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Welcome to Librarian2

That’s “Librarian Squared.”  On this evolving website, you’ll find annotated resource lists on academic library assessment, library instruction, and linked open data. Each addition will appear in the blog along with posts on issues, contradictions, etc. that come up while reading (viewing, listening to) these resources. And you never know what else I may throw in.

New resources, news, and announcements will be added every week, so check in often.

Eye-Pads in Library Instruction

Newell, Zachary, and Jason Soohoo. “iAdapt: Bringing Mobile Technology to the Library Classroom.” College & Research Libraries News 75, no. 2 (February 1, 2014): 72–75. http://crln.acrl.org/content/75/2/72

Instruction librarians at Salem State University had both hits and misses trying to integrate iPads into their classes.

Financial Literacy in the Library

Roggenkamp, John. “Financial Literacy and Community Colleges: How Libraries Can Get Involved.” College & Research Libraries News 75, no. 3 (March 1, 2014): 142–43. http://crln.acrl.org/content/75/3/142

Here’s where one librarian really made an impact on students’ lives. He took their assignment to research and apply for one scholarship and turned it into a full-fledged library instruction effort which lead to increased usage of print resources related to scholarships among other things.

Quick Book Notes: Now You See It

Cover of Now You See It by Cathy DavidsonI began reading this book as part of Cathy Davidson’s recently completed MOOC, The History and Future of (Mostly) Higher Education. It was never my plan to do the assignments or participate in the course, but I enjoyed doing the readings and watching the videos in spite of a convoluted procedure to get the videos on my NOOK e-reader so I could watch them on the train. But then life decided it hadn’t given me a good, swift kick in a while so I had to give up the videos and readings … all except for Davidson’s book Now You See It.

Davidson writes on the science of attention–what we pay attention to, how attention works and what this all means for education and work in the 21st-century. She gives many terrific–and clearly explained–examples of research in the field and experiments in the organization of the workplace and school all of which point toward the need for a new model instead of trying to use the 19th-century industrial age model of single attention to a single task. Whose life is like that anyway? Certainly not mine. Davidson has an engaging style of writing that made learning from her book all the more enjoyable. You won’t have trouble paying attention to this book.

On a side note, I am very pleased to see Ms. Davidson will be coming to work at the university system where I work, CUNY (City University of New York), albeit at a different institution from myself. The Grad Center in midtown Manhattan is a long ways from a community college in Queens, but one can hope that some of the digital humanities goodness she’s bringing will spill over into the outer boroughs.

 

Stand-Up for Library Instruction

Tewell, Eamon C. “What Stand-Up Comedians Teach Us about Library Instruction: Four Lessons for the Classroom.” College & Research Libraries News 75, no. 1 (January 1, 2014): 28–30. http://crln.acrl.org/content/75/1/28

The methods underlying successful stand-up comedy apply also to library instruction classes.

Librarian2 Cited in Lecture Guide

 

Librarian² is honored to be included as a resource in a reading guide put together for a lecture series by the Facultat de Biblioteonomia y Documentació at Universitat de Barcelona. Librarian² appears at the end of the guide for the lecture on the semantic web, including linked data. Gracias!

Free Assessment Online Forum

C&RL is hosting a live online forum with Meredith Farkas, Lisa Hinchliffe and Amy Harris Houk on Thursday, April 10th from noon-1pm Central (GMT -5:00). These researchers surveyed 4-year and above academic libraries in the U.S. to learn more about what it takes to build an assessment culture and what holds libraries back from it. Join them to learn what they did, what they learned and why it matters. Moderated by Megan Oakleaf.

My apologies for not having posted anything new for a few weeks. It’ll probably be a few more before I can get past a rough February. But I’ve been collecting resources to check out so there’s no shortage of new resources on linked data, library instruction and assessment. Thanks for visiting, and I’ll have more goodies for you this spring.

Are We There Yet?

Sletten, Brian. “Keep On Keeping On.” Semanticweb.com, January 13, 2014. http://semanticweb.com/keep-on-keepin-on_b41339

Explores why the Semantic Web hasn’t yet materialized.

To Flip or Not to Flip

Arnold-Garza, Sara. “The Flipped Classroom: Assessing an Innovative Teaching Model for Effective and Engaging Library Instruction.” College & Research Libraries News 75, no. 1 (January 1, 2014): 10–13. http://crln.acrl.org/content/75/1/10

Towson University assesses flipping their library instruction classroom, yielding generally positive outcomes but not as conclusive as they’d hoped.

 

MOOC Time

I’ll be busy this spring with Cathy Davidson’s MOOC (massive open online course) History and Future of (Mostly) Higher Education. It’s being offered free on the Coursera platform. Now that I’ve figured out how to play videos on my NOOK, I can keep up with more than the reading while I commute. You might want to check it out.