Archive for the ‘Outreach’ Category

Philly butterfly from a social event

Philly butterfly from a social event

Business librarians Mary Scanlon (Wake Forest University), Diane Campbell (Rider University), and I attended and presented at USASBE 2017 last week in Philadelphia. Diane has presented at this conference before, but this was the first visit for Mary and me. I’m going to submit a detailed conference review for Ticker but will provide a short summary and a quick assessment here.

USASBE is the United States Association for Small Business and Entrepreneurship:

the largest independent, professional, academic organization in the world dedicated to advancing the discipline of entrepreneurship. With over 1000 members from universities and colleges, for-profit businesses, nonprofit organizations, and the public sector, USASBE is a diverse mix of professionals that share a common commitment to fostering entrepreneurial attitudes and behaviors. [introduction to USASBE]

But mostly entrepreneurship faculty. Around 500 attended. I heard there is higher attendance in even-numbered years, when USASBE meets in southern California (San Diego last February, L.A. next year). Preconferences met on Wednesday, with the main conference running Thursday afternoon through Sunday at noon. Yes, the same days as ALA Midwinter in Atlanta.

Sunrise from my room

Sunrise from my room

Registration was $675 (early bird – full cost was $750), higher than any library or business educator conference I’ve been too, but includes membership in the association for a year. We met in the Loews Hotel on Market Street, between City Hall and Independence Park. Always convenient to stay in the same building for a conference — until you really need to get outside for some fresh air and walking. There really wasn’t any sun that weekend but it wasn’t very cold.

The three librarians provided a 75-minute “competitive workshop” titled “Teaching students to use authoritative industry and market datasets in order to make informed decisions in their business plans”. We discussed both free sources (Economic Census, American Community Survey, and Consumer Expenditure Survey) and subscription databases while also leading discussions on how to get students to use such data.

I also participated in a workshop by the UNCG Coleman Fellows on “Beyond the basics of cross-disciplinary entrepreneurship: reaching across the curriculum with mentoring, counseling, research support, and assessment.” I spoke about how a business librarian has the freedom to support entrepreneurship classes across campus (not just in the business school) through research workshops and consultations, and also briefly summarized my research class, ENT/GEO/LIS/MKT 530.

And right after the librarians’ workshop, Diane presented with a Rider professor on “Experiential learning with non-profit organizations: how to use the student team consulting model for service learning situations.” Unfortunately Mary and I missed the Rider workshop due to our return flight schedule.

Philly butterfly from a social event

Philly butterfly from a social event

As with SBI [my recent Ticker conference review on SBI] and World Bank/GWU Entrepreneurship 2016, the faculty at this conference seemed genuinely pleased to have librarians present. The profs often complimented the roles and work or their own business librarians. (Good job, friends!) We librarians enjoyed the networking and the opportunities to provide comments to the faculty and PhD students on research sources and strategies. And some nice socials.

USASBE was very interesting for its variety of types of programs. This made the “call for submissions” document rather complicated. Interesting that educator conferences like USASBE and SBI don’t require “learning outcomes” for conference submissions unlike LOEX and ACRL, a silly submissions requirement in my opinion. On the other hand, competitive workshop submissions require proposals that could be up to 10 pages long. So it was a lot of work to submit for the librarians’ and Coleman Fellows’ workshops.

I made a point to attend most of these program types:

  • Competitive Papers (short solo presentations on research, teaching, or program design)
  • Teaching Cases (presentations of case studies used in the classroom)
  • Developmental Papers (roundtable feedback on research in progress)
  • Competitive Workshops (interactive panel discussions, mostly)
  • Rocket Workshops (short workshops)
  • Experiential Exercises (classroom exercises)
  • Student Pitches (from Philly-area schools, with several rounds of voting throughout the conference)
  • Exhibitor Sessions (mostly from entrepreneurship educational software vendors)

Sage, Emerald, Business Expert Press, and a couple of other publishers had tables. The reps on hand were editors and content recruiters, not sales staff.

Philly moth from a social event

Philly moth from a social event

USASBE provided several socials, including one Thursday night at the Drexel Academy of Natural Sciences, where these butterflies and moths live. Some of the attendees participated in the women’s march on Saturday. I hadn’t been to Philly since ALA Midwinter 2002, back when I served on the BRASS Education committee. That January, Independence Hall was surrounded by several concentric walls of fencing and concrete barriers after the 9/11 attacks. Mary and I visited the hall on Thursday and enjoyed its liberation from all that security. I also visited the National Museum of American Jewish History (new to me) and found it very interesting but also full of sad stories and concerns on anti-Semitism and anti-immigration that still resonate in our political climate.

Philly butterfly from a social event

Philly butterfly from a social event

On our way back to the airport, Mary and I discussed how useful this conference was to us personally. Of course we will get presentation credits for our CVs (and not just speaking to the librarian choir), but we didn’t really learn things that we could apply to our research classes. However, wearing my Coleman Fellow and embedded librarian hats, I did benefit from the discussions of teaching strategies and program design. And I gained more insight into the teaching and research needs of professors. So I really liked USASBE and (assuming our Coleman grant gets renewed) will consider attending at L.A. in 2018. Hmm maybe L.A. librarian Nataly Blas would consider submitting a proposal with me…

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New space for the plenary sessions

New space for the plenary sessions — I liked it

Last time, I reported on the business librarian/business vendor discussion. Here are notes from a few other programs I attended at the Charleston Conference in early November.

Liaison Librarians in the Know: Methods for Discovering Faculty Research and Teaching Needs

Nora Wood (Business Librarian) and Melanie Griffin (Special Collections Librarian) of the University of South Florida led this “Lively Lunch” discussion:

Using a case study of a liaison re-envisioning project at a large, research-intensive public university as the framework for this session, we will discuss methods for determining the curriculum and research needs of faculty across disciplinary boundaries and ways for promoting library resources and services to departments across campus. [from the program description]

Nora is a new business librarian. Melanie is also the English Liaison. Nora is teaching a one-credit class for first year students on making the transition to college. As an aside, she noted that her teaching experience is helping her better understand the needs and experience of freshmen.

The USF librarians discussed how their library is re-envisioning their liaison model in response to faculty needs. In the process, they are discovering challenges in better understanding faculty research and instructional needs. USF is a fast-growing campus with 50,000 students, 42,000 of which are based on the main campus. But they only have 13 liaisons! (I complain that our liaison count has not grown as the UNCG student body and number of UNCG librarians have grown, but maybe our staffing level here is not as disappointing as I tend to think.)

Their environmental scan indicated that project and service learning classes are on the rise, with fewer classes writing traditional research papers (that would be good news to me!) They also examined usage data, interviewed administrators, and assembled lists of faculty publications. The USF librarians decided their questions should be tailored to the audience (administrators v. faculty, etc.) and should not be library-centric.

The USF librarians then pondered how to use this data to take action, and how to better communicate liaison services to faculty and academic departments.

