Well stocked school media centers are very crucial to the success of children. First, they encourage reading and impart knowledge. According to research studies done by Anderson, Wilson, and Fielding, "The amount of time students spent in independent reading was the best predictor of reading achievement and also the best predictor of the amount of gain in reading achievement made by students in grades 2nd-5th". Next media centers give children options. Many kids don't have a variety of books, magazines, or newspapers at home. Last, many media centers offer computers which allow students to keep up with our Information Age society.
Source: www.eduplace.com
Shelly Smith
Thursday, January 31, 2008
Wednesday, January 30, 2008
The History and Present of Public Libraries
In cites, towns, and villages across the world there exists institutions that whose mission it is to offer information, literature, and a variety of information freely to the public. These institutions are called public libraries and are defined by the American Heritage Dictionary as, “A noncommercial library often supported with public funds, intended for use by the general public”. Public libraries are ubiquitous in modern society; numbering around 9,000 in the U.S. (with an additional 8,000 subsidiary branch libraries). That’s nearly three public libraries for one of the nations 3,141 counties, and about 1 for every 34,000 people.
Of course not all libraries are created equally. Some public libraries are designed to serve fewer than 10,000; others as many as 500,000 or more with collections of sundry media types numbering in the. Over 60% of all libraries are in the smallest range, with those in the mid and upper ranges usually having multiple branches with shared catalogs. Smaller library systems often join state or national book sharing organizations, as the library I grew up with did.
The origin of the public library is an oft disputed thing with many countries and cites clamming to be the birth place of the “first” public library. The earliest examples of freely offered collections were in Greek and Roman times, but these works were never lent out. There were similar examples in Islamic cultures during the 9th century.
In the first decade of the 17th century the modern public library began to take shape with the advent of municipality owned libraries in the UK. Later in the century the United States added its first publicly owned library in Boston. However all these examples differed from public libraries in one important aspect, they charged for their services.
The first free library would not come into existence until 1803, but it would not be publicly funded. Instead, the Scoville public library was supported by donations and by damage fees. Finally the first publicly owned, free library was created in the town of Peterborough, New Hampshire in 1833. The funding for the library was originally intended for a state collage, but the money was not sufficient for the effort, and so the library was created instead. New Hampshire passed a law sixteen years latter allowing taxes to be gathered to support public libraries, proving that the institution was popular. Boston Public Library was founded not long after (intentionally this time) followed by many other major metropolitan libraries.
Still the libraries of the time did not resemble modern libraries in there organization. In general the libraries were organized according to the whims of the institutions curator, and a standard form did not exist. In addition many libraries had odd and short open hours and were often not open very long. That is until 1890 and Melville Dewey, president of the ALA at the time, began organizing libraries under his self titled decimal system and campaigned for open hours similar to those of area businesses. Finally the libraries resemble those of the modern era.
Change has not stopped however, as in just the last decade library card catalogs have become computerized and libraries have begun offering other services such as internet access and computer training. The most modern libraries have even begun digitizing there collections, both for preservation of older works even distribution in some cases. Libraries have also begun to offer services that seem antithetical to our traditional view of libraries, such as coffee shops (so far only offered in Greesnboro, NC) and day care services to encourage increased usage.
This is in large part a response to public funding problems that have plagued the US in recent years. These problems are not limited to libraries and are instead part of a larger epidemic among all city services as those losing population, such as Detroit and New Orleans. Some libraries have been forced to reduce their services due to this and others have closed down for long periods of time.
Despite this issue most public libraries are still going strong and are ever adapting to the needs of their patrons.
Questions
What do you use your public library for?
How will public libraries change in the future?
Sources
Adams, Cecil. "How Did Public Libraries Get Started?" The Straight Dope. 2006. 22 Jan. 2008.
Bates, Matthew. Library : an Unquiet History. New York: W.W. Norton, 2003.
