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Posts Tagged ‘Library’

Books on Tour

Posted by arlekeno on June 24, 2015

IMG_20150604_122304[1] IMG_20150604_122309[1] IMG_20150604_122319[1]

These books have obviously been taken off the shelf, and then just dumped back on any shelf ( rather than returns trolley) regardless of the books actual location. Leaving it NEAR its location is understandable? but taking the book on tour to show it other call numbers? Maybe they felt the book needed to see a bit more of the library, learn more about other categories etc.

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Criticisms of the New Librarianship Approach

Posted by arlekeno on September 13, 2013

Major Issues
•Role of Collections: Does he put collections on the back burner with the push for more conversation and participation?
•Neutrality and Bias: Prof Lankes has issue with Librarians being Neutral, This is seen as a major value of librarianship by many.
•Lack of Historical Connections: It’s New. Have the ideas been tested?
•Constructivism and Knowledge: Uses Constructivist view of Knowledge.

Read This:

Neutrality and Bias

21st Century Library Blog’s Review of the Atlas (pay attention especially to the comments): http://21stcenturylibrary.com/2011/09/08/final-review-the-atlas-of-new-librarianship/

Lack of Historical Connections

Progressive Librarians Guild review of the Atlas http://progressivelibrariansguild.org/content/pdf/harger_LankesAtlasPL36-37.pdf

Constructivism and Knowledge

Lane Wilkenson’s Review of the Atlas http://senseandreference.wordpress.com/2011/05/13/the-atlas-of-new-librarianship-essential-readings-in-the-philosophy-of-lis/

Lane’s take on Constructivism and the Library http://senseandreference.wordpress.com/2011/05/18/libraries-are-not-in-the-construction-business/

Lane’s Reccomended readings:

Boghossian, P. (2007). Fear of Knowledge: Against Relativism and Constructivism http://www.amazon.com/Fear-Knowledge-Against-Relativism-Constructivism/dp/0199230412/ref=sr_1_1?ie=UTF8&qid=1371221289&sr=8-1&keywords=Fear+of+knowledge

Goldman, A. (1999). Knowledge in a Social World http://www.amazon.com/dp/0198238207

 

 

 

 

This Course was moderated by.

R. David Lankes
Professor and Dean’s Scholar for the New Librarianship
Syracuse University’s iSchool

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Salzburg Curriculum

Posted by arlekeno on September 4, 2013

Salzburg Curriculum: What is it?  https://www.youtube.com/watch?v=Ot4LY7fsTlc

What do New Librarians need to know in an age of participation…

Core Values.

FRAMING

  1. Mission
  2. Applicability
  3. Values

Topical Areas

  1. Openness and transparency
  2. Self-reflection
  3. Collaboration
  4. Service
  5. Empathy and respect
  6. Continuous learning/striving for excellent (which requires lifelong learning)
  7. Creativity and imagination*

Specific Skills

  • Transformative Social Engagement
  • Technology
  • Management for Participation (Professional Competencies)
  • Asset Management
  • Cultural Skills
  • Knowledge, Learning, and Innovation

https://www.coursesites.com/bbcswebdav/pid-3678575-dt-content-rid-13112545_1/courses/New_Librarianship/Salzburg%281%29.pdf

The Mission-

“the mission of librarians and museum
professionals is to foster conversations
that improve society through knowledge
exchange and social action”

Applicability-

Formal and Continuing Education

The Values

Openness & transparency
Self-reflection
Collaboration
Service
Empathy and respect
Continuous learning/striving for excellent
(which requires lifelong learning)
Creativity and imagination

 

Transformative Social Engagement:

If you work in a place, try and make it better. (what the community aspires to) Programmes, advocacy, whatever the society needs.

Technology:

Whatever is needed at the time. e.g. create and maintain an effective virtual presence.

Be willing and able to pass the skills on.

Management for Participation:

Sustainability ( financial), Advocacy, ethics, sharing, collaboration, review

Asset Management:

Preserve/Safeguard, Collect, Organise, disseminate.

In old and new librarianship, each collection and patron different.

