Tuesday, December 21, 2010

Librarianship and Ethnography: A Research Agenda

The recent controversy over the American Anthropological Association's decision to drop the word "science" from its long range plan--thus re-opening internal debates about what anthropologists do and what anthropology is--made it into the mainstream media (see Nicholas Wade's NY Times article Anthropology a Science? Statement Deepens a Rift) and has occupied much discussion on anthropology blogs over the past month (there is a great summary on Neuroanthropology).

One response to the controversy was an intriguing post titled Ethnography as a solution to #AAAfail, in which the author suggests that ethnography, and more specifically, an ethnography of anthropologists, could shed light on this debate by exploring how anthropologists understand their discipline. He writes:

What do most anthropologists think anthropology does? What do the terms they use to evaluate it mean to them? To the best of my knowledge, we simply have no answer to this question beyond our impressions that ‘cultural anthropologists are taking over'.  As a scientist (in the general sense of the term) my training tells me the first step in resolving the issues raised by #AAAfail is to get some data on the phenomena we want to study.

What if, as an alternative, we started a grassroots movement to say, in a public and synthesizable way, what we thought anthropology was about? An anthropologist’s creed, as it were. They would have to be short, a paragraph each, and address (hopefully in the same order) a concrete number of issues: what the word ‘science’ means to them, what disciplines are adjacent to anthropology, what research methods are important, the role of the analyst, the appropriateness of politics involvement, and so forth.

There are enough anthropology bloggers out there these days that I bet we would have a pretty nice hunk of empirical material to work with — even if it wasn’t a scientific random sample. Since it would be a chance for bloggers to narcissistically reflect on themselves, participation would be high . . .


Such an account of the discipline of anthropology would provide insights and details that accounts such as professional association statements (like the one released by the AAA in response to the recent controversy) inevitably lack.

This got me thinking about the possibility of an ethnography of librarians and librarianship. The controversy and internal debate in anthropology has parallels in the ongoing debate about the roles of libraries and librarians in the field of librarianship (for example, see Birdi et al., 2009; Durrani & Smallwood, 2008; Garrison, 1979; and Harris, 2008). What do librarians think the field of librarianship is about? What does their practice mean to them? To the communities they serve?

While ethnography has gained wide acceptance as a method for user studies in the field of LIS, I am not aware of any ethnographies of librarians themselves. I think that an ethnographic approach to the study of librarians and librarianship could make valuable contributions to the field as a whole. What would such as study look like? Thoughts?

References
Birdi, B., Wilson, K., & Tso, H. M. (2009). The nature and role of empathy in public librarianship. Journal of Librarianship and Information Science, 41(2), 81-89.

Durrani, S., & Smallwood, E. (2008). The professional is political: Redefining the social role of libraries. In A. Lewis (Ed.). Questioning library neutrality: Essays from progressive librarian (pp. 119-140). Duluth, MN: Library Juice Press.

Garrison, D. (1979). Apostles of Culture: The public librarian and American Society, 1876-1920. New York: Free Press.

Harris, R. (2008). Their little bit of ground slowly squashed into nothing: Technology, gender, and the vanishing librarian. In G. J. Leckie & J. E. Buschman (Eds.). Information technology in librarianship: New critical approaches (pp.165-180). Westport, CT: Libraries Unlimited.

Thursday, October 28, 2010

Introduction to Blogging and RSS

October has been a a busy month for everyone so I want to send out a big thank you to all those Faculty of Information students who took time out during a busy week last week to attend my Introduction to Blogging and RSS workshops. I had a great time working with you and getting to know about your blogging plans and inspirations.

If you couldn't make it, you can get the handout from the Faculty of Information's new Workshop Repository by clicking here. It should be up and running soon. And, if you haven't already, please take a few moments to fill out the online evaluation survey by clicking here. Your feedback is super important to those of us running the workshops.

Finally, when you get your blogs up and running, send me the url!

Wednesday, September 29, 2010

Book Review: UPDATE

The review posted below has now also been posted on the Student Reviews page of the Faculty of Information's web site. Posting student reviews of new Faculty of Information library materials is an initiative by the Information Services team. Check it out!

Monday, September 20, 2010

photo contest posters

Just a couple of the series of four posters I designed to promote the Inforum photo contest. My favorite is the HOT PINK!





Tuesday, September 7, 2010

Book Review: Vanishing Act

I am just back from an amazing few days of sea kayaking and sunshine on Georgian Bay. We paddled out from Chikanishing Creek in Killarney Provincial Park and spent a few days on the Fox Islands to get away from jobs, school, and the constant preoccupations of the city. I couldn't resist taking a little information-related reading with me, though. So, here is my short review of a brand new title at the Faculty of Information's library: Vanishing Act: The Erosion of Online Footnotes and Implications for Scholarship in the Digital Age.