Of course not all libraries are created equally. Some public libraries are designed to serve fewer than 10,000; others as many as 500,000 or more with collections of sundry media types numbering in the. Over 60% of all libraries are in the smallest range, with those in the mid and upper ranges usually having multiple branches with shared catalogs. Smaller library systems often join state or national book sharing organizations, as the library I grew up with did.
The origin of the public library is an oft disputed thing with many countries and cites clamming to be the birth place of the “first” public library. The earliest examples of freely offered collections were in Greek and Roman times, but these works were never lent out. There were similar examples in Islamic cultures during the 9th century.
In the first decade of the 17th century the modern public library began to take shape with the advent of municipality owned libraries in the UK. Later in the century the United States added its first publicly owned library in Boston. However all these examples differed from public libraries in one important aspect, they charged for their services.
The first free library would not come into existence until 1803, but it would not be publicly funded. Instead, the Scoville public library was supported by donations and by damage fees. Finally the first publicly owned, free library was created in the town of Peterborough, New Hampshire in 1833. The funding for the library was originally intended for a state collage, but the money was not sufficient for the effort, and so the library was created instead. New Hampshire passed a law sixteen years latter allowing taxes to be gathered to support public libraries, proving that the institution was popular. Boston Public Library was founded not long after (intentionally this time) followed by many other major metropolitan libraries.
Still the libraries of the time did not resemble modern libraries in there organization. In general the libraries were organized according to the whims of the institutions curator, and a standard form did not exist. In addition many libraries had odd and short open hours and were often not open very long. That is until 1890 and Melville Dewey, president of the ALA at the time, began organizing libraries under his self titled decimal system and campaigned for open hours similar to those of area businesses. Finally the libraries resemble those of the modern era.
Change has not stopped however, as in just the last decade library card catalogs have become computerized and libraries have begun offering other services such as internet access and computer training. The most modern libraries have even begun digitizing there collections, both for preservation of older works even distribution in some cases. Libraries have also begun to offer services that seem antithetical to our traditional view of libraries, such as coffee shops (so far only offered in Greesnboro, NC) and day care services to encourage increased usage.
This is in large part a response to public funding problems that have plagued the US in recent years. These problems are not limited to libraries and are instead part of a larger epidemic among all city services as those losing population, such as Detroit and New Orleans. Some libraries have been forced to reduce their services due to this and others have closed down for long periods of time.
Despite this issue most public libraries are still going strong and are ever adapting to the needs of their patrons.
Questions
What do you use your public library for?
How will public libraries change in the future?
Sources
Adams, Cecil. "How Did Public Libraries Get Started?" The Straight Dope. 2006. 22 Jan. 2008
Bates, Matthew. Library : an Unquiet History. New York: W.W. Norton, 2003.
Tuesday, January 29, 2008
A Historical Overview of the Archival Profession.
The field of Archives is one that, in one form or another, goes back thousands of years involving the preservation and storage of religious and state records in the regions of Mesopotamia, Egypt, and Rome, as well as other civilizations. The history of modern archiving is an outgrowth of the changing nature of government and learning starting in the late Middle Ages and developing throughout the Renaissance and Enlightenment era.
Archival development was spurred by the increase in the need for expanding governments to maintain records, and the growth of learning during the period resulting from the literacy of the Reformation and the development of the movable type printing press. This resulted in a proliferation in the amount of material needed to be preserved.
By the early nineteenth century, the needs of the industrial revolution, and the government bureaucracy of newly created democratic states, had resulted in the formation of formal archives and the beginnings of the practices now thought of as the core principles of archival science.
It was in this climate, that in 1831, the French government instituted the policy at the Archives National of “respect des fonds” which required all materials to be organized by its point origin. By 1881 the Prussian State Archives adopted more precise regulations that included the concepts of “Provenance” and “Original Order”. Provenance represents the policy of keeping track of the chain of ownership through which an item has passed since its creation. Original Order is the concept of maintaining materials as they were arranged, either at the time they were received by the institution, or preferably, the order that was maintained by the original owner which is crucially important to the aspect of historical preservation. These concepts form the basis on which archival science is founded.
