21/02/2011 § 14 Comments
One of the fascinating aspects of librarianship is the variety of backgrounds represented in the field. The paths that lead us from a childhood love of books, or a respect for sharing knowledge and supporting local communities, are from many disparate points of view, educational and political stances, and personal histories. Tracing those paths is a subject not unfamiliar to LIS folks on the web; in fact Ned Potter (@theREALwikiman) and Laura Woods’ Library Routes Project and the Library Origins Stories [found on @evagro 's blog] have already done much chronicling in this area. Inspired by such projects, the HackLibSchool teamsters decided to share our “Routes To School.” We encourage you to share your own in the comments, on our Facebook page, or on either of the linked projects above.
The stories that led us here are as integral to our professional growth as the stories we have yet to create.
11/02/2011 § 43 Comments
If there’s one thing I know for certain it’s this: you can never know anything for certain. With that in mind, some of us are facing an frighteningly exciting time in our lives — we’re going to graduate and look for a job we will LOVE! Most of us have had jobs before, but now that we’re finishing our degrees, we’ve found our passion and we’re ready to head out into this (not so perfect yet) world of employment! So, save this post. Use it when you’re ready. Be ready for anything! And please share what you learn. With that, I offer you a 3-course meal of Job Tips [the search, application, interview] and some leftovers. This uses resources from a previous post on my blog. « Read the rest of this entry »
28/01/2011 § 11 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.”