lesson 9: creating tutorials

Digital Pipeline Journal Alert Tutorial
This tutorial walks a user of the Alaska Digital Pipeline through setting up journal alerts for publications available via EBSCO.

I planned on redoing this tutorial, but decided to wait since I’m taking an Information Literacy class this summer that includes lessons on creating instructional screencasts.  I’ll redo this one at some point since I received feedback that text for the URLs would be helpful.  For my tutorial assignment, I will more than likely focus on how to access SLED and the Digital Pipeline for kids for an information guide wiki for our Seward Elementary students.  I’ll post my project here when I’m done with it.

This was a fabulous class that I would highly recommend to other Alaskan librarians and library workers.  Thank you!

lesson 8: Alaskana

Alaskana consists of various information artifacts that are specifically related to Alaska.
SLED is a directory of Alaska-focused resources for Alaskans, chosen by Alaskans.  It has been around since 1994 and is funded by the Alaska State Library and the University of Alaska, Fairbanks.  There are a number of categories to explore and each category page starts with Alaska-specific links as well as general links. The front page search only searches materials housed at sled.alaska.edu. The FAQ section of SLED at http://sled.alaska.edu/faq is a great reference resource.

1. Name two categories in SLED and provide one website from each. Does anything in SLED surprise you?

Kid’s Stuff http://www.eed.state.ak.us/temp_lam_pages/library/goldrush/index.htm

Native & Indigenous Peoples  http://www.wengereskimodb.uaf.edu/

I’m impressed with the collection of links offered and look forward to exploring the others.  I never looked at the News & Weather section before and found it to be a great collection of news sources from across our great state.  I was disappointed not to see any news blogs.  Two that I follow are Seward City News and Town Square 49.  Town Square 49 has provided a positive platform to discussion and validates Alaskan Native issues in a frank and respectful manner.

2. Using the Alaska FAQ in SLED, answer ONE of the following:

• When did the Pope meet President Reagan in Alaska?  Pope John Paul II and President Ronald Reagan met in Fairbanks on May 2, 1984.
• When were Alaska Native people given US citizenship?  The Alaska Territorial Legislature offered Alaskan citizenship to Native people with a 1915 enabling act, but U.S. citizenship was extended to Alaskan Native peoples in 1924 by the U.S. Congress.

3. Using the Alaska Community Profiles, please provide one fact about the community of Eek, Alaska and how that compares to your own community.

I like the geographical map, because it showed me that Eek and Seward are pretty close in latitude.  Seward has higher taxes and different Alaska Native cultural representation. 

4. Search Alaska’s Digital Archives using your community’s name. How many items did you find? Give the “reference URL” and title for one item. Did you have a favorite?

A search for “Seward” resulted in 1199 results!  Not all are in regards to the town of Seward, but the Seward Community Library Association had contributed quite a few artifacts to this collection. 

Fourth Avenue. Seward, Alaska.  http://vilda.alaska.edu/cdm/ref/collection/cdmg10/id/175

This 1910 photo fascinated me:  Native family after the hunt, ca. 1910. http://vilda.alaska.edu/cdm/ref/collection/cdmg10/id/380

I really appreciate that the HTML code to embed the artifacts are made available!

5. In the Alaska & Polar Periodical Index, do a search for Will Rogers. What’s one of the items? Bonus – Do a search for an Alaska related interest of your own. What did you search for and did the results look useful?

This might be worth a view on a rainy day:

#16        1995     

Famous visitor liked her ‘Chicken legs.’

Clarke, Jill.

1 copy available at Alaska & Polar Periodical Index in UAF – Level 2 – ALASKA PER MFILM

Taking up the challenge, I did a search for “Oksoktaruk,” a family name, and was surprised to retrieve 19 items!  I’ll have to check them out next time I’m in Fairbanks.

6. Using the Alaska State Museums Collection Search, can you locate a halibut hook? What’s the object id? Did you find anything else of interest?