By using these techniques of organization, archivist seek to provide primary source materials in a format that allows for access by researchers, while preserving the material in an as close to original state as possible, so as to maintain its historical integrity, so that future generations might draw their own conclusions.
In order that the materials organized by the archives to be there for future generations, the profession has been at the forefront of the field of preservation and restoration of physical media such as paper, photographs, and film. A new focus has been on the preservation of the new digital media forms and the determination of how long such materials last in storage or without maintenance.
In recent years, due to the information revolution and the increase in sharing of information, it has come to the attention of archivist that the need was now there to begin and develop standards for archival description to be used across the profession. This was necessary because archives developed methods of organization individual to the needs of each institution. An archive, unlike other library institutions, primarily consist of very rare and unique items for which few if any other institution would have a copy, on top of this, archives are not lending institution, and so have had no need to furnish outsiders with copies of their finding aids.
Archivists have also had a need to rethink the basis on which criteria for the determination of what is to be saved, and what is to be disposed of, when organizing new collections. In the past, material by men, and individuals of the dominate ethnic, racial, or religious persuasions were given priority. Their writings were considered by archivist of the time, somehow, more important than those of less well represented groups. Modern archivists have been working to redress this issue as they develop new collection for their institutions.
Archival Science will continue to be an important component of the larger Library and Information Science field as the ever increasing amount of collected data produces works that must be preserved for the use of future generations.
Sources
Dority, G. K. (2006). Rethinking information work : a career guide for librarians and other information professionals. Westport, CT: Libraries Unlimited.
The America Society of Archivist Standards for Archival Description: A Handbook Compiled by Victoria Irons Walch for the Working Group on Standards for Archival Description with contributions by Marion Matters. World Wide Web version created by Stephen Miller. http://www.archivists.org/catalog/stds99/index.html
The Society of American Archivists: Description and Brief History
SPECIAL LIBRARIES
Welcome to the LIS 6010 – Introduction to the Information Profession blogging assignment. This week Group 1, which consists of Karl Akkerman, Andrew Dyjach, H Jennings, Melissa Mykietiuk, and myself, Anissa Ali, will discuss Types of Libraries. So far you have had the pleasure of reviewing information about academic libraries presented by H. Jennings and school libraries presented by Melissa Mykietiuk. I will continue the week reviewing Special Libraries. What are they, who do they serve, and how do we prepare ourselves as professionals to thrive and contribute to these non-traditional institutions.
After reviewing several definitions for special libraries, I have concluded that special libraries are libraries fulfilling the educational and research needs of private corporations, museums, information centers, government agencies, law firms and non-profit organizations. Most special libraries are restricted to their employees, members, or specific clientele. Special libraries are limited to the information and research that is specific to the function of the organization. This limitation makes these libraries information warehouses for their specialty. For instance, a law library will have information specific to law. A hospital library will have a wealth of medical sources. A governmental library will house government documents and manuals. A museum will house historical documents and artifacts. In corporations, like JP Morgan, Johnson’s Controls, and British Petroleum, the information available to its staff would be limited to finances, pharmaceuticals, and gasoline production, respectively. There are also special libraries housed within public and academic libraries. An example for academic libraries would be law and medical libraries. Special libraries within public libraries could be a special collection from some era or about a particular race or culture or individual. Although, some special libraries are housed in private companies or in libraries restricted to a specific patron, in what ways do special libraries benefit the public?
Information professionals are required to maintain these non-traditional libraries. According to the Special Libraries Association: “An Information Professional ("IP") strategically uses information in his/her job to advance the mission of the organization. This is accomplished through the development, deployment, and management of information resources and services. The IP harnesses technology as a critical tool to accomplish goals. IPs include, but are not limited to, librarians, knowledge managers, chief information officers, web developers, information brokers, and consultants.
Information Professionals work for information organizations, which are defined as those entities that deliver information-based solutions to a given market. Some commonly used names for these organizations include libraries, information centers, competitive intelligence units, intranet departments, knowledge resource centers, content management organizations, and others.”
