop those skills needed to find what they need.
Are we living in a “data glut” society? Yes, we are extremely driven by the raw data that is given us. Anything we get, anything we do, any decision we made has to have some spot a data. The funny part about it is that data can be misinterpreted very easily. A lot of decisions are usually made from just one test and using just the data that came fresh without running any analysis to see if there were any flaws in the data. We tend to ignore the kids who have the bad days on the MSA and just tell them to, "Do the best that they can.", and even worse statistics can be manipulated to just make yourself look good. A list is made of the most dangerous schools based on just the number of suspensions. I am very curious to know if a filtering system is set up by the administrators to do anything they can to have their school avoid the list?
Jaclyn (and everyone else),
I agree with you that we first need to solve the problem of access for those affected by poverty. Providing access to parents and students in the evening and on weekends and providing them with the opportunity to attend workshops sounds like a wonderful idea. However, these types of programs require support and assistance from staff members in the building. So once again we are back on the subject of teacher involvement. Will they stay if they are not paid? Will there be teachers “savvy” enough to feel comfortable helping the parents and students?
At the school where I previously taught we had evening programs for parents and unfortunately they were ultimately canceled due to low enrollment. Even providing a free computer as a door prize could not bring the parents through the door. This may not be the case in all schools affected by poverty, but it brought to mind some questions about parents. How do we involve parents? How do we keep them involved? Is it the schools responsibility to help these parents get access? Is there ultimately something else we would rather help them with?
Kerri mentioned that before we can worry about digital libraries, we first need to solve the access problem for those affected by poverty. She mentioned that before this should happen that schools should be opened to parents and students that are in poverty for unlimited computer access during the evenings and on weekends. Is this really going to be helping these people though? Is there going to be anyone there in the evenings and on weekends to teach these people how to sort through the large amount of garbage on the internet and truly find worthwhile information? Probably not. What would probably happen is many people would use the computer time to play games and chat electronically with friends. If we truly want to help these people with acessing information we should probably point them in the direction of the local public libary where they will have trained librarians available to help with sorting through massive amounts of information.
Jaclyn seems to tend to agree that we are living in a "data glut" society especially within the realm of education. I am, too, at a school where the latest trend has been to maintain a data binder. Quite frankly, it seems like we're more wrapped up in the process of collecting (and the stress from making sure that it does get done) that I'm not sure it helps us to know our kids any better.
Now, it has to work for someone here on our blog. What is the key? How often do you collect? Who dictated what you were to collect?
I did mention that we need to worry about solving the access problem for those affected by poverty, but then stated that opening up the schools to parents on the weekends and evenings (an idea presented by Jaclyn) sounds like a great idea, but is more involved than meets the eye and most likely will not be successful (at least it wasn’t in my school). Brad came up with a good alternative: pointing them to the local public library where a trained librarian will be there to help them access information. I like this idea for two reasons. First, it takes the responsibility out of the hands of the school staff allowing them more time for planning and preparation. Secondly, it opens these parents up to a world they probably wouldn’t have chosen to explore on their own. My only concern is that they will not feel comfortable going to the library and asking for assistance. If this is the case, what else can we do to help them? Should this even be something that we should be concerned about in the first place?
The missing link may indeed be the public library that takes on the unique role in our digital world to "level the playing field" or if you prefer "bridging the digital divide The technology driven world we live in requires access and at present public libraries provide that to all with hours that are more flexible than those typically found a public school setting. No one who enters a public library today will fail to see a diverse customers base occupying every available PC.
Technologies newness has been replaced with everyone’s understanding of how essential access is. This has in turn led library customers of all ages to grapple with use, access, and creating the necessary balance between print and electronic information. Yes, this is the role of the public library and the librarian. We can help by using the tools to create or provide customer responsive access much as we do with providing print collections.
Comfort is key and is so for everyone. This can be achieved not only by providing attractive spaces, customer service oriented staff and enough equipment/access. Comfort can also be achieved by creating web pages, subject guides, online pathfinders and learning modules that are clearly geared to the customer. This is perhaps the challenge in such a rapidly changing environment.
Baltimore Librarian,
We appreciate your words on this subject including your observations.
A few more questions:
1) What types of information are accessed and most helpful to those in lower economic status?
2) Is the access becoming a growing trend?
3) Is it common to find digital libraries in most libraries despite their location or is this most common in larger areas or in more affluent areas?
4) Is funding readily available?
We appreciate any insight you can share with us.
