15/04/2011 § 13 Comments
Note: I posted this a bit ago on my blog, but since it has a lot to do with how we approach LIS education as students and new professionals, I wanted to post it here too!
A lot of discussion has been circulating about the future of librarianship in response to comments made by Jeffrey Trzeciak (of McMaster University) indicating that he wouldn’t hire any more librarians, preferring instead to give certain positions to people in IT or with PhDs. I agree that in many instances you might want to consider candidates from a variety of backgrounds, but to discount librarians (especially coming from the University Librarian himself!) is an indication of how deeply our field is misunderstood. I first read about it through Jenica Rogers’ post, which I think provides a great intro to the subject and some awesome perspective on why we need advocacy as professionals (not just as a profession or as institutions.) My fellow Hack Library School editors, along with Courtney Walters and a few others, began discussing the topic via Twitter (I was at work, so didn’t get to jump in until after the fact!) If you’re interested in seeing the discussion, look for #savelibrarians. In addition, some blog posts have started going up to discuss our future as professionals–a great post in particular is Courtney Walter’s discussion of our identity crisis as librarians/info pros.
28/03/2011 § 3 Comments
Welcome to TMI Week! We are taking a break from blogging to dedicate some brain-time to our coursework, and so we thought we’d beef up our Two Minute Insight shortcast series. Over the next 5 days stop back by to hear some brief thoughts on a variety of topics related to Librarianship, library school and the state of education.
The HackLibSchool Editorial team – minus Julia – took fifteen minutes to discuss what we see as some major issues that will be facing librarianship in the next few years. FYI – this was the first time we have actually all “talked” to one another, and it was cool just to hear one another’s voices. Also, this is meant as a practice in vocalizing our ideas in a different medium, and we hope you’ll forgive any novice nervousness and/or technological glitches.* This episode breaks the Two Minute mold by about 13 minutes, but we thought it’d be nice to introduce ourselves and our emerging ideas is this format. Expect more team-sized shortcasts in the future.
Here’s the hightlights in case you can’t listen to the whole thing:
Question: What are the major issues facing libraries and librarianship in the next few years?
- Heidi – We must be proactive instead of reactive.
- Britt – Have to start considering serving the middle demographic (25-45), libraries are of the community despite govt connections.
- Annie/Micah – Experiential connections in the institution and digital preservation can bolster the profile of the library in a digital world.
- Zack – Re-conceptualizing our place in society is necessary.
- Lauren – Must begin advocacy and marketing better to help others realize the value of librarians/librarianship.
- Nicole – How to evolve and adapt to new needs. What does the public want from us?
*Micah’s note: Feel free to drink every time I say “great”… After class, in the comfort of your local pub or home, and of legal age, of course.
23/03/2011 § 12 Comments
Dictionary.com defines advocacy as “the act of pleading for, supporting, or recommending; active espousal.” I know I heard and used this term before I began library school but I honestly think my awareness of it has increased tenfold in the last two years of my program.
02/03/2011 § 20 Comments
For those of you who don’t know, I attend the Information School (iSchool) at the University of Washington in Seattle, WA. And while I, like most students, have had both positive and negative experiences in my education (you have or can read about them here or on my blog), I want to take a moment to express my deep concern for the future of the iSchool and the irreplaceable service it provides through its students, faculty and staff.
Washington, like many other states, has been dealing with a severe budget crisis. Since 2009, the University of Washington (UW) has lost 30% of its state appropriation — $132 million — and I have just become aware that after another round of proposed funding reductions, UW will have lost 50% of its state appropriation in just 3 years.
Last week the student leaders of the iSchool received an email from the iSchool’s dean – Harry Bruce. In the email, he attached both a letter the UW interim president, Phyllis Wise, sent to the legislature and press, and the budget reductions scenario worksheet. Reading the email and the attached documents left me shocked and horrified. On the list of possible actions as a result of the proposed reductions is this:
“Consider consolidating the Information School with another college and significantly reduce course and degree offerings.”