The perfect reading spot on Centre Fox Island

Bugeja, M. & Dimitrova, D. V. (2010). Vanishing Act: The Erosion of Online Footnotes and Implications for Scholarship in the Digital Age. Duluth, MN: Library Juice Press.

Vanishing Act: The Erosion of Online Footnotes and Implications for Scholarship in the Digital Age presents readers with a brief, 61-page discussion of the problem of disappearing online references in academic journal articles and books. The authors’ primary argument is that as online citations begin to disappear, the basis for peer review, theory testing, and experiment replication are compromised. As a result, they suggest, the problem of eroding online citations threatens the fundamental foundations of scholarship.

Vanishing Act is based on over seven years of research conducted by authors Bugeja and Dimitrova, both professors at the Greenlee School of Journalism and Communication at Iowa State University of Science and Technology. The book focuses specifically on data from a four-year period between 2000 and 2003 in which the authors surveyed and monitored the rate of decay of online citations in several prominent journalism and communications journals. Their study shows that within four years, an average of over 50% of online citations in the journals they surveyed had disappeared. This quantitative data is supplemented with the results of interviews conducted with the editors of those same journals surveyed. The survey data, interview data, and presentation of methods used are the main strength of the book. Indeed, Vanishing Act prompts questions about the technical reasons for online citation decay as well as deeper theoretical questions about scholarly practices and information management in the digital age.

However, while Vanishing Act does a good job of drawing our attention to the problem of eroding online citations, the book’s main weakness is that the authors do not provide a strong context for their results and arguments. If we are to accept that the problem is as important for the future of scholarship as the authors suggest it is, a more in-depth analysis and critique are vital. Additionally, the presentation of the results themselves could be expanded. For instance, Chapter 4, The Half-Life of Online Footnotes, would be more compelling if it included more results in the text itself rather than directing readers to Appendices C and D for results and Chapter 5, What, In Fact, Causes Footnotes to Vanish?, would benefit greatly from a more detailed explanation of some of the technical reasons that footnotes vanish and more detailed examples from the authors’ own observations over the course of their research.

Overall, Vanishing Act provides a brief but useful and accessible introduction to an information management problem that should be of interest to information professionals from researchers, professors, librarians, and systems designers alike. The authors conclude by asking who holds responsibility for the vanishing references and ephemeral sources of the Internet age. Certainly, it seems, all information professionals have important roles to play in examining, documenting, explaining, and resolving the issues raised here.

Saturday, August 21, 2010

VIDEO POST: Use Zotero with the UTL catalogue

Yes, Virginia, you can use Zotero with the new University of Toronto Library catalogue interface. Click on the link below to see a 1 minute tutorial on how to do it.

How to Use Zotero with the UTL Catalogue (http://screencast.com/t/YjBjMGU1NG)

The screen capture software I used to make and share this tiny video is called Jing. It's a great little piece of software that has all kinds of potential uses in the library/reference context. It's available as a free download from www.jingproject.com

Sunday, August 15, 2010

Information and Environment 2

From the Post Carbon Institute: "Our Evanescent Culture and the Awesome Duty of Librarians"
Posted Oct 7, 2009 by Richard Heinberg
http://www.postcarbon.org/article/40397-our-evanescent-culture-and-the-awesome

Sunday, July 11, 2010

User Surveys and QDA

Well, it's already July and between two courses and work at the Inforum, the summer is flying by. I have recently wrapped up my first big project in my role as summer intern with the Information Services team: analysis and reporting on the results of the 2010 Information Services student survey.

Each year, the Information Services (IS) team at the Faculty of Information conducts a student user survey to help evaluate Information Services and find ways to improve. This year, the IS team tried something different from what they've done in past surveys. Rather than a long list of multiple-choice questions, the 2010 survey consisted of three open-ended questions in which student respondents were asked what they liked (Q3), what they didn’t like (Q4), and what other information they wanted to share with the Information Services team (Q5).

As a result, the data were also pretty different from what the IS team had collected in the past! Responses to each of the three questions ranged from simple, one- or two-word answers to paragraphs of up to several hundred words. Of course, this type of data requires different analysis than does a tally of multiple choice answers. Since I had previous experience doing qualitative analysis (QDA) during my BA and MA, I took on the job of coding and analyzing the qualitative survey data. I sorted the data into themes, assigned codes, and completed analysis using NVivo 8 software. I have to admit that I was disappointed in NVivo. First, the software is only available for Windows machines, which always irks Mac users! More importantly, I was surprised by the limited options for importing data. Why isn't there a solution for importing Survey Monkey results, for instance? Given the wide range of new data sources emerging from Web 2.0 applications, I am certain someone has figured this out. I have begun looking into alternative QDA softwares and will post the results of what I find here.