After reviewing several ALA approved university course catalogs and the Special Libraries Association website, I noticed that professional competencies were discussed in order to be successful in the capacity of a special librarian. An article titled Competencies for Information Professionals of the 21st Century from www.sla.org states that there are four major competencies, each with specific skills:
1. Managing Information Organizations
2. Managing Information Resources
3. Managing Information Services
4. Applying Information Tools and Technologies
Please list at least one suggested personal competency that you hold and one you would like to acquire. Also list how you would go about acquiring this or any additional competencies.
Not only should special librarians have the skills and knowledge acquired in a MLIS program or years of experience on the job, they must also be highly knowledgeable about the information specific to their library. Dority has listed 139 job titles that can be found in a non-traditional career. This list is not exhaustive. Salaries for these positions can range from the high 30’s to high 90’s. If you think about the names of the 139 job titles, most of them are technical. Meaning librarians must keep up with pace of the emerging world of technology.
Association, S. L. (2008, January 27). About Information Professionals. Retrieved January 24, 2008, from Special Libraries Association: www.sla.org
Dority, G. K. (2006). Rethinking Information Works. Westport: Libraries Unlimited.
Eileen Abels, R. J. (2003, June). Competencies for Information Professionals in the 21st Century. Retrieved January 27, 2008, from Special Libraries Assoication: www.sla.org
Monday, January 28, 2008
School Libraries
For most children their first library experience is in their school library. “’The heart of a school.’ That’s the phrase Roch Carrier, the renowned Canadian author and National Librarian, has used to describe school libraries, those special places where students can find the space they need for storytelling, study and even reflection” (Haycock, 2003, p. 9). And for some children the school library is the only library experience they have as a child. It is a very important moment when a child finds a book they absolutely love and motivates them to read another. The school library should be a place where all children have access to a vast variety of books to keep them reading and turn them into life-long readers. As children get older the school library should not only be a source for reading material, but also a source for technology and research experience.
The Importance of School Libraries
The report 50 Years of Supporting Children’s Learning has a lot of statistical information on how public school libraries have changed from 1953 to 2000.
Current School Library Conditions
Current school library conditions and standards vary from state to state, and within the states district to district. With the current economic conditions within the United States schools are facing budget cuts and it is up to the individual districts to decide where they are going to make those cuts. Some districts have reduced their library/media specialists to part-time positions, which reduces the amount of time the school library has a qualified media specialist in their school library to assist the students and teachers. The ALA has published an article on its website “Parents, librarians mobilize to save school library media programs” stating specific situations in schools across the United States.
The Importance of School Libraries
Public School Libraries 1953 to 2000Research has proven the importance a school library has on a child’s
life: in schools with well stocked, well-equipped
school libraries, managed by qualified and motivated
professional teacher-librarians working with support staff, one can expect:✔ capable and avid readers;
✔ learners who are information literate;
✔ teachers who are partnering with the teacher-librarian to create high- quality learning experiences. Standardized scores tend to be 10 to 20% higher than
in schools without this investment (Lance & Loertscher, 2003) (Haycock, 2003, p. 10).
The report 50 Years of Supporting Children’s Learning has a lot of statistical information on how public school libraries have changed from 1953 to 2000.
The following findings were excerpted from the nearly 50-year span of data
on characteristics of public school libraries:
· At the national level, there were approximately 129,000 public schools in 1953–54 and 84,000 in 1999–2000 (table 1-1). School consolidation was a major factor in the reduction in the number of public schools (National Center for Education Statistics 2002). At the same time, in 1953–54, approximately 27.7 million students attended
public schools in the United States. In 1999–2000, the number of students attending the nation’s public schools was about 45.0 million.
· In 1953–54, 36 percent of all public schools had library media centers, but these schools contained 59 percent of all public school students (table 1-1). In 1999–2000, 92 percent of all public schools had a school library; these schools contained 97 percent of all public school students.