The search for “halibut hook” retrieved 667 items, but not all were actually halibut hooks.  The object id for one is 97-32-1 made by Ernest Smeltzer (Tlingit):  Halibut hook carved of yellow cedar with ivory barb wrapped with dyed cotton twine. Depicts Humanoid eating Halibut.

Wow, I didn’t expect to find a doll made by my great-grandmother Doris Titus (I knew her as Dora)!  (object id’s II-A-5793, II-A-5652, & II-A-5792)

7. Name two projects from Project Jukebox. Who is a person interviewed in each? Try a search for an Alaska related project. Did you get any results? If any interested you, describe what interested you.

Dog Mushing in Alaska has a collection of 22 interviews along with many other resources.

Reindeer Herding: The Present & The Past is collaborative effort between the Reindeer Herders Association (RHA) in Nome, Alaska and the University of Alaska Fairbanks Oral History Department and has a collection of 17 interviews.

I retrieved 81 results for searching for “White Mountain,” where my family is from and recognized many names, so I’ll have to visit again to check them out.

I am thrilled to have had a chance to explore the Alaskana resources!  It was my favorite lesson and a fantastic on to finish with.  I look forward to returning to use it and sharing it with others, especially family.  Quyanna to everyone who made this class possible!

the challenging library user: an argument for cultural competency

The demographics of our local populations are changing as a result of the increased movement of people across the globe.  Dealing with challenging situations and difficult patrons in library spaces is on the rise and increased diversity in our communities can contribute to these incidences (Balderrama, 2000).  While training may include how to deal with the challenging library user, it may not necessarily prepare library staff to deal with the issues influenced by multiculturalism and diversity.

All library policies and training should demonstrate cultural competency (Overall, 2009).  In order to do so, the library needs to know its demographic and diverse representation of both existing users as well potential users.  Cultural competence demonstrates respect and inclusivity which improves relationships between library staff and library users (Balderrama, 2000; Overall, 2009).

Meeting the information needs of a diverse demographic in our communities is an obligation to promote new and continued library patronage and support in our communities (Overall, 2009).  Libraries cannot afford to neglect those needs and would benefit from exploring and extending their relationship with all members of the community.  While higher literacy might have been the privilege exclusive to the educated elite at one time, inclusivity is a new model that should be illustrated in our library mission, goals and policies in today’s open society.

Preparedness for the challenging library user does not come about without any effort.  It should include communication training and workshops to understand and obtain effective verbal skills, understand nonverbal communication, and include increased knowledge and awareness of intercultural communication differences (Overall, 2009).  When an incident occurs it would be helpful to evaluate and discuss the possible cultural influence on the situation during the debriefing to keep an open dialog about diversity to continue to improve both policy and communication skills to promote and support cultural competency.

Using the Evans & Ward (2007) and Week 11 Lecture, the following plan is proposed to deal with the challenging library user:

1. Develop clear and concise policies and procedures in accordance the mission of the institution and the law in anticipation of various scenarios for the safety of the institution, staff and users.
2. All staff should go through training to implement the policies and procedures for challenging library users.
3. Training and dialog should be periodic and continual as needed.
4. A reference to policies and procedures should be easily available to front line workers.
5. Pre-determine safe areas to talk to the user in question and signals to inform other staff of a “situation” to obtain their assistance or support if needed should be established.
6. Staff should be vigilant and walk the floor frequently.
7. When a confrontation is imminent, stay calm and observe nonverbal cues for clues to the person’s emotional status.
8. Request clarification of the problem and listen.
9. Rephrase the information back for confirmation of the issue.
10. Discuss or state the solutions or consequences according to institutional policy that need to be applied in a given time frame to resolve the situation.
11. Situations that involve behavioral or hygienic issues may need to be approached by the library staff.  Clear roles and procedures need to be in place for dealing with inappropriate behavior and offensive hygiene.
12. Keep other staff informed of uncomfortable or challenging situations.
13. Request help from other staff or supervisor as needed.
14. Call for local authorities if needed.
15. Debrief after an incident to inform each other and evaluate the event to improve the successful resolution of future confrontations.
16. Determine methods of documentation for repeated issues with library users not only for record keeping, but also to watch for patterns or re-occurrences to evaluate the effectiveness of policies and procedures.