Kerri,
I like the point that you brought up about how to help those in poverty that don't feel comfortable going to the local library and asking for assistance with accessing information. You then asked what else we can do to help them. One thing that has been going on in the school I teach at in Howard County, is that librarians from Howard County come to our school about twice a year and promote activities that are taking place at the library. They promote special reading events
and yes the computer access that is available at the library. Obviously, not all the students at the school are in poverty, but some of them are. If they hear about what is offered at the library, they are likely to go home and tell their parents about it. Having librarians come into the school won't cause all of these families to come to the library, but it will help. When children have heard about all of the exciting programs, and have had a chance to meet some of the libarians, they will most likely want to go to the library.
Kerri and the Baltimore Librarian both touch on comfort when visiting the public library. I think this is a key point not only for those affected by poverty but for all. One way to help students feel comfortable is to expose them to a variety of environments. Brad stated that at his school, local librarians come to the school and promote reading programs. I previously worked at a Title 1 school and we had a similar idea. However, instead of the librarians visiting the school we took the students to the librarians. It was a walking field trip and we actually walked to the public library. Once at the library, the librarians gave the students a tour of the library and promoted summer activities. The students even had the opportunity to get a library card (if they had parent permission). This was a great way for the schools and public libraries to work together to make information available to our students.
Sara,
I like how your school took the students to the library even more so than what I mentioned about the librarians coming to the school. It would be better for the students to actually see the interior of the library, see the books, computers, and other rescources available. It is one thing to hear about the library while at school, its another thing to experience it first hand. The only problem is that it can't be a one time experience. Students might be excited the day of the field trip and then lose interest weeks or even months afterward. So maybe it could be a combined effort of a field trip to the local library and then multiple visits from the librarians to the schools as a way to keep students motivated throughout the school year.
Baltimore Librarian,
Thank you for the information you shared. You mentioned that to make users comfortable web pages, subject guides, online pathfinders and learning modules that are clearly geared to the customer can be created. It is the responsibility of the librarian to create these things, or are they created from some outside source?
Brad and Sara, thank you for sharing information about how your school interacts with the public library. I worked at the same Title 1 school that Sara spoke about. As Sara stated the walking field trip to the library was a great way for the schools and the public library to work together. Students were very excited about getting a library card and were excited about the summer activities, however, it was done right at the end of the year and there was no guarantee that the students did anything with the information they received. For this reason, I really like the idea that Brad mentioned about the students walking to the library as well as the librarians coming to the school to share information with the students. I think that this combined effort would be more beneficial to the students and in turn get their families involved as well.
Kerri and Brad, I agree that combining the field trip to the library and having the librarians visit the school would be ideal. However, with standardized testing, pacing guides, scripted curriculum, and so on finding time to do these important events is limited. This leads us back to Postman and having a purpose for schools. Is our purpose to teach information or expose the students to resources (one being the library) where they can access information, or both?
Sara,
You're absolutely right. I think the purpose is right on~teaching kids to be resourceful. On the hand, however, we teach what we are told to teach (or rather transfer the information).
It's nice to hear that some schools (too bad, it's just the Title 1 schools we are only hearing about) that take the time to promote the traditional resources. Using the library is a lost skill.
Marcy,
Thanks you. This is a little long but I hope it addresses your questions:
Library customers are using the technology for everything imaginable. This includes not only help in making daily life decisions but also establishing a “place” in our fast paced society. The daily life issues are those that we all face from navigating the “system”, health care, personal finance, education, recreation, and available community services.
Not only the web comes into play. Public libraries subscribe to commercial databases that are subject specific and often full text. These are very popular and provide solid useful information for those daily life issues as well.
The technology has also enabled many to in a sense establish a residence and/or an identity that was not easy or so readily available before. The sheer importance of the technology as a communication tool other than social e-mail is often overlooked.
Access is not so much a trend now but a requirement. Yes, there is an ever-growing demand for more and more access. This can be seen in libraries as they plan new facilities and renovate older ones. Print still has a stable place and is crucial yet planning space for large banks of PCs, providing wireless service, and supporting technology training for customers is as crucial.
Digital libraries are appearing more and more now. Most all public libraries have areas set aside that could be called “digital departments” or public computing centers. Many libraries are examining the potential for small neighborhood facilities that are essentially public computing center. These may very likely become the library branches of the future. This is a concept that plays in rural and affluent areas alike.
Funding is tough. Libraries often find themselves being 1% or less of local budget structures. Fortunately private donors, foundations, and yes, the Gates grants are there to help public libraries level the playing field. Private funding continues to grow as a major component of public libraries and can be as much as 35% or more of some library budgets.