· At the national level, 40 percent of public schools had a librarian in 1953–54 (table 1-1). In 1999–2000, 86 percent of public schools had a librarian.
· Nationally, for all public school students there were 3 school library books per pupil in 1953–54 and 17 books per pupil in 1999–2000 (table 1-1). (Holton, 2005, pp. v-vi)
Current School Library Conditions
Current school library conditions and standards vary from state to state, and within the states district to district. With the current economic conditions within the United States schools are facing budget cuts and it is up to the individual districts to decide where they are going to make those cuts. Some districts have reduced their library/media specialists to part-time positions, which reduces the amount of time the school library has a qualified media specialist in their school library to assist the students and teachers. The ALA has published an article on its website “Parents, librarians mobilize to save school library media programs” stating specific situations in schools across the United States.
In the Spokane (Wash.) School District, where budget cuts reduced 10 school library media specialist positions to part time, supporters of school library programs are fighting to save their school libraries, and having library services included in the state's definition of a basic education. Elsewhere in the state, the Federal Way School District slashed 20 library positions in 2006 in response to a $4 million budget deficit (Merola, 2007).The current ALA recommendations for school library standards include:
· All students have the access to certified school library media specialists.
· All school libraries be adequately funded to ensure that they include up-to-date collections in both print and electronic formats.
· The school library media program be integrated into classroom curriculum (Merola, 2007).
Questions
What are some memories you have of your school library experiences?
What is the importance of having a well stocked school library ran by a qualified teacher/media specialist?
What are current school library standards? How do they vary from state to state?
Works Cited
Abram, Stephen, Lorig, J., Siess, J. A. (2007). Out Front with Stephen Abram A Guide for Information Leasders. Chicago: American Library Association.
Dority, G. K. (2006). Rethinking Information Work A Career Guide For Librarians and Other Information Professionals. Westport: Libraries Unlimited.
Haycock, K. (2003). The Crisis in Canada's School Libraries The Case for Reform and Re-Investment. Retrieved January 21, 2008, from Ontario Library Coalition: http://www.peopleforeducation.com/librarycoalition/
Holton, B.A., Michie, J. S. (2005). 50 Years of Supporting Children's Learning: A History of Public School Libraries and Federal Legislation From 1953 to 2000. Retrieved January 21, 2008, from NCES: http://nces.ed.gov/pubs2005/2005311.pdf
Merola, M. (2007). Parents, librarians mobilize to save school library media programs. Retrieved January 21, 2008, from American Library Association: http://www.ala.org/Template.cfm?Section=News&template=/ContentManagement/ContentDisplay.cfm&ContentID=170545
Friday, January 25, 2008
This is my 1st time!
Hello Dr. Hunt,
Thanks for the invite. Looking forward to posting here. Anissa A.
Thanks for the invite. Looking forward to posting here. Anissa A.
A Few Thoughts on Academic Libraries
The old experiences of academic/ research libraries are just that; old experiences. Digging through a card catalog and trudging up and down stairs to find dusty dated books and dog eared journals are going by the wayside. What are our new expectations and responsibilities as gatekeepers of information?
As we examine the intersection of acquiring of information and disbursement the importance of academic libraries deserves its spot in the sun. The role of the academic library has two important areas. Engaging the role of all libraries is the need to organize information and share with those in search of assistance. However, the academic library tends to be more specialized in meeting the needs of its patrons. When we think of “academic libraries” are we thinking only of the library at our college or university we are most familiar visiting? Or are we thinking of the niche needs of the students and faculty who come for guidance and assistance?
To best appreciate the potential needs one must first appreciate the different types of academic libraries. There are the academic libraries found in either two year (community / junior college) or four year programs, undergraduate and graduate libraries as well as departmental libraries. Another aspect to recognize is whether or not the academic library is a research library or part of a research institution.
Currently the role of the academic library has posited itself in the ultimate location of futuristic convergence. The academic library takes the information that has been acquired and created by a limited few and creates a space where it can spread to those who are just learning (the soon to be experts). Where however do the responsibilities lie when this meeting of analog and digital expert and novice intersect? As librarians our role is to disseminate information but how do we extend this information beyond the research student to the public at large?