The results of the open-ended survey (while perhaps more difficult to analyze than results from a multiple choice survey) provided us with a rich description of students' understandings of the work done by the Information Services team. Ultimately, I think it is this sort of qualitative examination of users' perceptions that is vital for shaping strategic planning in service-based organizations like libraries. As web applications like Survey Monkey make online surveys easier, and as more and more students are turning to Web 2.0 applications like Twitter and Facebook to express their thoughts and opinions, it is really only our imaginations that limits the kind of user surveys we do.

The Information Services 2010 User Survey, which was released to the iSchool community on June 27th, summarizes the data collected from the survey and includes the IS team's plans to address students’ issues and make improvements. You can find a PDF version of it here.

Wednesday, June 23, 2010

Team Knowledge Ontario

On May 20, 2010, I blogged about volunteering for Knowledge Ontario's Ask Ontario (AskON) initiative. It's an awesome initiative that builds and supports strategic, province-wide partnerships between Ontario's public, college, and university libraries and makes it possible for them to share scarce resources and provide high quality reference service to people across the province.

In early June, (only weeks before this year's new group of keen AskON virtual reference volunteers were set to attend our first AskON training session with Virginia and Jan) we heard that Knowledge Ontario would not receive its expected federal funding past December 2010.

 Perhaps it is because of the immense value I see in this sort of strategic, province-wide partnership that I was so disappointed by this announcement. While the Ministry of Tourism and Culture announced $2 million in funding for electronic resources in Ontario public libraries, Knowledge Ontario lost its support. Although this seems like it is (at least partly) good news, it is my understanding that with proper funding from the Ministry of Culture, KO could have licensed these same electronic resources for the whole province.

Now, I'm certainly no expert on the rationale for the decision, the cost of the e-resources in question, or the potential cost savings of KO licensing the resources. So my questions go to the government agencies, library directors, and librarians in all sectors: In the current economy, doesn't it make sense to strongly support partnering initiatives like KO? I mean, if we can reduce our costs by sharing resources, can't we hire more librarians? Or, at least keep the ones we have? In addition to cost savings, what other benefits would libraries in the public, college, and university systems gain by working more closely together? And finally, what other types of organizations (libraries or otherwise) could contribute to--and benefit from--the KO initiative?



The good news is that librarians are rallying around the cause. AskON volunteer training sessions were held as planned today (I'm pumped about virtual reference!) and the AskON service will run as usual through the fall semester. As a future librarian, I know I will have a role to play as an advocate for information resources and services. I hope that the type of partnerships encouraged by initiatives like KO continue to grow.

So, if you want to write a letter, share your ideas, or even just read more about how to support the KO initiative Kim Stymest's blog post on the topic and KO's own Knowledge Ontario Matters page will bring you up to speed.

Tuesday, June 1, 2010

Thursday, May 20, 2010

Virtual Reference

Knowledge Ontario is a non-profit organization led by a groups of university, community college, school, public, and government libraries that seeks to provide access to online information resources and services to all Ontarians. According to the CLA press release, "The vision represented by Knowledge Ontario and the leadership of the Knowledge Ontario team is exemplary and world class and can serve as a model for libraries globally on achieving their future success for all types of libraries."  

I think it's a pretty amazing initiative and am super pumped to be a part of it. I will be volunteering as a virtual reference intern with Knowledge Ontario's Ask Ontario initiative starting in September 2010.

Monday, May 3, 2010

Information Services Intern

Today was my first day as one of two summer interns with the Faculty of Information's Information Services team. According to the job description, about half my time will be spent on special projects like data analysis of user survey results, developing promotional/outreach materials for the Inforum, and even a microfiche collection weeding project. The other half of our time will be spent at the desk. I'm looking forward to blogging about what it's like on the other side of the desk!

Friday, April 30, 2010

TRY Conference 2010

For the sixth year in a row, the libraries at University of Toronto Library, Ryerson University, and York University got together for an awesome all libraries staff conference.  I presented a student poster so I got to hang out for the day. You can check out all the sessions and presentations here:
http://www.library.utoronto.ca/event/staffconference/2010/session-details.html

Thursday, April 22, 2010

Map of a Tweet

Given that my last few posts have been Twitter-related, it seems important to pay some attention to what Twitter does and what, precisely a Tweet is. Raffi Krikorian, a developer on Twitter's API/Platform team has put together a map that shows the way information is embedded in each individual Tweet (or Twitter Status Object as he calls it). Maps like this one point to the data-rich documentation associated with what may seem like simple information practices. If, indeed, the Library of Congress gets all of this information, how will it be mined and analyzed in a way that can tell us something about ourselves?

Check out the map and article at:
This is What a Tweet Looks Like
Article written by Sarah Perez / April 19, 2010 8:33 AM

Wednesday, April 14, 2010

Library of Congress will archive Twitter

What a great way to end the winter semester and welcome spring: with tweets! Today the folks at the Library of Congress announced that they will acquired every public tweet issued since March 2006 when Twitter was launched. I'll admit that I wasn't always convinced that Twitter was anything more than a fad (I didn't think snowboarding would stick either and now it's in the Olympics). Much has been written about the social value of the billions of tweets that have been produced since 2006. But this move really seems to reify this sentiment.

