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Cyberpunk Librarian: "Why You Need to Remove Your Google Search History (RT @TheLiB: If you're a librarian, you don't want to be logged in to Google when you're doing searches for your users."
"... the Electronic Frontier Foundation posted a how to on removing your search data from Google and why you should. [...] What I’m going to do is build on that for a second and tell you why you as a librarian need to remove that data.
I use Google all day, every day. I’m sure you do too. I don’t know about you, but I’m also signed into Google while I’m doing it. I check my Gmail, I’m dealing with Google+, setting up appointments using Google Calendar, and so on.
And I’m also searching for information regarding patron queries while I’m signed in. What that means is that there is data within my own data set that has nothing to do with me. There are laws, ethics, and all kinds of reasons why patron information is confidential and, until March 1, 2012, that information on Google is confidential. After March 1st, Google will use that data to build a better Google which means offering you better ads, recommending videos, and that kind of thing.
But that data isn’t mine, or at least part of it isn’t mine. It’s data that was generated helping a library patron. I propose to you that such data, for all intents and purposes, belongs to the patron. That data wouldn’t have been generated if not for the patron, just like a library card wouldn’t have been generated if a patron hadn’t applied for one. Since we, as librarians, are tasked with protecting patron information, we need to protect that information too."
Electronic Frontier post here: www.eff.org/
Lauren T. Taniguchi:
"From staff reports TRENTON — The New Jersey Association of School Librarians (NJASL) released findings on Wednesday of a three-year study conducted by the Center for International Scholarship in School Libraries (CISSL) at Rutgers University..."
Some of the findings:
"School librarians make key contributions to student success, including:
Based on in-depth research among a national sample of nearly 2500 participants and Library Journal editorial analysis, this groundbreaking study—the first to target library consumers in the context of all consumers—unveils who uses public libraries"
"... regular public library users don’t just borrow books. They are also active books buyers who make many of their purchasing decisions based on the authors or books they first discover in the library.
In fact, over 50 percent of all library users go on to purchase books by an author they were introduced to in the library.
This finding is just one of the many key insights to emerge from “Library Patrons and Ebook Usage,” the first issue of Library Journal’s Patron Profiles: Understanding the behavior and preferences of U.S. public library users. Based on in-depth research among a national sample of nearly 2500 participants and Library Journal editorial analysis, this groundbreaking study—the first to target library consumers in the context of all consumers—unveils who uses public libraries, why they use them, and how that use may change.
"So why aren’t researchers using web 2.0 tools more? Broadly speaking, the reasons fall under three categories: researchers don’t know that the tools exist, researchers are unable to use them, or researchers choose not to use them. In this last category, the reluctance can spring from:
- lack of time to try new tools and lack of institutional incentives to make time to use them;
- their value not being made clear or the tools not being seen as credible;
- concerns around sharing ideas and data online;
For researchers in developing countries there are also serious legal, cultural, technological, and language barriers to adopting web 2.0 tools for collaboration and knowledge-sharing."
Via Dailin Shaido
“Getting the Most out of Academic Libraries – and Librarians”. Posted on December 10, 2011 by UT Librarians."
"Article on current levels of student proficiency at being able to assess, critically, electronic resources – nothing new, but reaffirms current views."
"The group [academic librarians] unanimously perceived a lack of skills among its clientele: Students are routinely flummoxed as to how to search for or evaluate the sources they need in their work. But even as librarians are poised to teach information technology through classes, online tutorials, and one-on-one sessions, actually laying hold of student time and attention depends on faculty support—and that is not always easy to find.
The extent to which college students are unprepared to conduct research may be surprising to those who assume that young adults are automatically proficient at any computer-related task. “Many students don’t actually know how to interpret the citations that they find in print or online, and as a result, they don’t understand what to search for,” says Georgiana McReynolds, management and social-sciences librarian at MIT. “They search for book chapters in Google because they don’t recognize a book citation compared to an article citation. Or they don’t know which is the title of the article as opposed to the title of the journal. Or they can’t decipher all the numbers that define the volume, issue, and date.”
"A two-year study of students’ research habits at five Illinois universities found that the majority of college students did most of their research with Google and did not properly use scholarly databases.
Caroline Barratt, director of the Miller Learning Center Library Commons, said with so much information available online, students may overlook the services the libraries provide.
“People may be overconfident about the results they find in a Google search,” Barratt said. “For example, Google can be really useful, but it is often the case that a librarian can find a better source for you that your professor will look on with approval.”
Kyle Boutte, a senior middle school education major from Athens, said she studies at the library but has never asked a librarian for assistance."
This study would be valuable worldwide as well: We will be following:
"What does your community want and need from a library? If you’re a librarian, chances are you’ve made efforts to find out, to strategically plan, to adjust services to local interests and changing needs.
What does your community want and need from a library? If you’re a librarian, chances are you’ve made efforts to find out, to strategically plan, to adjust services to local interests and changing needs. Rarely, though, do any of us get to see a broad view of our library community through the filter of independent data.