One discussion point from the lively lunch participants: segment the researchers: untenured, tenured, named chairs, graduate students.

The USF liaisons identified areas of emphasis on campus:

  1. Freshmen success (retention)
  2. QEP
  3. More online classes
  4. Instruction still the emphasis, not research (according to the administrators, at least).

So action items taken or planned:

  • Textbook affordability project
  • Creating a first-year experience librarian position
  • Assisting with online classes
  • Asking to join more campus committees

Going forward, the questions for the liaisons include:

  • How to share all this collected data?
  • How to incorporate all this into daily liaison work?
  • How to measure if they are meeting current research and instruction needs?

Nora and Melanie alternated summaries of the USF experience with assigning us small group discussions. We ended with a final discussion involving everyone. Key points made:

  • Should do targeted outreach, instead of trying to target everyone. You will get better returns on your time.
  • Tap into campus goals, ex. the USF goal of 100% employment after graduation. Support that goal in any way you can. (Nora is already working with the Career Services Center.)
  • Is this research into campus needs a one-time project or ongoing? (A sustainable project? When does the ROI for learning something new get too low?)

Seeing that Students Succeed: Rising Expectations and the Library’s Role in Teaching and Learning

Kate Lawrence (Vice President, User Research, EBSCO Information Services) and Roger C. Schonfeld (Director, Library and Scholarly Communication Program, Ithaka S+R) led a discussion based on Ithaka S+R’s latest US Faculty Survey and recent research from Ebsco’s User Research Group.

Ithaka’s main finding is that “In recent years, expectations have increased not only for the library to demonstrate its impact on students but for universities to increase retention, progression, graduation, and later-life outcomes”. Ebsco studied “student research practices and the challenges they face, as well as the kinds of librarian-faculty partnerships that are effective in supporting students.” [quotes from the program description]

Much of this is not new to folks following trends in liaison roles. We could compare some of these findings to the ideas expressed at Nora Wood and Melanie Griffin’s Lively Luncheon (see above).

Roger’s study asked professors by type of school (4-year, masters, doctoral) to identify the most important functions of an academic library. He presented summary graphs. Information literacy was identified as the most important library function at both 4-year schools and masters-level schools. For doctoral schools, the functions of archiving, information literacy, providing access to research (ex. subscriptions), and supporting research were ranked very close. But over time, information literacy is growing in emphasis for all types of schools.

Kate described her unit’s ongoing ethnographic study of students and faculty in the U.S., U.K., and China. U.S. students tend to research and write papers using “microbursts of activities” rather than a steady amount of work over time.

Students’ research behavior is driven by efficiency. Some compared their research strategies to finding shortcuts to finish a level in gaming. Meanwhile, faculty research strategies are often driven by tradition. Adjunct instructors often feel left out but want library support.

The most impactful role of librarians in influencing student behavior is when the librarian is in the classroom teaching research alongside the professor.

There was some audience discussion. There are many models of embedded librarianship, but sustainability of that work remains a concern. It’s necessary to prioritize which classes to target.

There is a need for more assessment strategies to link library usage to student success and retention.

Several librarians expressed frustration with students who avoid reading scholarly journal articles, or don’t read past the abstract. I suggested (based on some interesting discussions I listened to at LOEX) that there is limited value in having lower-level undergraduates using peer-reviewed research articles in first place. Those young college students don’t have a background in the specialized, intellectual concepts (and jargon) used within an academic discipline, and certainly don’t have an understanding of  scholarly research methodologies, especially statistical analyses used so often in social science and natural science research. More appropriate sources would be feature articles in intelligent magazines like the Atlantic or the Economist.

Rolling On or Getting Rolled Over? Introducing New Functional Specializations in Academic Libraries

Rachel Fleming-May (Associate Professor, School of Information Sciences; University of Tennessee) and Jill Grogg (Licensing Program Strategist, LYRASIS, previously an electronic resources librarian) discussed how “individual functional specializations develop as sub-professions of academic librarianship.” They also compared “findings from large-scale surveys of librarians in two areas of specialization: Electronic Resources Management and Assessment.” [They noted that the Library Assessment Conference was going on at the same time up in D.C.]

Much of the discussion focused on how these specialists grow their skills and gain professional development. Rachel and Jill provided a bit of history. A decade ago, many of these functional specialists did not have a MLS, but now most do.

Rachel summarized a 2009-10 survey of ER librarians. The favorite method of professional development of these librarians was consulting with counterparts. They compared that survey to a 2015-16 survey of assessment librarians. The main tasks of these librarians was writing reports. Professional development focused on collaboration, but conferences and publications were also important.

The audience asked questions about other specialist roles, like first-year instruction or student success librarians. Are those also functional specialists? The speakers thought those roles overlapped with instruction librarians. They emphasized that functional specialists are based on specialized knowledge, but could be focused on public service, such as data service librarians. Someone noted that assessment librarians also need skills in telling stories and conducting ethnographic research.

I was interested in learning how functional specialists in these emerging areas do professional development. The discussion of definitions isn’t very important IMO. All functional specialists need development support, and the public service functional specialists need to collaborate with their local subject liaisons (and vice versa) to work their magic across campus.

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Monday and Tuesday was fall break here at UNCG. On Monday, Wake Forest University and UNCG sponsored the 2016 edition of the Conference for Entrepreneurial Librarians. Since I had just returned to work from D.C. and forgot to ask for a sub for my lunchtime reference desk shift, I wasn’t able to walk over to the conference until after my late lunch.

So I missed talks by friends Richard Moniz, Dan Maynard, and Nina Exner (sorry, guys) but did attend two very good programs in the afternoon, summarized below. A bunch of BLINC (Business Librarianship in North Carolina, a section of NCLA) members attended, but there were also business librarians from Howard University and the fast-growing University of Central Florida. Between sessions, some of us talked about interest in a southeast regional business librarians’ conference of some sort, or just hosting a BLINC workshop the day before the next Entrepreneurial Librarians conference and inviting the out-of-state business librarians. Interesting ideas.

“Developing Liaison Librarians for Data-Intensive Research Engagement”

Hilary Davis, NCSU

Hilary Davis, NCSU. Sorry, these aren’t the best iPad pictures.

Hilary Davis and Honora Eskridge from North Carolina State University discussed a curriculum they created to help librarians “develop knowledge, skills, and confidence to communicate effectively with researchers” regarding data. As many of you know, NCSU is well known for innovations in library spaces and tech tools, but I really enjoyed hearing Hilary and Honora discuss their investment in liaison skills development.

They began by summarizing the changing environment for liaisons at research universities:

  • Research is changing (increasingly interdisciplinary; open access);
  • Subject liaison roles are changing (programming and training for NCSU liaisons has not been consistent, but that may be changing)
  • Liaison services need to be aligned with the research enterprise on campus.