The comments on the Library of Congress blog are the start of some amazing discussions. How will the archive be maintained? What information will be archived? How will it be accessed by researchers?

I guess it's time we all taking Twitter seriously?

Library of Congress Blog post:
http://blogs.loc.gov/loc/2010/04/how-tweet-it-is-library-acquires-entire-twitter-archive/

Wednesday, April 7, 2010

What would Margaret Atwood do?

It's the last week of the semester and I should be finishing papers and assignments, but instead, I'm reading Margaret Atwood tweets. . . Just for kicks last December, a friend and I had t-shirts made at one of those five-minute t-shirt places on Queen West. They read: "What would Margaret Atwood do?" The store had some kind of three-for-two deal on so naturally, we thought of Margaret. We sent the third t-shirt to Margaret Atwood and kind of forgot about it until I got a thank you note from her this morning! The best part? Apparently she laughed (grin). For the record, I'm pretty sure Margaret Atwood would buckle down and finish her assignments.

Check out the photo she posted on Twitter.

What would Margaret Atwood Do t-shirt sent by fans Jenaya and... on Twitpic

Saturday, April 3, 2010

Catching up on Reading - Library as Place

In January's edition of College & Research Libraries, Jennifer Gerke and Jack Maness (2010) suggest that library users’ physical experience in the library is closely tied to measures of their satisfaction with the electronic resources of that same library. Based on the results of a LibQUAL+TM survey, the authors contend that users’ satisfaction with electronic collections was most significantly related to “the frequency with which they used the library’s web site and, most interestingly, the physical library they most often visited” (Gerke and Maness, 2010: 20).

This article grabbed my attention for two reasons. First, because it counters popular claims that physical libraries are no longer relevant in the “Internet age”. And second, because  as much as we  library advocates like these sorts of findings, they still seem to surprise us. . . just a bit. Why shouldn't users' experiences in the physical library (library as place) somehow be related to their experiences with digital library collections? What fundamental assumptions do we make that cause us to imagine that the opposite must be true? I mean, is it really all just about "content"? Moreover, if user satisfaction ratings for a virtual library are somehow tied to the user’s experiences in the library’s physical space, what does that mean for our understanding of the role of the library in knowledge organization, management, and dissemination?

Gerke, J. and Maness J. (2010). The Physical and the Virtual: The Relationship between Library as Place and Electronic Collections. College & Research Libraries, 71(1), 21-31.

Monday, March 22, 2010

Inspiration Found: iSchool Student Conference

One of the great things about the Faculty of Information is that it houses an amazingly interdisciplinary group of students. We come from all kinds of different academic disciplines and bring a breadth of experiences, knowledge, and interests to our new field of information studies. Our professors like to remind us of this and tell us——especially when they are trying to sell us on the benefits of yet another group project——that we learn most from each other. It just might be true.

This past weekend, the point was driven home for me at the second annual iSchool student conference at Faculty of Information. The Saturday morning session "Seeking and Finding" was particularly great thanks to papers from U of T students Amanda LeClerc (Accessing Inspiration) and Marie-Eve Belanger (Annotation as Scholarly Primitive: Traces of Information Access). The papers crossed the boundaries of art, information studies, and ethnography, too. Not to mention inspiration.

The program is still up. Go see what you missed.

Friday, March 12, 2010

Fieldnotes from Library School

I was finally inspired to start this blog today. This inspiration came from a lecture given last evening by Dr. Nancy Foster, Director of Anthropological Research for the University of Rochester's River Campus Libraries, at the University of Toronto.

The lecture, entitled "Why do Students Want to be in the Library if They are Not Using the Books?", discussed the use of ethnographic methods to better understand (and respond to the needs of) library users at the University of Rochester. In her conclusion, Dr. Foster suggested that the answer to the question posed in the title of her talk has to do, in part, with being in the presence of the physical records of inquiry and achievement of scholarly disciplines. Perhaps what appealed to me most about her conclusion was the acknowledgment that the web of relationships between students, books, physical libraries, and the world of digital information is a complex one. One that increasingly is becoming the subject of ethnographic methods of examination. I agree, enthusiastically, that ethnographic methods have a lot to contribute to research and practice in Library and Information Studies (LIS).

I hope to explore some of these contributions, among other topics, in this blog. Primarily, however, I will document and reflect on my own experience as a Master of Information student in the Faculty of Information. The program, institution, faculty, students, courses, and all the other stuff will shape my approach to understanding libraries, library users, and LIS professionals. In that sense, these fieldnotes will document the making of a librarian.