 

Balderrama, S. R. (2000). This trend called diversity. Library Trends, 49(1), 194-214.

Evans, G. E., & Layzell, W. P. (2007). Management basics for information professionals. New York: Neal-Schuman Publishers.

Overall, P. M. (2009). Cultural competence: A conceptual framework for library and information science professionals. The Library Quarterly, 79(2), 175-204.

Reynolds, B. (2011). Unit 11:  Dealing with workplace crises: Employee discipline & difficult customers. [Online Lecture, SJSU SLIS LIBR 204].

dealing with workplace conflicts

When an issue or conflict arises, the primary goal is to resolve it before it escalates into something bigger and more damaging to work relationships and productivity.  Training for each worker should include coverage of workplace policies for conflict resolution in order to best fulfill work expectations and responsibilities.  Conflict resolution training should be ongoing to reinforce the proper channels for solutions and foster confidence and trust among staff to maintain a professional presence.  Still, difficult situations will arise and it is the responsibility of the supervisors to be vigilant of these events and deal with them accordingly, and in a consistent and timely manner.

Using the Evans & Ward (2007) and Week 11 Lecture, the following steps are recommended:

Issue:  A subordinate of yours (whom you do not supervise directly) has not been performing up to par for a number of weeks. You have heard about this problem indirectly.  What are the first few steps you take? What if the problem doesn’t get better?

1. Always observe the Chain of Command.
2. Take time to observe, assess and document first hand.
3. Brainstorm possible solutions. (this may take time)
4. Determine the best approach to achieve the desired result.
5. Don’t delay and proceed with purpose.
6. Choose an appropriate time and place.  In this case, meet with the direct supervisor of the individual to discuss awareness of the issue.  Other events may require meeting with all involved, either individually and/or together.
7. State the issue as understood, focusing communicate on work related issues rather than personal, and request clarification.
8. Listen, listen, listen.
9. Discuss or state the solution or potential solutions that need to be applied in a given time frame that will achieve the desired result.  In this case, meet with the individual’s direct supervisor to determine awareness of the issue and request the supervisor to meet with the individual to find out why their work performance is not up to par and work toward a solution.
10. Once the conversation has taken place, document it, but drop it and trust people to take corrective action, but observe that it is resolved rather than assume it is.
11. Allow for the interested parties to request further assistance if the issue isn’t resolved.  Steps toward formal discipline procedures may need to be followed and documented.

Conflict resolution plans are easily stated on paper.  The first event will be difficult, but putting it off won’t make it easier.  Creating an open and inviting environment is essential to facilitate communication and make it easier for staff to discuss issues.  While humor and conversation may help foster an amiable work relationship, the supervisor sets the example to treat one another with mutual respect in spite of differing views or philosophies to create a productive work environment.  Maintaining professionalism and courtesy amongst staff should be both demonstrated and encouraged by emphasizing the goals of the institution as well as the accomplishments of those goals to reinforce team membership and teamwork.  Giving credit where credit is due and showing appreciation for and celebrating the accomplishments and efforts of each person is important to facilitate positive institutional thinking.

 

Evans, G. E., & Layzell, W. P. (2007). Management basics for information professionals. New York: Neal-Schuman Publishers.

Reynolds, B. (2011). Unit 11:  Dealing with workplace crises: Employee discipline & difficult customers. [Online Lecture, SJSU SLIS LIBR 204].

practice tutorial

Digital Pipeline Journal Alert Tutorial
This tutorial walks a user of the Alaska Digital Pipeline through setting up journal alerts for publications available via EBSCO.

future information technologies

The speed at which technology evolves is staggering.  The impact reaches deep into societies on local, national and global scales.  The digital divide suggests that lack of technology integration and access is a threat to education and wellbeing.  Acquisitions of new technologies might improve function and services, but they also increase the workload through implementation, training, and infrastructure, including reliable networks, systems, servers and databases.  These resources are costly on many levels.