The “Leveraging the Liaison Model” report from Ithaka/Anne Kenney provided additional context for recent changes. Supporting data research was identified as a top priority by the library, and Hilary was asked to lead the process of providing training support to the liaisons. They decided to try a short course experience that the library would design with support from the Odom Institute in Chapel Hill. That led to the creation of the Data and Viz Institute for Librarians. The first institute was held in May 2016 for an international group of librarians and researchers.

The objectives included:

  • Effectively use the language of data science to communicate with researchers;
  • Demonstrate basic methods of exploring and analyzing data;
  • Apply visualization techniques to improve data communication;
  • Learn tools and techniques for version control;
  • Understand data sharing requirements of publishers and funding;
  • Understand the impact of open research practices.

This was 4.5 day program with a registration fee of $2,500 (which included food but not transportation or housing). Yes, rather pricey. The library provided laptops to limit problems with downloading software and practice datasets, which did take a lot of time to prepare.

Honora Eskridge, NCSU

Honora Eskridge, NCSU

Thirty applicants were accepted out of ninety applications. The library gave preference to applicants whose work directly aligned with data research.  Honora summarized feedback from the inaugural institute (see picture). Not all instructors provided hands-on instruction, as they were asked. Participants also asked for more networking time.

The institute will repeat in April 2017 with a slightly different mix of instructors and more emphasis on hands-on learning. (Hmm a tough month for being away for a week for those of us who teach in the spring semester).

The NSCU liaisons have appreciated the training opportunities in response to their needs (although the big institute was mostly a vision of library administrators). Hilary and Honora emphasized the importance of investing in their liaisons. Some of the liaisons are putting their increased data skills to use by text-mining reference chat questions, creating predictions of DDA ebook usage and creating a data dashboard for ARL statistics.

Hilary and Honora suggest three top take-aways:

  • Train for exposure (short course-style training);
  • Develop for depth (deeper training, more specialized skills);
  • Put it into practice (include data skills in liaison job responsibilities, and offer data services to faculty and students).

“The Future of Subject Specialists in Academic Libraries”

Betty Garrison (Elon University) and Mary Scanlon (Wake Forest University)

Mary Scanlon (WFU) and Betty Garrison (Elon)

Betty Garrison (Elon University) and Mary Scanlon (Wake Forest University) led a discussion on “whether subject specialists remain relevant in the future.” They also provided predictions on “anticipated evolutionary changes to current responsibilities, potential for expanded roles, and the need for education and skills beyond the MLS.” While employing a clear outline, this program enjoyed a pleasant conversation feel to it.

Betty and Mary began by discussing their concern about the smaller attendance in BLINC’s quarterly meetings in last few years. They had considered possible reasons:

  • Cuts in professional development time?
  • Fewer business librarian positions?
  • More focus on national organizations?

They planned this program to delve into those possibilities.

According to the National Center for Education Statistics, business remains one of the most popular majors at college, so the demand for library and research support probably remains high.

However, the natures and job titles of liaisons are evolving. Many positions are now focusing on functions, not subjects. Betty said she is now the only librarian at Elon with a job title that indicates a subject focus (Business Librarian). Mary and Betty provided decade-by-decade snapshots of changing job titles, responsibilities, and roles. The changing roles are more evolutionary than revolutionary:

  1. Teaching: deeper engagement & embedding. Instructional design; teaching our own classes.
  2. Approval plan increasingly important –> same for collection policy. Less ordering.
  3. Reference services: meeting patrons where they are; the desk less important; using student workers in a triage model. Outreach librarians spending time in dorms. Public librarians going door to door, or working at the chamber or small business and entrepreneurship centers.
  4. Research and publications support. Data sets, open access, citation assistance, institutional repositories. (Betty’s business school dean recently called her to provide education to his faculty about predatory journals.)
  5. Supporting faculty tenure applications: impact factors, times cited, alt metrics.
  6. Outreach: supporting the outreach librarian (a functional position); frosh orientation; advising; embedded work.
  7. Technology: devices, services, location-independence; tech check-outs.

Some subject liaisons are shedding functional roles as libraries hire more functional librarians. This should help us deal with the crisis in the escalation of liaison responsibilities. Mary alluded to a workshop the WFU and UNCG liaisons once had on this topic.

Comments from the audience at this point:

  • “I’m one of those new outreach librarians. There has been a lot of support for my position. I’ve been asked to try some new things, and am sort of writing my own job description.”
  • “Do your 1st year instruction librarians have subject liaison roles too?” Many do, apparently.
  • Two librarians mentioned recent failed searches (for a science librarian and business librarian) because their favorite candidates were snatched up quickly by other companies.
  • Subject librarians continue to get busier. Work/life balance is becoming more difficult.

Conclusion from Betty and Mary: Subject liaisons will endure as our roles and responsibilities continue to evolve.

Conference proceedings will be published soon.

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Ilana Stonebraker is Assistant Professor of Library Science and Business Information Specialist in the Parrish Library of Management & Economics, Division of Humanities, Social Sciences, Education & Business, Purdue University Libraries. She also serves on the BRASS Executive Committee and co-founded the New Business Librarians Group.

Steve asked me to share on his blog the impetus and beginning stages of my new course: HONR 299: Greater Lafayette Greater. HONR 299 came out of a themed version of MGMT 175: Information Strategies for MGMT Students, a class I have been teaching for nearly four years. MGMT 175 is a flipped course focused on information literacy that makes heavy use of problem-based learning. The aims of MGMT 175 are simple, yet deceptively challenging for students: “solve problems using information”. Students are given information-rich situations aided by library databases, and must find ways to generate insights.

First, some background. Purdue University is situated in West Lafayette, Indiana, which is bordered  by Lafayette, Indiana. The whole area is called “Greater Lafayette” or Greater Lala, if you must. West Lafayette is a college town, specifically a college town filled with engineers. Lafayette is a manufacturing town. The big employers are Subaru, Caterpillar, Tate and Lyle’s corn syrup plant, and Evonik. Greater Lafayette is surrounded by corn and soybean fields. The Wabash River runs through both cities, somewhat the boundary between the two of them.

In Fall 2015, I had started meeting regularly with a particularly excellent group of business librarians on Google Hangouts: Kenny Garcia, Caitlan Maxwell and Jessica Jerrit. This group, formed loosely at ACRL 2015, was focused on practicing what it called critical business information literacy (CBIL), defined as the application of social justice to business information literacy. What does it mean to be an ethical business person, and how does an ethical business person find, evaluate and use information?

Figure 1 Making Greater Lafayette Greater installation

Figure 1 Making Greater Lafayette Greater installation

The work I did in MGMT 175 was affected by CBIL thinking. More specifically the cases I used in class were affected. Many of the cases were focused on individual aims: more profits for one company, stakeholder or investor. Why was business information always about increasingly the success of the individual and not the community? After all, business people often work for communities, often think of themselves as being grounded in civic responsibility. What if students weren’t trying to solve the problems of a company, but rather the problems of a whole community?