Cultural Skills:

communication; intercultural: the ability to analyze and function in micro and macro cultures including age and gender; languages / terminology; support for multiple type of literacies.

Knowledge, Learning, and Innovation:
Constructed, Improvisation or innovation, interpretation, dissemination, information seeking.

http://salzburg.syr.edu/?page_id=112

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Librarians in new librarianship.

Posted by arlekeno on September 3, 2013

What makes a librarian? 

http://www.youtube.com/watch?v=O3NAVLmK1TY&feature=youtu.be

Theory and Practice, we understand deep concepts and how to make that a reality.

But what do we do?

1) Competencies: Change Slowly,

2) Access

3) Skills:

Public service, Administration, Information Organisation, Information seeking, Collection development.

4) Cataloguing

5) Technology: CHANGES FAST!

6) Specific Tech, e.g. MARC, still hanging in there but RDA changing it.

 

New Librarianship focuses on the competencies, the job defines the technologies you use due to the collection and audience. But our job is not defined by technology, its defined by the competences.

Technologies and thus skills are in transition as we speak, Especially with the semantic web etc… But librarians are used to this change and should expect it again.

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Post-Graduand

Posted by arlekeno on November 28, 2012

Well, i have officially been informed in writing via mail ( so it must be true) that I have met all the requirements of my Masters for Library. As you can imagine I am very happy about this since I am now free of academia forever!

While i have learnt a lot ( mainly from placement and study visits, not at all from the educational research study) I am happy to now be recognised as capable of doing the job I have been doing for the last 5 years. The Departmental Bureaucracy even agrees; I now have the magic codes to say I can do my job. Hopefully I will get it permanently soon.

Unfortunately I won’t be able to go to Graduation as it is roughly 700km (for which I would have to drive 3 hours then fly 1) and midweek. And since I can’t really afford to take days off to go to a graduation I shall have to avoid it. You would think a course supposedly made for distance education of professionals would make it easy for them to attend the culmination of so many years of work… Irony.

 

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123 views in one day?

Posted by arlekeno on October 12, 2012

My last task ever has been submitted. I have already passed so I am not overly worried, getting a Credit though would be nice. I am already being asked to get the qualifications so I can formalise my work situation, so I hope Marking is done quickly. I would like some Job security.

I can’t tell you how relieved I was when I submitted it. traveling the entire two weeks of the task makes like tricky. Trying to organise internet and a computer and time altogether while dealing with the new 18 month old cousins is hard, and quite frankly, 18 month year old is going to win every time 😀

In other news, I had 123 viewings in one day of my blog. This astounds me, I just don’t think my blog is that interesting to anyone who is not studying library science. I am not sure what will happen to my blog next year after I no longer need it for this course.

for 4 years I have used it to record my thoughts, answer questions and take notes on my Masters of Education (Teacher Librarianship). So after I graduate???

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Last assignment to do.

Posted by arlekeno on October 5, 2012

I am currently travelling through north America and as such do not always have ready access to internet or a suitable place to complete my work.

Currently I am trying to get my last ever task done, on Dewey Decimal classification. Which is tricky as they have given us about 4 weeks to do what should be 4 months worth of learning imho.

I am not overly worried though, I just got my results back from Ass 2A and I have already passed this subject. I am hoping to pass Ass2B so I can at least get a Credit.

After that, it is trying to get a real job time!

But First I have three days in Ontario to complete this last piece of work, and then back to real life.

In other news, My blog had 45 views yesterday, Again, I don’t know who you are, or why you are looking at a library students blog, but thank you, and I wish us both good luck.

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HOpefully the last ever task.