Innovation for the sake of the new and titillating is not beneficial.  Potential investments should be researched and evaluated from various viewpoints for the significant contributions possible to the library environment and service (Allen, 2012).  Best practices should be employed to effectively and successfully implement a new information tool, and to clarify the purpose and goals it serves (Evans & Layzell, 2007).  Yet, if a technology is widely used, libraries should examine how it can be used to promote information literacies.  With the projected increase usage of mobile services (Rieger, 2012), it behooves the library and information community to protect the investment of their online presence by ensuring it supports and is accessible by mobile devices.

Modern technologies are tools to promote information creation, dissemination, access and management.  The key to doing so in a productive and successful way is to create a plan.  The 5 year rolling strategic plan that Evans & Layzell (2007) mention provides structure while also allowing flexibility to deal with a rapidly changing commodity, and delineates the essential goals from the extra to control expenditures.

Webscale services dubbed “big data” implies the impact that technologies have on manual records and metadata management (Dempsey, 2012) across agencies and disciplines.  The integration of archives, libraries and museums as information centers will impact not only the physical use of space and technology; it has a significant influence on record management, especially in the digital environment, to increase interoperability between systems using shared standards and protocols.  Consensus is not easily reached, but the advantages of the ideas that spin off of each new innovation synergize the creation of technologies that will be useful and valuable to library and information services in the future.

The increased focus on literacies beyond the traditional (Hill, 2012), specifically digital literacy, which is in the process of being defined (Newman, 2012), will continue to impact the purpose and function of libraries in our communities.  School libraries are becoming increasingly involved in teaching multi-literacies via the Common Core (Hill, 2012).  There is an increased need to find, organize and discern valid information.  This often involves a knowledgeable librarian who has experience with a variety of technologies and modes of finding information.

The physical library will also transform as information technologies change and influence the purpose of space.  These include the use of the actual space, function, display and organization to improve access to information services.  Library space, as community space, is incorporated into the architecture of the physical libraries and the innovative, sustainable and transformative usage of that space is significant.

Various issues, including transparency, open source, privacy and digital rights, influence collaboration between vested parties, even across the disciplines, and impact them in unknown ways.  Yet, the number one priority of technology in libraries is improved information management and access for internal and external stakeholders and that will be the guiding principle behind long lived tech inventions adopted in the library context.

When people ask me about the future of libraries, I don’t even acknowledge the implied suggestion that libraries are obsolete.  Instead, I say: “Information has been important to humans from the beginning; we’ve recorded it on cave walls, baked clay, papyrus and today we still have books and other mediums used to store and access information; but it’s still information…and it still needs to be organized and shared.”

“Information delivery still requires a human intervention.” (Evans & Ward, 2007, p. 458)

Allen, F. (2012). Why great innovations fail: It’s all in the ecosystem. Retrieved from http://www.intelligentcommunity.org/index.php?src=news&refno=696&wpos=5000,5000,7460

Dempsey, L. (2012). Big data .. big trend. Retrieved from http://orweblog.oclc.org/archives/002196.html

Evans, G. E., & Layzell, W. P. (2007). Management basics for information professionals. New York: Neal-Schuman Publishers.

Hill, R. (2012). All Aboard!: Implementing Common Core offers school librarians an opportunity to take the lead. Retrieved from http://www.schoollibraryjournal.com/slj/printissue/currentissue/893928-427/all_aboard_implementing_common_core.html.csp

Newman, B. (2012). The definition of digital literacy. Retrieved from http://librarianbyday.net/2012/04/03/the-definition-of-digital-literacy/

Rieger, S. (2012). The Best Browser is the One You Have with You. Retrieved from http://www.alistapart.com/articles/the-best-browser-is-the-one-you-have-with-you/

lesson 7: auto & small engine repair

7a:  Auto Repair Reference Center via the Digital Pipeline

This video provides an overview of the four different sections:
1. Find Your Vehicle
2. AutoIQ
3. Care & Repair Tips
4. Troubleshooting Tips

Oh dear, I am not a car buff, at all.  All I care about is that my car gets decent gas mileage, is safe and has a good reliability record.  But in the interst of fun, the car I chose to look up from the article, The 50 Most Famous Cars Of All Time, was a 1961 Ferrari 250 GT Spyder California from Ferris Bueller’s Day Off movie, because it reminded me of a high school classmate who crashed his father’s Corvette when he took it out without permission.  Yowza!