Thus, the course theme “Making Greater Lafayette Greater” was shamelessly stolen from an art installation in Lafayette. Jason Tennenhouse, known locally for founding Greyhouse Coffee, created a website where people could submit ideas and they would be scrolling at the old gas station at 6th and State in Lafayette. It should be noted that at the time there were no political connotations to making something great.

I switched the four cases used in the class to be more civically focused.  Student investigated demographics, learned about best practices and considered local competitive strengths. They went on field trips to startup incubators, coworking spaces, and city beautification projects. As a final project, students were given a hypothetical 4 million dollar budget (the budget of the state street project, which had a call for proposals at the time) to fix something in the community. The problem they focused on had to affect not just students. In the final project, students proposed art filled bus stop shelters, day care centers, community gardens and ambitious development plans.

I liked teaching the course and I think the course had value. It led to me getting the “Exceptional Event Planner” award from Purdue’s Learning Community Office. But I felt rushed. MGMT 175 was a one-credit- eight week course. I had to balance multiple content needs of other things I felt I need to cover in the class (evaluation of sources, citation) with my more civically-minded approach. More specifically, my students, all lovely people, had not signed up for this adventure I had thrust upon them. It was the common teaching trap: teaching things which had had value in the abstract, but weren’t always valuable to my students in their lived experiences.

At Purdue, the Honors College is in an ambitious and new undertaking. Their mission to create “well rounded, global leaders” through four pillars: interdisciplinary academics, leadership development, undergraduate research, and community/global experiences (website). In Spring 2016, they put out a call for new courses. Teaching the Greater Lafayette class within the Honors College appealed to me because I could teach it as a three credit course, was given professional development funding, and also was guaranteed a class half the size (20 v. 40). It seemed to me to be the best place for further development of the Greater Lafayette course.

As it was once explained to the Von Trapp family, starting at the very beginning is a very good place to start. What do I want students to gain from the class? What’s the meaning of it all?

  • Student will articulate and empathize with the diverse group of struggles the Greater Lafayette area faces at a local and global level across economic, cultural, and administrative dimensions.
    • Students will find, organize, and evaluate information about the Greater Lafayette area.
    • Students will identify sources to learn more about problems that are important to them.
  • Students will apply concepts of economic development to create an action plan for either the Lafayette or West Lafayette city governments to implement change in the community.

The course is a triple challenge for me: I have not taught a three credit course, I have never taught in the Honors College, and I am also not an economic development expert, though I have had a personal lifelong fascination with its messy science. However, this is not the first time as a librarian I have had to do something I’ve never done before, and I doubt it will be the last.

My concern is whether my desire to teaching economic development will envelope my information literacy roots. I believe that a course is not information literacy just because a librarian teaches it. My roots are always in how students use information to inform their decisions, and that includes frank discussions of bias as well as moments for students to show empathy. My colleague Megan Sapp Nelson defends our role in data management by highlighting the unique group of skills that librarians bring to the table. Librarians, by the nature of their work and perspective, are system thinkers. Librarians think of things in terms of inputs and outputs in a larger scholarly communication cycle. I would characterize system thinking information literacy as how I approach HONR 299: from a high level. I hope students can solve problems by thinking in information literate ways.

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BLINC (Business Librarianship in North Carolina) met at the High Point Public Library yesterday, the 3rd day of classes at UNCG. This should be an interesting school year. with some new experiences to write about. I’m not sure yet how some of them will turn out!

High Point Public business librarians John Raynor and Vicki Johnson sponsored us in their sharp-looking library. We had 17 librarian present: mostly public and academic, but also one community college, one corporate, and one special librarian (a Senior Research Analyst at the Small Business and Technology Development Center in Raleigh.)

BLINC at High Point Public

BLINC at High Point Public during a break

After networking over breakfast snacks, Dan Maynard from Campbell University began the workshop with a presentation “What if you couldn’t scare me? Engaging your fourth sector community: high-impact educational experiences and a very different spin on financial literacy.”

The “4th sector community” phrase was new to me. Dan explained it basically as companies with a social entrepreneurship focus (ex. on local food, the environment, or social issues). We learned that Dan is a Sullivan Foundation Fellow at Campbell! He is the only Sullivan Fellow who is a librarian. Very cool.

As a fellow, Dan works with 3 classes in the business school, all required for business students in (generally) their first, second, and third years.

He framed his introduction to the 4th sector as “finding good work” (identifying a local need) and “funding good work”. Dan led us in a discussion of the ecosystem (including regulatory issues) in our state for nonprofits and 4th sector.

4th sectors companies in Dan’s rural Harnett County include mainly lifestyle companies: a bicycle shop, dairy farm, green/sustainable organic farm, a river adventures service outfit, a golf development/training company for “juniors”, a video production company, and the new Arts Council.

Moving into the funding good work aspect, Dan played for us a video about Detroit SOUP and talked about similar efforts in North Carolina. Some of his students are working on a SOUP project in Harnett County.

Dan concluded by getting into aspects of financial literacy. Instead of investing in multinational public companies via traditional investments, what about investing in local start-ups? He play a portion of a TEDx Piscataqua River talk by North Carolinian Carol Peppe Hewitt titled “What if you couldn’t scare me?” Hewitt is founder (I think) of Slow Money NC and has worked with Dan. The point of her TED talk title: we are scared into investing in big corporations as being necessary for our financial solvency and retirement savings. Instead, we should invest in local small business doing good work locally.

We ended the morning with a discussion of library services to nonprofits and 4th sector companies. Lydia Towery (Charlotte Public and Foundation Center coordinator) talked about how nonprofits are just another kind of company, and so the market and financial planning to start a nonprofit is much the same. Deanna Day, the SBTDC research analyst, and Heather Stanford from Mauney Memorial Public Library, Kings Mountain provided some interesting stories about working with social entrepreneurs/dreamers brimming with passion to start something up but not doing their feasibility homework first. It’s always reassuring to hear other business librarians discuss challenging consulting situations! A memorable quote from John: “Some dreams need to die.”

Business Center at High Point Public

Business Center at High Point Public

After lunch at a downtown Asian bistro, we looked at the library’s new business center. High Point Public just created this attractive and flexible space to support the library’s economic development work: workshops, consultations, and connecting entrepreneurs with other local support centers. The space is part of the library’s response to the city’s strategic goal of keeping more young business owners in High Point and not moving to the bigger cities in the state. Virginia Lewis, their department head, discussed their funding efforts to get the room and its tech set up. John, Vicki, and Casie (a community liaison librarian) will be leading this initiative. Creating more partnerships with other organizations is one of the outcomes that will be measured by the library and reported annually to the city and other stakeholders like the local chamber. Impressive, proactive work.