This. Cannot. Happen. It cannot happen for the ‘simple’ reason that there is not enough money for it to exist on its own. The iSchool recently began its centennial celebration. Although it has changed names, locations on campus and has evolved through the lifecycle of the Information Revolution, throughout its nearly 100 year history, its mission, vision and impact on Seattle, Washington and the Pacific Northwest have only expanded during that time.
William E Henry, the first director of the iSchool in 1922 wrote this:
Whether the University of Washington Library School filled a “long felt want” or not, I am not quite sure, but that it did supply a much felt need, I think there is no doubt, […]
He then goes on to talk about how he worked with other library directors in the Pacific Northwest to form the Library School on the West Coast. Before the UW Library School was founded in 1911, the closest Library School was in Wisconsin.
However, with all of these handicaps we did secure a few who were willing to make the sacrifice necessary and, as was to be expected, then a high-class, well-prepared group of persons, and these, more than any other single influence, made our libraries successful.
Today, 90 years after this was written, the mission and impact of the iSchool is similar. And while this is what is simply stated on the web site, it is honestly the way I personally feel about information and it is one of the main reasons I chose to attend this school.
“We are a community of diverse disciplines, professional fields, and areas of expertise engaged with the study of information and its use by people and organizations.
We are inspired by information. We want everyone to know how vital information is to all aspects of life.
We see a world where more effective use of information helps everyone discover, learn, innovate, solve problems, have fun, and make a better world. Information changes lives.
We prepare information leaders. We research the problems and opportunities of information. We design solutions to information challenges. We make information work.”
In the email last week, we were told this, “We will preserve the high caliber of professional education in the information fields that we have achieved. Our highest priority in all our considerations is to maintain the quality of our academic programs that serve our excellent students.”
While I have no doubt the administrators, faculty, staff and students will work endlessly to maintain quality programs, I do know this will be difficult with significant reduction of courses and degree offerings. One of the things that makes the iSchool the iSchool is its opportunities for research, the flexibility to have discussions, be creative and develop innovative techniques, through unique courses and programs. These require financial support.
At a time when information is evolving in ways no one can imagine, I just don’t understand how the iSchool could receive cuts. We are inspired by information. We make information work.
I ask these questions:
- What other schools within UW can step into the role of the iSchool for the UW, Seattle, WA, the Pacific NW, the country, the world?
- Shouldn’t the iSchool be expanding and growing within the evolving field of information?
- How can we work to become even more efficient through our research, services and education?
- If the iSchool should be consolidated with other schools, which ones best fit our visions and missions?
I want to thank our dean, Harry Bruce, for informing us of this before it was announced through the state and the press. I also want to thank him for emphasizing that the integrity and impact of the iSchool will remain even if the worst happens. Of course, no decisions have been made yet, but this is our time to explore new options and secure the future of education options for information science students.
Please use this post as place to begin to talk about how to secure your place at the institution where you study. Look for more information about this as I get it from the school and the state. Although I graduate in a few weeks, I do not plan on leaving quietly and watching opportunities of future iSchoolers and the lives of those we (students) serve drown in the waves of the state’s budget crisis.
Note: iSchool students met yesterday to talk about our actions and we’ve created a Facebook group Save the UW iSchool to communicate and gather ourselves. We will also be compiling talking points for writing letters and an online petition and we hope to create a collection (on YouTube) of short video clips of people sharing why the iSchool is important to them. All of this will be shared with our legislators. Please look for more information soon.
28/01/2011 § 10 Comments
Let me back up.
Before I became I library student, I was a high school English teacher. Before becoming a teacher, I was an English and Education college student (note: English AND Education, not English Education – the former is much more helpful in the long run). I learned Piaget’s theories, and Erikson’s stages. I learned how to look inside the mind of a child and debate his or her maturity levels. Educational theorists were the definitive answer when dealing with children.
And then I started teaching. And everything I learned quickly disappeared. When I looked at my darling 16 year olds, I didn’t think which cognitive level they were at; instead, I thought “What can I do to get them to work.” (Or, more accurately, “What can I do to stop them from throwing the furniture.” Seriously). The literature read only went so far – it was my patience and understanding that got me through the year. It was my knowledge of the subject taught, and my willingness to work with each student one-on-one. Never in the year did I think “Okay, what would Piaget think.”