How important is all of this? The morning after a long, frustrating day when you are setting up to open the doors once again and tucked on the side of a keyboard is a handwritten note that says “Thank you, because I could use the PC and write a resume I was able to get a job.” Yes, that access matters.
Keri,
You are welcome!
Yes, it really is the role of the librarian to create web pages, subject guides, online pathfinders and learning modules that are clearly geared to the customer. Who better knows the customer and the need than the person who works one on one with them? Libraries have long built print collections based on the needs of their customers and this concept has now moved over into the web/online environment. This equates to writing for the web and that is often the challenge. Many studies illustrate the importance of using “daily language” or writing the way people think rather than the more traditional structured approach to searching for information. This is not always easy for librarians.
Given our library discussion, you might find this segment from yesterday's Talk of the Nation interesting:
http://www.npr.org/templates/story/
story.php?storyId=9288502
It was a discussion about the role of libraries with the homeless. It only touched on the issue of the information needs of the homeless, but it was clearly a different viewpoint on libraries and their interaction with people in extreme poverty.
Baltimore Librarian,
Thank you so much for your insight. It's refreshing to once again hear about the many positives regarding technology!
I think your comments will enlighten many to realize how technology in the public libararies is a real necessity and truly utilized to a extent that we really have never imagined.
Jaclyn had mentioned in one of her blogs that "schools rely heavily on data to drive instruction which drives what teachers teach, how they teach it, when they teach it and to whom they teach it." I strongly agree with what Jaclyn stated. Our society is a fact/data driven society. We are constantly relying on facts and data in all that we do. Now a days data is consuming our school systems and the way we teach. Take the MSA's for example. Teachers are expected to teach to the test and teach students how to solve certain types of problems a specific way, knowing they will be on the test. In the end, the data is posted for all to see and it's a matter of scores. It saddens me that today's teaching has all of these demands. How are students supposed to learn how to express their own ideas? The more students rely on facts, the less they will use their imagination and creative thinking skills are then lost.
The librarian commented on the “digital departments” within libraries and the importance of public computing areas. These areas are vital for many people that would otherwise not have access to information that is provided through digital databases and other valuable electronic resources. In class we discussed the future of the public library, how it may change or even become ‘extinct’. This thought was disturbing on many different levels. We discussed the possibility of a virtual library, yet did not discuss many other options for the future of the public library. The virtual library would provide access to information and digital databases to people with computer access, yet would inadvertently deny access to many others without such resources. I appreciated the librarian’s comments on the possibility of small neighborhood computing facilities that could become the libraries of the future. The neighborhood computing facilities would provide indispensable access to people that would be cut off from many resources if the library as we know it no longer existed. I think these facilities could be very powerful assuming they were numerous and could meet the demands of those in need of the facilities.
The discussion on “Talk of the Nation” concerning the role of libraries with the homeless population emphasizes the ways in which libraries serve this population. Throughout the discussion the concept of librarians serving as auxiliary social workers continued to surface. Librarians are not trained for social work, yet are faced with this reality as the library is often a day-time haven for many people that are homeless. As much of the homeless population suffers from mental disorders and/or addictions, behavior exhibited in the library from these patrons may be odd or not falling within social norms. The librarian on the program spoke of the need for appropriate behavior from all library patrons, regardless of their appearance or social status. The general code for librarians seems to be only to approach people if their behavior is disturbing others or has potential of causing harm to others.
In the original post, Kerri and Marcy assert that “This is a frightening state to think that the values, as Roszak calls them, of the original programmers may be outdated and so specifically defined to that one individual.” As children and adults view information and programs on the computer, it is unlikely that they will look for the date of creation or the author. What is viewed on the computer is often thought to be accurate and current unless something on the webpage or within the program appears outdated. It is disturbing to consider all the information that is assumed to be true, valid and unbiased without even checking basic information such as dates or bias of the author. Unfortunately, not only is information dispensed but personal opinions are formed and beliefs are established for many people from what they view on the computer without critically analyzing the material or searching for other sources.
robin
There continues to be much discussion about the future of the public library. I admit that a few years ago watching use statistics drop I too thought we would be turning out the light and putting the key in the door. Not so, use is up. People realize that we are not the “gate keepers” but the guides that help them avoid information overload. Books are circulating and the merging of print and technology is the new environment.