Inside the Business Center

Inside the Business Center

Back in our conference room, Heather described her trip to Omaha to attend the ReferenceUSA User Conference for public librarians in May. She attended as our NC LIVE rep, our state-wide database provider. I assumed this was mainly a focus group event, but Heather reports that the event instead focused on training the librarians and explaining in detail InfoGroup’s data collection and quality control practices – still certainly worthwhile.

Heather told us that InfoGroup wants ReferenceUSA to be closer associated with entrepreneurship research. The company is also promoting the database as the best source for closed businesses (part of the U.S. Businesses module). Social media links are being added to the establishment records.

Business Center again

Business Center again

We then got into an interesting discussion of SimplyMap versus ReferenceUSA U.S. Consumers/Lifestyles module for market data research, and where the data comes from in each product. Or course, SimplyMap is a collection of datasets with different methodologies, so we had to break down our discussion a bit into Census data v. survey data (ex. MRI and Simmons) v. the subscription and online purchase data used heavily by InfoGroup. This topic, the nature of the data, and how to make conclusions (ex. what is my local market size?) using these tools would be an interesting future BLINC workshop.

We ended the BLINC workshop with Lydia providing an update on the Foundation Center and then asking us for possible dates for our next workshop. NC LIVE has asked BLINC once again to review the NC LIVE business database mix and make recommendations for its 2018-2020 subscription package. BLINC has provided this service to NC LIVE every three years since 2008 or so. Always an interesting discussion for us, as we compare and debate the needs of our patrons (not necessarily the same needs!) and the best databases to serve those information needs. That will happen in November and December, with our report due to the NC LIVE officers on New Year’s.

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A summer goal continues to be getting caught up on professional readings since last winter break. Blogging about readings helps me not rush through them. Hopefully these summaries and occasional responses are useful for other folks too. Topics relate to liaison work and business librarianship.


Connect, build, develop: Forming effective liaison strategies through peer mentoring and partnership.
Cayce Van Horn. (2016). Journal of Business & Finance Librarianship, 21:2, 89-94

From the new business librarian at Auburn University. But the article is very useful for any subject liaison new to the job.

Cayce “became the business and economics liaison at Auburn University during the summer of 2015. It was an unexpected change in focus [business is not her background], and my initial reaction was a feeling of fear.” But she benefited from having a mentor:

“Bridget Farrell, the current marketing liaison and previous business and economics librarian at Auburn University, has served as a peer mentor as I make the transition from instructor to liaison, and together we developed a plan to help me connect with faculty and students in my subject area, build effectual and productive relationships with them, and develop my own skills and knowledge in this new role.”

(In 2013 Farrell wrote “New Kid on the Block: The Troubles and Triumphs of Being a New Business Librarian” — see https://liaisonlife.wordpress.com/2013/07/10/reading/).

Cayce discusses planning (“the importance of reaching out to subject-area faculty was immediately noted as a top priority”), collection development (book ordering & weeding), and subject training. Cayce and Bridget drafted a learning plan for Cayce that included taking Celia Ross’s Business Reference 101 class, reading Ross’s Making Sense of Business Reference, attending webinars, and getting involved in BRASS.

Through the mentoring relationship, Cayce gained much confidence in her skills. Lessons learned:

  • Non-business research and teaching skills can be applied to business liaisoning.
  • It is ok for business librarians to need some time to explore and research a difficult research request, and get back to the patron later.
  • Yes, some questions are unanswerable.

Once the fall semester began, Cayce and Bridget implemented an effective outreach campaign to faculty. They began with an associate dean of the business college, which led to attending an executive meeting of the college (deans and department heads), which led to meetings with departments and department heads. By the end of this series of meetings, Cayce was entertaining faculty research questions and requests for instruction workshops for classes. She also targeted new faculty via email and had many fruitful responses.

Cayce concludes:

“As a result of this peer-mentoring experience, I have learned to draw upon my own strengths while benefitting from the expertise of others, a process that embodies the true spirit of collaboration and support while fostering an environment of successful and engaging librarianship”


Business librarians and new academic program review
Kerry Wu & Heidi Senior. (2016). Journal of Business & Finance Librarianship, 21:2, 114-134.

This article is also useful for any subject liaison. It provides excellent suggestions for outreach and relationship building for any liaison initiative.

These Portland-based librarians have been busy supporting new program reviews and surveyed the profession on such involvement. From the abstract:

“Although more than 60% of the respondents thought that librarians should play a part in the proposal process, more than 65% of them indicated that they were never involved….The authors held in depth interviews with [nine] survey participants reporting higher-than average involvement to find out about their strategies for success.”

They identify a challenging (but common?) situation:

“The implied expectation is for the librarian to provide an affirmative statement that ‘library resources are adequate.’ Sometimes librarians are caught in an awkward position when the expected statement is not true.”

The article provides a literature review, survey methodology, and findings. There is discussion of library funding limitations and having to “make-do” with existing resources to support the new subject area.

Based on the nine interviews, the authors provide a list of success factors for getting very involved with new program applications. Examples: being held in high regard by the business faculty; and having strong existing relationships with the faculty. The “strategies to improve librarian participation” focus on building trust and relationships with faculty and certainly apply to any kind of liaison work, ex. teaching, consulting, and scholarly communication advocacy.

One interviewee emphasized proactive engagement, as the authors summarized:

 “Insert yourself wherever possible,” one participant advised, “I was pretty good in terms of pushing the envelope…. I always try and make the library sticky.” He was willing to negotiate and the following summed up his philosophy:

But often it is very definitely [sic] you cannot wait for them to come to you, you have to go to them and be willing to be “insertive” and make some suggestions going, “You know, I think the library can help you or we could help you with this, let’s talk about it…”

Ah, some new synonyms for embedded librarianship?

  • Sticky librarian
  • Insertive librarian

Hmm wouldn’t recommend an unfiltered web search for those phrases! Haha

Another good suggestion from an interview: “gave [faculty] a talk on ‘these are things that you can use me for’”.


Using rubrics for assessing information literacy in the finance classroom: a collaboration
Elizabeth M. Mezick & Lorene Hiris. (2016). Journal of Business & Finance Librarianship, 21:2, 95-113.

This article presents rubrics to assess ACRL info lit standards (not the frameworks) through a company and industry information assignment that uses a handful of popular business databases. The full assignment is provided.

Transition to the great ACRL controversy of summer 2016…


Framework or Standards? It doesn’t matter
Blog post by Lane Wilkinson

A calm discussion about the current frameworks v. standards brouhaha. Refreshing.

Another thoughtful response but in a different tone: http://betterlibraryleaders.com/2016/06/30/reframing-our-standards-initial-thoughts-on-information-literacy-in-a-post-standards-framework/


Why the “Research Paper” Isn’t Working
Blog post by Barbara Fister

Yes, this post is old, but I reread it in May after returning from LOEX. I get tired of hearing librarians only discussing the “research paper” as an outcome of student research work.