1.  But, they didn’t have it… so; I used the Find Your Vehicle section of the Auto Repair Reference Center to look up my own vehicle, a 2002 Toyota Sienna.  My search returned Repair Info, Bulletins for service and recall, Diagrams for electrical wiring, Maintenance Intervals, Specifications, Labor Times, Diagnostic Information for DIYer Diagnostics and ODBII codes, and Service Info Type-General.

2.  Under the Bulletins for service and recall, there turned out to be quite a few, but I wasn’t sure if there were multiple tags for an entry.  If not, then there were 67 entries!  Unfortunately, there was no way to limit the list to just the recalled information from the service updates.  I am aware of the major ones because I received notification from the auto company, but none were major.  According to the Maintenance Intervals section, no service is needed for another 10,000 miles other than my regular oil and tire rotation, which I time with my seasonal tire changes anyhow.

The information in this database is very useful and I’ll encourage my family and friends to use it, especially when I hear them complain about car problems.  I also really liked the AutoIQ and plan on having my 14 year old hopeful take a look at it.

7b:  EBSCO’s Small Engine Repair Reference Center (SERRC) via the Digital Pipeline

SERRC contains the full set of small engine repair manuals from Clymer (http://www.clymer.com/). These manuals contain thousands of accurate and concise step-by-step maintenance and repair instructions for hundreds of small engine machines and their supporting components.

The SERRC homepage provides direct links to eight categories:
ATV
Generators & Other Small Engines
Marine/Boat Motors
Motorcycles
Outdoor Power Equipment- (Chain Saws, Lawn Mowers, Rotary Tillers, Snowthrowers, String Trimmers and Blowers)
Personal Water Craft
Snowmobiles
Tractors

Watch these two videos for a quick overview, including browse, advanced search, view results, save and print features.

EBSCO:  http://youtu.be/X2MB3omFDmc (3 minutes)
Summerlovinlibrary:  http://youtu.be/857pjJA2420 (4 Minutes)

lesson 6: mango languages

Mango Languages via the Digital Pipeline under the Education category and is an online language-learning system that can help you learn 38 foreign languages for English speakers and 15 English courses for foreign language speakers.

“Mango uses real-life situations and actual conversations to more effectively teach a new language. By listening to and repeating after material designed from native conversations, you’ll not only learn the individual words and phrases, you’ll know how they’re used in practical situations and conversations. You’ll learn more than grammar, vocabulary and conjugation, you’ll learn how to communicate.”

Favorite features:

I love their web design!  Interesting enough, I’m designing a multi-page website that will look something like it for my web design final project.  While researching best web designs I read an article that suggested that using paper gives the page a more personable and friendly feel because we traditionally identify with information written on paper.  It’s simple and attractive.

I like the brief facts on the left column and the translation tool is very nice.  I’ve actually had to translate some text from a website to find out what it said in English.  I don’t even remember what tool I used, but I think it was online.

I started the basic Spanish lesson and found it to be fairly simple to follow.  I really liked the cultural references they included in their lessons.  They also made it very easy to resume the lessons and the dashboard has a nice summary of what has been completed.  Buenas noches!

lesson 5: Oxford reference collection

The Oxford Reference Premium via the Digital Pipeline offers a huge range of fully-indexed, extensively linked, up to date, and cross-searchable dictionary, language reference, and subject reference works published by Oxford University Press.

1)  Go to the English Dictionaries and Thesauruses link and click on the Browse this subject link. This interesting search option lets you browse page by page through all of the dictionaries simultaneously. Go to the H’s and find the entries for the term habeas corpus.

a)  How many dictionaries have entries for this word?  Answer: 6

2)  Return to the English Dictionaries and Thesauruses link and click on Links for this subject. Examine the list of links.

a)  What is the purpose for these links?  They provide a complete list of all the English dictionaries and thesauruses in the database.

b)  Go to the link for the Guide to Grammar and Writing. What popular song is used to illustrate nouns?  My Favorite Things from the Sound of Music.