Libraries may look different in the future. Perhaps libraries will be the equivalent of a town square where all society gathers as community, sharing, participating, and learning. Sound Utopian? Well it is but I see it happening more and more each day.
robin
The homeless or one of the underserved populations is a challenge yet they are not always the problem customers, quite the opposite. Mainstreaming that took place a few years ago challenged libraries but fortunately the response has been one of what in some small way can we do to help. The social work theme is not entirely incorrect but I wonder if in a small way any of us who help people do not wear that mantle by nature
Oddly enough librarians in the public arena spend lots of time these days honing their “Nordstrom” skills and are much more gregarious about stepping out their asking “are you being served”! We not only are out from behind the desk we are participating in social networking to be where customers are, and designing technology applications to be even more visible.
We have had numerous discussions on “digital libraries.” If all of the information is available digitally, would a physical structure be needed or used? I am so glad that I read the comments from the Baltimore Librarian and listened to the spot from Talk of the Nation. It is interesting to hear observations and views from others who work in the library daily. I especially liked the comment:
Libraries may look different in the future. Perhaps libraries will be the equivalent of a town square where all society gathers as community, sharing, participating, and learning. Sound Utopian? Well it is but I see it happening more and more each day.
I think that the library will always be a place where people look for information, but it is also a spot shared by the community. It is a place where just about everyone is welcome and provides such a valuable service. (i.e. programs for children, voting information, access to technology, etc.) I really appreciate the public library and the librarian much more after this discussion. Thank you for bringing this issue to my attention.
Marci and Kerri made a comment about students questioning what they are finding on the internet. This is such a valid point which reminded me of The End of Education. In this book on page 118 the author was saying how students learn thousands of facts withot pausing to know whose facts they are. Also, depending on who is writing, there would be biases. If we want our students to be thinkers, then we need to provide them with adequate resources to aid in their thinking. Perhaps this includes technology, or perhaps it doesn't. Either way, students need to be equiped with the knowledge of what is out there to help them. This is why I feel technology is being pushed: teachers want the students to know that there is a multitude of resources and activities on the computer that they can learn from and use in their studies.
The point you pondered having to do with teachers teaching students that there are different levels of thought is an extremely valid point. We want to teach all students that their thoughts count and that taking their time to think about answers is the right way. However, as we have discussed multiple times, we do not give the students adequate time to think about a certain question before we are forced to move onto the next question. What is this teaching the students? Is it teaching them that, if after a few minutes, they still don't know the answer they never will? Coming at this with a special education background this goes against everything we are taught to do with our students. We are taught to give them extended time so that they don't feel rushed and fail to perform to the best of their ability. This is clearly wrong but there is such a push to keep moving, to keep going that kids are being left behind.
A couple blogs above, Dr. Marcovitz said, "Is the librarian the missing link in the digital library, i.e., the one who can help us locate information we didn't even know existed?"
He brings up a good point-I can remember receiving assignments in college. The first place I would go was to the college library where I knew the extra help was. If I needed guidance finding books, journals etc., I knew I could ask the school librarian who could guide me in the right direction. Yes, the digital library allows us to get the information quickly and without leaving the house, however, it may not always provide us with the right information or best information that we need.
Furthermore, many of us have never learned the correct way to search through a data base correctly, such as ERIC.
We may think we are saving time by using the digital library, and using the data bases ourselves to locate information from home, but in the end, we may actually be taking up more of our time and getting weaker results because of the lack of knowledge in using data bases. So yes, I believe the librarian is the missing link. The librarian is someone we know will have answers and valuable, solid information. They are the ones we can trust and who can guide us in the right direction a majority of the time.
Often times in the rush to a "digital world", where libraries are online, shopping being done from your PC, and having friends thousands of miles away that you only know of as a screen name, many of us forget that one of the basic needs/wants of MOST human beings is personal contact.
Seeing and talking to the expert in the library, the librarian, not only makes us feel at ease because we are interacting with humans, but we receive the unspoken reassurances that what we are getting is closer to being correct than not. I say this because not many of us know our librarians personally, yet we put our complete trust in a stranger to help us acheive high levels on college papers, selecting a book to read for pleasure, or how to find something else important to US, not them. What other activities/interest in our day to day lives do we place so much of the success on a complete stranger.
Many parents must feel the same way about teachers. Not all parents, especially at my school, know the teacher on any sort of personal level. But everyday, millions of teachers around the world are trusted with the love and meaning of someone else's life, their children.
The comfort of knowing that your work, your needs, your children are in good, caring hands is something that a digital library or "virtual school" can ever replace.
Good job this semester, bloggers!
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