If you plan on viewing this event with a group of 3 or more people, please purchase at the group rate.A 90-minute workshop, Thursday, May 23, 4:30pm Eastern/3:30pm Central/2:30pm Mountain/1:30pm Pacific This is an online event hosted through Webex.
This session will describe how a small university library worked to develop a more sustainable way of meeting the research needs of students enrolled in online courses. Initially, we embedded individual librarians in online courses, to provide content and monitor the library-related discussion forums within. With limited staffing and tight budgets and with the population of online students growing rapidly, we were struggling to continue in this fashion.
With the advent of mobile technologies, reference and information services to library patrons have finally come of age. However, it is no longer enough that the ubiquitous virtual reference web chat is open 24/7, or that a library’s website is geared to mobile device access. What, in fact, true digital and mobile assimilation means for reference and information services of the 21st century is the ability for the library to reach out beyond its physical and mobile device- oriented structures, to extend a hand of reference and information greeting to the human user, quite literally, in the street. This is the realm of the “Embedded” or Itinerant Librarian, whose new role is to take the library with her out into the city to meet her patrons as they go about their busy day-to-day lives. This paper presents case studies, practical professional advice and vision statements of how such services can be achieved to produce a truly 21st century library.
The Douglas County Libraries has many extraordinary staff members. Four of them are Colbe Galston, Elizabeth Kelsen Huber, Katherine Johnson, and Amy Long. They are all librarians. I'm very pleased to note their recent article, Community Reference: Making Libraries Indispensable in a New Way. It's in the latest (June, 2012) issue of American Libraries. Our library has been doing a lot of work on the cutting edge of our profession. This one - "Community Reference" - is important. It represents a shift from an internal to a more wholistic focus. Instead of asking what serves the library, we now ask how can the library serve the community? This may surprise some librarians, but it's not all about us. On the other hand, we have a host of skills that can not only make our whole environment (cultural, political, economic, etc.) better. This is also an opportunity for us to demonstrate our worth.
Building on last week's discussion of alternative reference models, this Thursday (September 20, 2012) at 6pm Pacific/9 Eastern join us on Twitter for a #medlibs discussion about embedded librarianship. How have things evolved since the 2009 Embedded librarians: one library's model for decentralized service JMLA article? What resources are needed to support this service model? Join in the discussion!
So while the automated process ensures that every Blackboard course site includes a general introduction to library resources, a subject-specific LibGuide or a professional library’s Web page or list of research tools, librarians are still encouraged to foster and maintain relationships with faculty and students in their disciplines, developing course-specific LibGuides in much the same manner that they did in the early semesters of the project. In manually linking specialized guides to the Library Guides menu item, they overwrite the automatically generated URL and, as before, become privy to course communication, syllabi, and assignments.
I’m currently iterating some work around Web Literacies for the Mozilla Foundation (you can see the latest version of my thinking here). Perhaps the biggest consideration when dealing with so-called ‘New’ Literacies is distinguishing them from one another, so what I want to consider in this post is the relationship between Digital literacies and Web literacies. Aren’t they just synonyms?
The topic of digital literacies was the focus of my doctoral thesis, which is available to read online at neverendingthesis.com. The conclusion I came to after delving deeply into the research was that we need to always talk about literacies in their plurality and that there are broadly eight essential elements to digital literacies. My question when it comes to Web Literacies, therefore, is whether (a) they constitute a subset of Digital Literacies, (b) they are wholly distinct from Digital Literacies, or (c) there is some overlap between the two. These three positions are represented by the graphic at the top of this post.
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