From near the end:

“If you want students to learn about a topic and be able to synthesize information effectively, fine – but don’t call it research. Turn it into a presentation, an informational brochure, or a Wikipedia article. If you want students to make an argument, start from something they know and care about, something that matters to them and about which they can hold an informed opinion. If you want them to read and understand scholarly material, focus on close reading and have the class jointly prepare an annotated edition. If you want them to write academic prose, wait until they know enough about the discipline to know what they’re talking about and how to ask a meaningful question about it.”

We could add a sentence like “If you want your students gain experience working in teams, as so many grownups have to do in their professional and volunteer work, structure the project to be done within teams.”


Small changes in teaching: the minutes before class: 3 simple ways you can set up the day’s learning before the metaphorical bell rings
James M. Lang, Nov. 15 2015. Chronicle of Higher Education

Excellent suggestions! Yes, it’s easy to spend all your time before class begins getting the libguide and Canvas on screen, and writing notes on the whiteboard. The “create wonder” suggestion is certainly one I should be using more often, like a new Statista infographic, or interesting results from a SimplyMap map.


Don’t get married to the results: managing library change in the age of metrics (presentation)
Corey Seeman, from the ABLD-EBSLG-APBSLG Joint Meeting 2016 in Singapore

Corey is the head of the University of Michigan business school Library (Kresge Library). His library has gone through a major physical change, which had impact on the nature of metrics collected by the library. He makes an important point about our complex customer base:

“Library challenge [with assessment] is that we have multiple stakeholders and they have different needs:

  • Faculty needs –scholarly journals, articles, books , datasets
  • Student needs –articles, company & industry information, market reports
  • Community –Mostly similar to student needs”

He warns that “Numbers have no intrinsic value –they can show just about anything you want.” Also: “And while your indicators might be fine –it might not reveal the threats that are all about you.”

There’s more about library change, and telling your story (be proactive, talk to your stakeholders, and rewrite your mission as needed.)


A Response to “Embedded Librarianship: A Critical Perspective”
Blog post by Robert Farrell

A thoughtful rebuttal of a polemic piece about the limits of embedding as a co-teaching librarian. Robert notes that the proposed alternative is clearly another type of embedded librarianship – proactive involvement with the curriculum, utilizing strong relationships with faculty. A bit ironic.


Rejection burnout–a guest post
by Kaitlin Springmier

A guest post from a resident librarian at the University of Chicago. (I’m a little concerned about why a resident librarian fresh out of library school would be writing on this topic). She presents “5 tips I’ve learned that can greatly reduce the rejection of new ideas or the burnout you feel after hearing ‘no.’” Interestingly, tip #4 goes against recommendations made in other posts at this blog, ex. maintaining work-life balance and enjoying “me time”.


Some interesting articles in the journal Against the Grain: Linking Publishers, Vendors, & Librarians from the Dec 2015-Jan 2016 & February 2016 issues

Negotiation Skills 101: Where Is That Course Given?

Since no one gets a chance to take a negotiation skills class in library school, consultant Michael Gruenberg lays out a 4-point preparation plan involving objectives, timetable, team, and strategy. Gruenberg authored the 2014 book Buying and Selling Information: A Guide for Information Professionals and Salespeople to Build Mutual Success (Information Today).

Cooperation is Key:  How Publishers and Libraries are Working Together to Achieve Common Goals

Michael Arthur (University of Alabama) and Stacy Sieck (Taylor & Francis) discuss their two organizations working together to provide workshops on open access and how to get published. Favorite quote:

“More recently, however, there’s been a gradual shift away from publishers being seen as adversarial to libraries, and there’s now a stronger sense that improving these relationships is important, if not imperative, to the success of both parties…But developing these relationships doesn’t happen overnight. It’s a process that starts with building trust and creating open and honest lines of communication.”

Give the People What They Want — or What They Need?

The often provocative and always interesting Rick Anderson (University of Utah) wrote on this old debate. He contrasts using data to learn what users actually want (which he calls “science”) versus what our patrons should want according to us librarians (“religion”). Providing what they want is our old service model, while advocating for what they should want is our education model. He asserts that

“the first option kind of grates on us as professionals; the second is fraught with frustration (since changing people is notoriously difficult) and political peril (since the people we’re trying to change are also people whose support is essential for our professional survival).”

The education route also risks “alienating our stakeholders”.

I don’t usually get into philosophical writing on librarian issues, but I was thinking about how these ideas might apply to a business librarian working with business faculty and students. Maybe a future post…


Dread data no more: crash course in data visualization for librarians (presentation)
Liz Johns. LOEX 2016.

Liz is the Librarian for Education at Johns Hopkins University. This presentation is a good introduction to the topic. It includes polls in which the audience is asked to pick the better representation of the data, which we readers can also participate in by reviewing the slides. Nice interactive touch.


BusinessDecision: demographic and expenditure data for small business owners [product review]
Trevor L. Winn & Steven Assarian. Journal of Business & Finance Librarianship, (2016, May) 21:2, 175-181.

A detailed, expert review of this database by two business librarians in Michigan. The Michigan State Library provides both DemographicsNow and BusinessDecision to libraries in the state. This review well illustrates two really important aspects of database reviews: talking about the source data, and comparing the product to competing products. It usually frustrates me when a shorter review in a publication like Library Journal makes no mention of competitors. That really reduces the value of the review to me, since due to our flat budgets (in a good year), we only get new subscriptions by cancelling existing ones.

But be careful making the comparisons:

“With its extensive consumer data, business and people directory, and mapping features, DemographicsNow is the prime competitor to BusinessDecision when considering the needs of small business owners. Although SimplyMap most closely resembles BusinessDecision’s scope and map-centric interface, DemographicsNow offers more data points relevant to entrepreneurs.”

No, SimplyMap offers data points just as relevant to entrepreneurs as DemographicsNow, and even much more so if you subscribe to SimplyMap modules like MRI and SimmonsLocal. That’s in part why NC LIVE has provided SimplyMap to this state for 8 years now (although not the SimmonsLocal module). My new 3-minute SimplyMap video uses entrepreneurship examples.

13 (last one):

Transitioning to 100% Business E-Books: The Case of a Large University Business Collection
Wahib Nasrallah. Ticker: The Academic Business Librarianship Review, 1:2 (2016)

Wahib is the Senior Business Librarian at the University of Cincinnati. I’m not sure if I’ve read an ebook study before that focused on business ebooks. He writes of his library’s successful transition to mostly ebook purchasing. Regarding why the business school was happy with this change, he writes:

“In many ways, we forget that we are in the knowledge business, clinging to old formats while the world around us requires adaptation and change….Book publishing is a slow process, and the transporting of a physical book to a patron isn’t always feasible…The practice of housing print books in mammoth structures with very little circulation statistics to show for is neither efficient nor effective and has not served the goals of business research.”

