March 29, 2015

Library Education

Meet Jessica Generoux, Aboriginal Intern

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Jessica Generoux has secured an innovative internship while she pursues her Master of Information and Library Science at the State University of New York at Buffalo. Generoux, previously a library assistant at the Regina Public Library’s Albert Branch, is now the University of Saskatchewan’s (U of S) first Aboriginal library intern. The paid internship was established as part of the U of S’s Promise and Potential integrated plan, which includes Aboriginal Engagement as a top component. Over the next three years Generoux will rotate through each of the university library’s branches, gaining experience in academic librarianship and, in turn, offering U of S staff and students a window into her culture and heritage.

A Specialist Profession or a Profession of Specialists? | Peer to Peer Review

Dorothea Salo

A few years ago I went to my optometrist. On hearing I was a librarian, she asked me a fiction reader’s-advisory question. Of course, I’m not a public librarian, or a reference librarian either. Rather than try to explain that to my optometrist, however, I went along with her assumptions about what librarians do by recommending a recent read. It isn’t just optometrists who have narrow notions of what this field encompasses; too often our own notions are barely any broader. This worries me, not least because it doesn’t reflect the variety and opportunity I see in the information professions.

Actions and Answers | Office Hours

Michael Stephens

Happy New Year to all! It’s that time of the year when we look forward and back. “Top Ten”–style lists appear in our feed readers, revisiting the highs and lows of 2014 and pointing us toward what 2015 will bring.

Paul T. Jaeger | LJ/ALISE Excellence in Teaching Award Winner 2014

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You’d think Library Journal and ALISE (Association for Library and Information Science Education) had Paul T. Jaeger in mind when they wrote the criteria for the LJ/ALISE Excellence in Teaching Award. Jaeger, associate professor, College of Information Studies (CIS), University of Maryland, College Park, is the winner of the 2014 award, sponsored by ProQuest, which merges the LJ and ALISE honors for the first time. Jaeger clearly “illustrates student-­centered thinking” in his teaching. His contributions to curriculum design at CIS display his expertise and command of new developments. Current and former students enthusiastically tell of Jaeger’s work as mentor, career builder, and collaborator in their working lives. Teaching the core values of the profession comes easy to Jaeger, because his commitment to them is rooted in his early personal and academic life.

MLD: Masters in Library Design, Not Science | From the Bell Tower

Steven Bell

How many LIS program graduates would identify as scientists, ready to conduct experiments and make new discoveries in information theory, practice, and behavior? Probably far fewer than those who get a library job where they practice design.

Careers for Info Utopia: The optimism of a new semester | Blatant Berry

John Berry III

The beginning of each semester always rejuvenates me. There is nothing more stimulating than those first few sessions with a class of expectant students, arriving with their high energy, curiosity, and desire to participate and impress. My new class at Pratt Institute’s SILS came to New York from all over America and the world. The students range in age from their 20s to their 60s, which has so often been typical of my LIS classes. It is a great privilege and honor to work with them to try to answer the accursed questions that continue to plague our profession.

Ego Non Te Absolvo: Lifelong Learning Isn’t Only for Other People | Peer to Peer Review

Dorothea Salo

I found myself drawn into odd conversations with librarians, archivists, and other information professionals soon after I started teaching library school. Not the conversations about how terrible I am and how bad I am at what I do and how whatever I’m doing in the classroom is automatically the wrong thing—those conversations are standard, and I am as inured to that angry dismissiveness as anyone can be. No, the odd conversations I landed in over and over again went something like this:

The Degree We Need: Strong standards are just the start | Editorial

Rebecca T. Miller

Our professional credential is an embattled thing. It’s a rare day that the master’s in library and information science (MLIS) escapes a conversation unscathed and unquestioned. This is rightfully so. Nothing so time-consuming and expensive, and essential, should be taken for granted. It should be under constant scrutiny by the schools themselves, the candidates, those who hire graduates, and the broader profession that it serves.

If Confusion Helps Students Learn, Shouldn’t They Be Information Literate By Now? | From the Bell Tower

Steven Bell

When students have trouble grasping the subject matter, intuitively we work to make it as clear as possible. New research suggests actually promoting some confusion may work better. If that’s true, how would it change library instruction?

CALI Author and Open Education | Peer to Peer Review

Dorothea Salo

Last month I enjoyed the distinct privilege of keynoting the Conference for Law School Computing (also known as “CALIcon”), a gathering of legal educators, law librarians, and IT professionals in law put together by the Center for Computer-Assisted Legal Instruction (CALI). I can’t say enough in praise of the ever-present spirit of sly spirited fun at this conference.