According to an essay published in 2007 reflecting a Roundtable on Technology and Change brought together by the Association of College and Research Libraries the responsibility is three fold:
There are three essential actions libraries must take to achieve the necessary transformation and remain vital forces on campus in the years ahead:
· First, libraries must evolve from institutions perceived primarily as the domain of the book to institutions that users clearly perceive as providing pathways to high-quality information in a variety of media and information sources.
· Second, the culture of libraries and their staff must proceed beyond a mindset primarily of ownership and control to one that seeks to provide service and guidance in more useful ways, helping users find and use information that may be available through a range of providers, including libraries themselves, in electronic format.
· Third, libraries must assert their evolving roles in more active ways, both in the context of their institutions and in the increasingly competitive markets for information dissemination and retrieval. Libraries must descend from what many have regarded as an increasingly isolated perch of presumed privilege and enter the contentious race to advance in the market for information services—what one participant in our roundtable termed “taking it to the streets.”
With this evolution of information we must also appreciate that the nature of post secondary education is changing as well. The break neck speed of new technology has not only changed our ways gathering information but also the ways in which distance learning can be achieved have changed as well. More and more colleges and universities are able to provide classes and entire programs where a student never sets foot in a classroom or has to leave the comfort of their home or coffee shop in order to access their libraries information?
The Association of Colleges and Research Libraries in 2006 compiled a list of ten assumptions about the future of academic libraries. One of the most interesting was number 8,” 8. Distance learning will be an increasingly more common option in higher education, and will coexist but not threaten the traditional bricks-and-mortar model. Throughout higher education, technology has made possible the rapid proliferation of online instruction. The “just-in-time” model of imbedding library tutorials into Web-based courses complements traditional “just-in-case” library instruction, and may surpass it in the future. Libraries will want to continue to develop products and services that scale, i.e. are easily replicated, in an increasingly resource-stretched environment.”
With the explosion of technology what are the roles of the future academic librarian?
How do we address issues involving distance learning and access?
What are the advantages and disadvantages of remote access to library resources?
Works Cited
Abram, S., Siess, J. A., & Lorig, J. (2007). Out Front with Stephen Abram A Guide for Information Leaders. Chicago: American Library Association.
Dority, G. (2006). Rethinking Information Work A Career Guide for Librarieans and Other Information Professionals. West Port, Connecticut: Libraries Unlimited.
Mullins, J. L., Allen, F. R., & Hufford, J. R. (2007, April). Association of Colleges and Research Libraries. Retrieved Jnauary 23, 2008, from American Library Association: http://www.ala.org/ala/acrl/acrlpubs/crlnews/backissues2007/april07/tenassumptions.cfm
Wegner, G. (2007, February 13). Association of Colleges and Research Libraries. Retrieved January 23, 2008, from American Library Association: http://www.ala.org/ala/acrl/acrlissues/future/changingroles.cfm
As we examine the intersection of acquiring of information and disbursement the importance of academic libraries deserves its spot in the sun. The role of the academic library has two important areas. Engaging the role of all libraries is the need to organize information and share with those in search of assistance. However, the academic library tends to be more specialized in meeting the needs of its patrons. When we think of “academic libraries” are we thinking only of the library at our college or university we are most familiar visiting? Or are we thinking of the niche needs of the students and faculty who come for guidance and assistance?
To best appreciate the potential needs one must first appreciate the different types of academic libraries. There are the academic libraries found in either two year (community / junior college) or four year programs, undergraduate and graduate libraries as well as departmental libraries. Another aspect to recognize is whether or not the academic library is a research library or part of a research institution.
Currently the role of the academic library has posited itself in the ultimate location of futuristic convergence. The academic library takes the information that has been acquired and created by a limited few and creates a space where it can spread to those who are just learning (the soon to be experts). Where however do the responsibilities lie when this meeting of analog and digital expert and novice intersect? As librarians our role is to disseminate information but how do we extend this information beyond the research student to the public at large?