3)  One last look at English Dictionaries and Thesauruses. Click on the link to the Visual English Dictionary.  Look up the word “boat.” Click on the first link for examples of boats and ships.

a)  How many examples are given? Answer: 14

4)  Go to the link for English Language Reference.

a)  How many titles are offered in this category?  Answer: 18

5)  From the Oxford Reference home page click the link to the Bilingual Dictionaries. Choose one of the dictionary titles. Enter a word in the search box. List the options available to process the information on the results screen.

a)  Boat:  You may print or email the results, or widen your search, or reorder the results alphabetically and change the number of results per page.

6)  From the Oxford Reference home page click the link to Quotations. Enter the word “abolish” in the search box.

a)  What is the quote from John Locke?  “The end of law is, not to abolish or restrain, but to preserve and enlarge freedom.”

b)  Now click on the link to Browse this subject. Browse to the word “abolish.” Follow the links for abolish and describe how these results differ from the general word search results.  Their actual subjects vary from serfdom, to deal penalty to government rather than a list of quotes with the word “abolish” in them.

7)  From the Oxford Reference home page click the link to Maps and Illustrations. Do a search for “Syria.”

a)  What type of maps are available?  There is a World Flag map, a World Maps map and a Visual English Dictionary in Maps and Illustrations.

8)  From the Oxford Reference home page click the link to Encyclopedias. Do a search on Syria. Explore the links to the World Encyclopedia and A Guide to Countries of the World. Consider the difference between the two resources.

a)  According to the introduction for A Guide to Countries of the World, what is the purpose of this source?  It is a handbook for student, teachers and home reference that provides information for every country in the world with a brief history and outline of social, economic, political and religious issues, including a map and fact box with demographic information. 

9)  From the Oxford Reference home page click in the Quick Search Box. Search for the term “recycling.”

a)  How many entries are in the results screen?  Answer: 25

b)  What three books are available in the Refine by Book option?  I did not see this option available.

10)  While searching for the widget I found the MARC records!  For some reason the widget is not displaying correctly. WordPress keeps altering the code when I save it.

Lesson 4b: additional education databases

The Digital Pipeline Education Category contains links to these 3 databases:  Advance searches for “Technology Education” and “Alaska” were made for each step

1. Teacher Reference Center:  There were 14 articles about “Technology Education” and “Alaska.”  APA citation from a full text article (one of three) published after 2008:  Gordon, D. (2011). REMOTE LEARNING: TECHNOLOGY IN RURAL SCHOOLS. The Journal, 38(9), 18-24.
2. ERIC:  There were 81 articles about “Technology Education” and “Alaska.”  Limiting it to full text and published after 2008 yielded 4 results.  APA citation from a full text article:  Doblar, D. (2009). Ten Schools and School Districts to Get Excited About. Educational Horizons, 87(2), 116-127.
3. Professional Development:  There were 18 articles about “Technology Education” and “Alaska.”  Limiting it to full text and published after 2008 yielded 4 results.  This search had more overlap with the other two searches, but ERIC seems to have the most, but the search subject was education, so that is not surprising.
4. All Three Databases:  There were 100 articles about “Technology Education” and “Alaska.”  Limiting it to full text and published after 2008 yielded 8 results.

As a graduate student, I always search all the databases I feel might have relevant information.  If I’m not sure, I’ll search them all, even though it takes a bit longer.  I find it is important to take advantage of the advance search options so that I retrieve the most relevant results.  The only time I don’t search multiple databases is if I know exactly where I’m going to find what I’m looking for.  One thing I don’t like about EBSCO is the citation feature.  My university requires APA 6^th and that option isn’t available on EBSCO (it is on WorldCat, though!), so I use RefWorks to organize my sources and build my citations.  It works pretty well, but I always check them and catch a few that need to be fixed.