The library worked with YBP to create notifications of new e-books only. He notes that some publishers have crazy ebook pricing strategies, and presents data on the number of ebooks on business topics published by core business publishers (see the table on p. 3).

Wahib asserts that “Librarians have always shown a preference for selecting books rather than leasing collections from aggregators (Vasileiou, 2012)” but I don’t think that’s true. We like the Safari package for updating its collections of tech books every year, keeping the collection fresh and relevant.

Their library began using DDA in 2012. There has been an increase in titles triggered for purchase and total spending since then. But the library is not using DDA-only:

“The DDA plan is supplemented by minimal print book purchases from those publishers who resist e-publishing. It is also supplemented by a few e-book purchases for books not available on the DDA platform. We are also retaining our publisher-based e-book collections…In 2013/2014, the e-book collection totaled 1,710 DDA titles and 2,937 titles from other sources.. In the same year, we purchased [only!] 89 print books from publishers who do not supply electronic copies for libraries.

Wahib concludes that their “transformation has received much praise and little to no complaints.” A useful case study.

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Hurrah! The spring semester is over. This one was a bit crazier than usual, with chairing a search committee (first-year instruction librarian) and coordinating two independent studies by MLS students along with the usual mix of work. And the semester ended with a blur.

ENT 300 instructor Noah Reynolds consulting with one of our students

ENT 300 instructor Noah Reynolds consulting with one of our students

Two weeks ago my friend Lisa Louis and I finished writing our LOEX proceedings article, and then we had to finish planning our presentation. That week I also had a long meeting to co-grade final presentations in ENT 300 and offer my grades on the research sources used in the final reports. I also entertained final consultations from other assorted business school classes (you know, the frantic, last-minute kind), and submitted a proposal (still a mini-syllabus–crazy) for ACRL with an old friend from WFU and a new one from Oregon. And I hosted another RUSA Entrepreneurship Pilot Interest Group webinar, this one on social entrepreneurship featuring my buddy Lydia Towery from Charlotte/Mecklenburg Public, who did a great job by the way.

UNC System President Spellings and UNCG Provost Dana Dunn

UNC System President Spellings (left) and UNCG Provost Dana Dunn as our round table discussion began

Then last week began with another short presentation for UNC System President Spellings on Export Odyssey (this one here at UNCG at least); on Tuesday I finished grading the final reports in my ENT/GEO/LIS/MKT 530 class and submitted final grades on Wednesday. So by last Thursday, when I flew to Pittsburgh for LOEX, I was mentally fatigued! Did I get my head cleared up while there? Read on!

Off to LOEX

Westin Hotel in Pittsburgh

Westin Hotel (far left) in Pittsburgh

This was the second LOEX I attended. It remains one of the best organized and most thoughtfully planned conferences around. For example, there is only one plenary speech. Yes! Hallelujah. Instead, the emphasis is on break-out programs, with short breaks between. The acceptance rate for program submissions was 35% (68 out of 190), just a bit higher than ACRL’s. Poster sessions by students, one round of lightning talks, and one round of roundtable discussions provide a little variety. There is no exhibit hall and despite the lack of vendors, the registration fee wasn’t too expensive (much cheaper than my last conference, ack!) Breakfasts and lunches were included, and all but one of those meals were good.

Attendance was capped in the low 400’s. We met in the Westin in the Central Business District, next to the Convention Center, but all LOEX activities occurred on the 2nd and 3rd floor of the hotel.

Now having praised the set-up of LOEX, I need to admit to getting more out of the conference two years ago. Some of the programs last week failed to involve the audience in a significant fashion. A couple of programs cruised right through their time limits, forcing the LOEX volunteer to stop the program so that the next presenters could get set up. In one of those cases, the main advertised audience participation event never happened. I (and others attendees too, I learned) expected teaching librarians to do a better job with audience participation and time management.

The Three Sisters with the Alcoa Building and the baseball stadium beyond

The Three Sisters with the Alcoa Building and the baseball stadium beyond

But in all fairness maybe my metal fatigue had something to do with this, and also the usual mild disconnect between the most common types and situations of library instruction compared to that of business research instruction. Two years ago the business librarians at LOEX talked about this disconnect a little after our lunch.

By the end of the month, many of the LOEX slides and handouts will be posted at
http://www.loexconference.org/sessions.html. Here are my notes from sessions.

Friday morning

Rhetorical Reinventions: Rethinking Research Processes and Information Practices to Deepen our Pedagogy [SlideShare]

Donna Witek (Public Services Librarian & Associate Professor) @ University of Scranton, Mary J. Snyder Broussard (Instructional Services Librarian & Coordinator of Reference and Web Services) @ Lycoming College and Joel M. Burkholder (Reference & Instruction Librarian) @ Penn State York

(Proof I was there, and friends from NC too.) High-energy speakers, much appreciated for the first program slot of the morning. The first half of the slides deal with some opening audience participation, although we only discussed “Do you get enough sleep”. Jump to #18 to get into the background readings and 27 for practical applications. Much emphasis on research as a recursive process and plenty of jargon, example “reading the database” based on narrative theory (23) but one of the speakers also used tinker toys to help explain schema theory. Good start to the conference.

Mentoring Teaching Librarians: A Discussion of Possibilities, Pitfalls, and Best Practices in Supporting New Instruction Colleagues in Your Library

Steve Cramer (Business Librarian) @ UNC Greensboro and Lisa Louis (Head of Research & Instruction) @ Texas A&M – Corpus Christi

I’ll summarize our program in a separate blog post once our slides are online at the LOEX site. Lisa is working on adding ideas and comments from the participants to our slides. She was good about taking notes from the brainstorming and discussion activities.

Friday afternoon

How to Make Information Literacy Real: Reimagining Library Instruction to Prepare Today’s Business Students for the Workforce

Cara Cadena (Business Liaison Librarian) and Beth Martin (Head of Professional Programs/ Economics Liaison) @ Grand Valley State University

GVSU is a fast-growing school in West Michigan (my hometown area) whose librarians have become really active in the last ten years or so on the professional scene. It has a newish business campus in downtown Grand Rapids, where LOEX met two years ago. Martin began working at this campus in 2013, Cadena in 2014. The business school doesn’t have its own library, and the general library is not too close to the school. And they don’t have access to a typical computer classroom. So as you might have guessed by now, Cara and Beth talked a lot about outreach to faculty and students.

Cara Cadena and Beth Martin (at podium)

Cara Cadena and Beth Martin (at podium): Business librarians represent!

It sounded like they are doing one-shots so far. They discussed the need to frame information literacy as “workforce readiness” based on published surveys of HR managers.

Beth discussed an assignment she created in which students research think tanks and conduct a CRAP test. Cara discussed being embedded in Blackboard for two international business classes taught in the hybrid format. She created resources in the CMS and made announcements every two weeks. She led a workshop to evaluate sources used in infographics. The professor for these classes noticed improvements in the students’ work. Cara is now assessing references used by the students.