According to an essay published in 2007 reflecting a Roundtable on Technology and Change brought together by the Association of College and Research Libraries the responsibility is three fold:
There are three essential actions libraries must take to achieve the necessary transformation and remain vital forces on campus in the years ahead:
· First, libraries must evolve from institutions perceived primarily as the domain of the book to institutions that users clearly perceive as providing pathways to high-quality information in a variety of media and information sources.
· Second, the culture of libraries and their staff must proceed beyond a mindset primarily of ownership and control to one that seeks to provide service and guidance in more useful ways, helping users find and use information that may be available through a range of providers, including libraries themselves, in electronic format.
· Third, libraries must assert their evolving roles in more active ways, both in the context of their institutions and in the increasingly competitive markets for information dissemination and retrieval. Libraries must descend from what many have regarded as an increasingly isolated perch of presumed privilege and enter the contentious race to advance in the market for information services—what one participant in our roundtable termed “taking it to the streets.”
With this evolution of information we must also appreciate that the nature of post secondary education is changing as well. The break neck speed of new technology has not only changed our ways gathering information but also the ways in which distance learning can be achieved have changed as well. More and more colleges and universities are able to provide classes and entire programs where a student never sets foot in a classroom or has to leave the comfort of their home or coffee shop in order to access their libraries information?
The Association of Colleges and Research Libraries in 2006 compiled a list of ten assumptions about the future of academic libraries. One of the most interesting was number 8,” 8. Distance learning will be an increasingly more common option in higher education, and will coexist but not threaten the traditional bricks-and-mortar model. Throughout higher education, technology has made possible the rapid proliferation of online instruction. The “just-in-time” model of imbedding library tutorials into Web-based courses complements traditional “just-in-case” library instruction, and may surpass it in the future. Libraries will want to continue to develop products and services that scale, i.e. are easily replicated, in an increasingly resource-stretched environment.”
With the explosion of technology what are the roles of the future academic librarian?
How do we address issues involving distance learning and access?
What are the advantages and disadvantages of remote access to library resources?
Works Cited
Abram, S., Siess, J. A., & Lorig, J. (2007). Out Front with Stephen Abram A Guide for Information Leaders. Chicago: American Library Association.
Dority, G. (2006). Rethinking Information Work A Career Guide for Librarieans and Other Information Professionals. West Port, Connecticut: Libraries Unlimited.
Mullins, J. L., Allen, F. R., & Hufford, J. R. (2007, April). Association of Colleges and Research Libraries. Retrieved Jnauary 23, 2008, from American Library Association: http://www.ala.org/ala/acrl/acrlpubs/crlnews/backissues2007/april07/tenassumptions.cfm
Wegner, G. (2007, February 13). Association of Colleges and Research Libraries. Retrieved January 23, 2008, from American Library Association: http://www.ala.org/ala/acrl/acrlissues/future/changingroles.cfm
Thursday, January 24, 2008
Finaly Here
Found the the second E-mail that I missed with the necessary authorization post at the blog. Now able to post.
Tuesday, January 22, 2008
Monday, January 21, 2008
Hello everybody
Hello Dr Hunt,
Thank you for the invitation. I look forward to participate on this blog.
Regards
Thank you for the invitation. I look forward to participate on this blog.
Regards
Greetings!
Have a good semester! If you need help with library resources, contact me at . I'll be visiting your class later on in the semester.
Mike Sensiba
LIS Liaison
Next Generation Librarian
Mike Sensiba
LIS Liaison
Next Generation Librarian
Sunday, January 20, 2008
Welcome
Welcome!
This is where you will complete your blog assignments. Please take a look around and become familiar with the "mechanics" of the blog.
If you have any questions, please let me know!
Dr. Hunt
This is where you will complete your blog assignments. Please take a look around and become familiar with the "mechanics" of the blog.
If you have any questions, please let me know!
Dr. Hunt
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