Posted by arlekeno on September 27, 2012

ETL505,
BIBLIOGRAPHIC
STANDARDS
IN
EDUCATION
ASSIGNMENT
2B
Assessment item 2B: Subject access: classification
Value: 35% Due date: 08-Oct-2012 Return date: 29-Oct-2012
Submission method options
EASTS (online)
Task
Using DDC23/WebDewey in conjunction with section 3, Classification in SCIS
standards for cataloguing and data entry, create SCIS standard classification numbers
for the ten items provided below. Do not add any locational devices or make any
adaptations which are individual library practices
Show the process by which you reached your answers by setting out your working by
which you determined your answer. Create the full Dewey number, then truncate it, if
necessary, to SCIS classification standards
Include a reference list of tools and works used. In particular you must clearly
state whether you used the online (Web Dewey) or print version of DDC23.
State briefly the decisions followed in determining/deriving the subject headings
(approximately 200 words per item). Provide a reference list of tools used and works
consulted.
Example exercise
Always use a clear and concise approach that describes how you reached your answer
(i.e. setting out your working for reaching the answer)
Please refer to the example Raising goats for their wool by Patrick Leary provided in
the ETL505 Subject Outline
If you use WebDewey, concisely describe the searches performed plus the links,
instructions and SCIS decisions followed to construct your classification number.
For example:
• Performed search for keyword ‘xyz’.
• Followed link on number 567.89.
• Under the number 123.456 observed note: ‘Class at 234.567…’.
Rationale
This assessment task assesses your practical understanding and application of
bibliographic classification.
Marking criteria
The assignment will be assessed on:
◦ How accurately you have applied DDC rules and SCIS decisions (20 marks).
◦ How clearly you have described the determination of the classification
numbers including, where appropriate, the number building process used (15
marks).
◦ The clarity of your presentation (marks can be deducted from above).
ETL505,
BIBLIOGRAPHIC
STANDARDS
IN
EDUCATION
ASSIGNMENT
2B
Exercises
for
Assignment
2B
1. Italian
violin
music
of
the
seventeenth
century.
2. A
documentary
on
the
growing
and
use
of
hedges
to
separate
fields
on
farms
in
Kent
in
England.
3. An
annotated
bibliography
of
historical
novels
written
for
children
by
American
authors
in
the
19th
Century.
4. A
journal
which
focuses
on
economic
relations
between
Indonesia
and
Australia.
5. A
biography
of
George
Speight
which
focuses
on
the
coup
d’etat
he
lead
in
Fiji
in
2000.
6. A
collection
of
famous
Russian
speeches
from
the
seventeenth
century
to
the
twentieth
century
(translated
into
English).
7. A
work
on
the
ecology
of
birds
that
live
on
coastal
sand
dunes.
The
work
takes
a
global
perspective.
8. A
set
of
readers
with
controlled
vocabulary
designed
for
upper
primary
students
(ages
10
to
13)
who
are
learning
English
as
a
second
language.
The
stories
are
fictional.
9. A
film
based
on
a
New
Zealand
play
called
Here
come
the
Kiwis!
The
play
was
written
in
the
1960s
and
the
film
version
was
produced
in
2004.
The
film
has
the
same
title
as
the
play.
10. A
pictorial
atlas
tracing
the
exploration
of
the
coast
of
Western
Australia
from
1500
to
1788.

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SCIS Connections Term 3 2012

Posted by arlekeno on July 27, 2012

Some good stuff in Issue 82 of Connections from the School Catalogue and Information Service.

The information on Creative commons and how we can use it was useful, but I found really interesting the article on Using the School library information systems in I.T. classes as a practical example.  http://www2.curriculum.edu.au/scis/connections/issue_82/articles/practical_curriculum_opportunities.html

The First paragraph is genius and points out two things of great importance, 1) Library as a haven, and 2) We are not just a place. \

The school library as place and space

The school library is often viewed by staff, students and the school community as a dedicated physical space that provides access to a physical collection of quality resources, teaching spaces and spaces for quiet academic study. However, it is also a community space for teachers, students and even community members to pursue individual leisure activities; as a safe haven from the terrors of the schoolyard; and for senior administrators to use as a venue for meetings or other gatherings such as staff professional development. Increasingly, the library is also a portal to virtual resources and services, where the teacher librarian (TL) provides curriculum design and teaching support for the integration of ICTs and online resources into curriculum programs across the school. As a space, the library is now fragmented into physical and virtual, real time and asynchronous, providing unlimited boundaries for the community it serves.

Finally, and most importantly for my Library masters was the article on Scis Subject headings… SCIS IS MORE

which talks about the process for adding new headings as well as that we are switching to DDC 15 abridged. Which I have just ordered.

 

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