There were a few business librarians in the room, but we didn’t really have time for discussions.

Growing Your Instruction as the World Becomes Smaller: International Students and the Academic Library

Susan Avery (Instructional Services Librarian) and Kirsten Feist (Instructional Services Specialist) @ University of Illinois at Urbana-Champaign

Avery and Feist actually brought a box of clickers along for us to use. To help us empathize with the needs of international/ESL students, they presented us with an EBSCO record for a Spanish-language journal and asked us to read it. (A few folks could, but not most of us.) They discussed the need to use multiple modes of presenting information. Suggestions:

  • Use videos, infographics, and written instructions
  • Avoid jargon
  • Be careful when using metaphors and analogies
  • Use testimonials from international students on successful interactions with the library
  • Discuss academic integrity without assuming previous knowledge.

You Can Go Your Own Way: Rethinking Credit-Bearing Courses in Light of the Framework [Drive]

Amanda Foster (Instruction Librarian) and Kyle Denlinger (eLearning Librarian) @ Wake Forest University

Amanda and Kyle are friends from Z. Smith Reynolds Library (where my wife works). They discussed different attempts to incorporate the frames into ZSR’s popular 1.5 credit LIB 100 class. The library provides 14 sections a semester, with Joy Gambill (also present) and Amanda teaching most of them.

Kyle discussed how the library was the campus trailblazer for online classes, a teaching format that WFU had avoided until very recently. He described working on the online development and framework development simultaneously. To avoid “death by discussion board”, Kyle had the students use the Voice Thread tool which worked well for his small (capped) class size of 12 students; in addition to fostering online discussion, the voice comments enabled him to get to know his students quite well. He used medium.com as the writing tool. Kyle reported that building the class around the research process worked well. The class was more interesting to teach, and student thoughts on the process became deeper. A downside was the high time commitment to provide feedback to the students.

Amanda discussed incorporating the framework into a traditional classroom format. Students build a sort of family tree (see around slide 19) to illustrate scholarship as conversation. This leads to a synthesis matrix assignment followed by a literature review. Her students also have to edit Wikipedia, partly to prove that scholarly communication is not merely a concern for academics.

Amanda and Kyle practiced good time management, ending their slides with about 10 minutes left for questions and answers. A good ending to the first day of the conference.

For another take on credit info-lit courses, see right below.

That evening, Lisa and I hiked down to the Point, enjoyed dinner at Market Square, and admired many of the impressive government buildings along or near Forbes Street, including H.H. Richardson’s wonderful courthouse, whose courtyard we snuck into at dusk (an amused security guard came out to chat with us about the building).

Saturday morning

Making the Case for Credit Courses: Results from a Study on Student Perceptions of a Required Library Research Course

Lyda Ellis (Head of Instructional Services & Associate Professor) and Dr. Brian Iannacchione (Assistant Professor) @ University of Northern Colorado

Lyda teaches a 1-credit research class required for the UNC criminal justice major. She and Professor Iannacchione surveyed the students on perceptions of this class.

The SLOs for the class are pretty standard for a short info lit course, I think, but do include something like “participate in scholarly discourse within the discipline.” The emphasis is how to write research papers and cite sources in APA. The professor really liked the APA component in the class — he emphasized that several times. I actually have mixed feelings about the APA emphasis, since citation styles for most college graduates have no value to life-long learning. And shouldn’t both the standards and frames be focused on life-long learning?

In the student surveys, most of the seniors wished they had taken the class earlier. The department is working on (if I remember correctly) making sure that students take this class as sophomores or juniors. Three students said that “the online class should be cancelled.” That eventually happened, which pleased the librarians who had to teach the online sections. Lyda compared the large (and getting larger) class sizes they have to deal with to the WFU online sections (see above).

The students most valued the APA citations work, followed by how to retrieve articles.

Into the Gauntlet: Letting Students Teach One Another

Jessica Crossfield McIntosh (Reference Services Coordinator & Assistant Professor) and Amy Parsons (Metadata Librarian & Associate Professor) @ Otterbein University

Seeing the slides again would help me write this summary. Many of the slides had color contrasts too subtle for a projector to handle. The librarians identified 4 or 5 strategies to get students to teach one another in class, but we only discussed think-pair-share. For those of us who mostly work with student teams creating an experimental project – not individuals writing the lame research paper – having small groups talk to each other and sharing their findings is pretty much required to be a good teacher. (The “jigsaw classroom” and “project based learning” were other strategies listed for getting students to teach one another.)

Otterbein is north of Columbus, Ohio. It has 3000 students and an 11 to 1 student/ faculty ratio. The library offers freshmen and 2nd-year information literacy courses. The librarians discussed the origins of peer learning (Harvard science professor named Mazur) and how having students report back to the class also helps with their public speaking skills. Challenges include getting students to brainstorm, writing frames-based questions, and getting students to take their time.

A Sample Is a Tactic: Hip Hop Pedagogy in the Library Classroom [Prezi]

Craig Arthur (Instruction Librarian) and Alyssa Archer (Instruction Librarian) @ Radford University

Craig with turntables and Alyssa

Craig (with turntables) and Alyssa

Craig was an intern at UNCG, but I had no idea he was into hip hop and DJing! I’m an old fan of old school and turntablism (if you have some of the Alexander Street Press streaming music collections, see if you have access to the amazing “Return of the DJ” compilations put out by the Bomb Hip Hop label.) But Craig actually knows how to work the wheels of steel and has an up-to-date knowledge of the music, including the modern and popular stuff. Alas, we never talked about music in our time together in the UNCG library.

Anyway, Craig and Alyssa discussed how they use sampling as metaphors for research, writing, and citing. There is significant published literature on this. Craig actually had his turntables set up for this talk for live demonstrations, as he does in class. But equally importantly, he and Alyssa had planned in much discussion with the audience (“excellent audience engagement for a change”, I found in my iPad notes). Alyssa also worked the sample metaphor into the framework, ex. “Information has value” regarding composing credits and royalties.

Yes, they did address cultural appropriation and race regarding use of hip hop pedagogy.

A unique and well-designed session.


After lunch I toured the Andy Warhol museum. Then in late afternoon, Lisa and I hiked over the 16th Street Bridge, past the huge, original Heinz plant and through the Troy Hill neighborhood to visit the old Eberhardt and Ober Brewery (founded in 1848), now the Penn Brewery.

Troy Hill neighborhood and Eberhardt and Ober Brewery from my LOEX hotel room (beyond the Heinz plant)

Troy Hill neighborhood and Eberhardt and Ober Brewery from my LOEX hotel room (across the river, beyond the Heinz plant)

Here is the brewery (zoomed in)

Here is the brewery (zoomed in — sorry about the dirty window)

Later we walked back to the business district via the old Dutchtown (really Deutschtown) neighborhood. Monday morning, back at work, and my mental fatigue was gone.

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