The Pew Internet & American Life Project is going to give us that view. Over the next three years, new research will investigate the role of libraries in the digital age, focusing on the ways libraries serve their users and their communities. Supported by a $1.4 million grant from the Bill & Melinda Gates Foundation, the study will be implemented by the Pew Internet Project, a nonpartisan “fact tank” that conducts nationwide surveys and qualitative research to help us understand the evolution of internet use."
"iPads Improve Kindergarteners' Literacy Scores WebProNews From Hack Education: But as Damian Bebell, one of the project's researchers argues, we can't just act as though the devices “arrive on parachutes” into a classroom and suddenly and magically..."
Via Pippa Davies @PippaDavies
"To learn which resources have emerged as the most remarkable tools in a sea of digital research options, we polled a group of librarians and LJ reviewers to choose the “best” of 2011 (see our list of contributors on page 18).
Many of them were involved in the original E-Reference Ratings. Here are their picks.
"A new study suggests that children prefer e-books to print books and that they retain and comprehend an equal amount of information from both print- and e-books."
"A new “QuickStudy” – so named for its short duration and the small size of its sample group – from the Joan Ganz Cooney Center observed 24 families with children ranging in age from three-to-six reading both print and e-books in the Summer and Fall of 2011. Most of the children in the study preferred reading an e-book to a print book and comprehension between the two formats were the same.
“If we can encourage kids to engage in books through an iPad, that’s a win already,” said Carly Shuler, senior consultant for industry studies at the Joan Ganz Cooney Center at Sesame Workshop is a New York based non-profit organization dedicated to understanding how children learn through digital media."
Extremely valuable skills for Infrmation Professionals of the future:
Robin Good: The Institute for the Future and the University of Phoenix have teamed up to produce, this past spring, an interesting report entitled Future Work Skills 2020.
By looking at the set of emerging skills that this research identifies as vital for future workers, I can't avoid but recognize the very skillset needed by any professional curator or newsmaster.
It should only come as a limited surprise to realize that in an information economy, the most valuable skills are those that can harness that primary resource, "information", in new, and immediately useful ways.
And being the nature of information like water, which can adapt and flow depending on context, the task of the curator is one of seeing beyond the water,
to the unique rare fish swimming through it.
The curator's key talent being the one of recognizing that depending on who you are fishing for, the kind of fish you and other curators could see within the same water pool, may be very different.
Here the skills that information-fishermen of the future will need the most:
ability to determine the deeper meaning or significance of what is being expressed
2) Social intelligence:
ability to connect to others in a deep and direct way, to sense and stimulate reactions and desired interactions
3) Novel and adaptive thinking:
proficiency at thinking and coming up with solutions and responses beyond that which is rote or rule-based
4) Cross-cultural competency:
ability to operate in different cultural settings
5) Computational thinking:
ability to translate vast amounts of data into abstract concepts and to understand data-based reasoning
6) New media literacy:
ability to critically assess and develop content that uses new media forms, and to leverage these media for persuasive communication
literacy in and ability to understand concepts across multiple disciplines
8) Design mindset:
ability to represent and develop tasks and work processes for desired outcomes
9) Cognitive load management:
ability to discriminate and filter information for importance, and to understand how to maximize cognitive functioning using a variety of tools and techniques
10) Virtual collaboration:
ability to work productively, drive engagement, and demonstrate presence as a member of a virtual team
Critical to understand the future ahead. 9/10
Curated by Robin Good
Download a PDF copy of Future Work Skills 2020: https://docs.google.com/viewer?url=http%3A%2F%2Fapolloresearchinstitute.com%2Fsites%2Fdefault%2Ffiles%2Ffuture-skills-2020-research-report.pdf&nbsp;&nbsp;
Via Robin Good, janlgordon
AASL's National Longitudinal Survey of School Library Programs
Traditional School Library Curriculum Carried Over Into Digital Citizenship
Digital Citizenship Curriculum
Digital Citizen Content
Access as Barrier to Teaching Digital Citizenship
Paper by Michalis Gerolimos:
D-Lib Magazine (RT @aarontay: 2011 data on FB pages in academic libraries http://t.co/M7Nk8B1k author is quite down on it.)...
At a detailed level, this paper explores the possibilities and challenges that Facebook presents to academic libraries that choose to set up a page — especially when they use the wall — not only as an announcement service but also as a forum where students can communicate with the library and exchange ideas with its personnel and among themselves. This paper focuses on documenting user feedbacks posted on the library wall and on a quantitative and qualitative analysis of their content.
Additionally, this study provides several metrics regarding user comments on the wall such as the number of comments per library, if the comments are related to the library or not, the percentage of library posts that had no comments or "likes", the ratio of comments vs. "likes", and the feedback and comments per post and per library. It aims to help the reader understand how library users interact with a library in this particular online environment, and what the problems and the potential benefits are for academic libraries that choose to use Facebook."