ACRL 2009 notes
Just the highlights, as I saw them:
• BYU matched 438K records from their catalog and also in LibraryThing. There were ~ 1 million LCSH, ~16 million tags. For a price you can augment your OPAC LCSH with the tags (cleaned up by LT to get rid of non-descriptive tags like “to read”, “unread”, etc.) and you will get far fewer 0 hit searches. Many tags were very likely to help with selection as opposed to traditional LCSH.
• Quote from session Ron attended re current budget cuts, etc.: “use this time to transform, or use this time to muddle through as usual”
• Dreyfus model of skills acquisition: formally defines skill acquisition, from novice to advanced beginner to competent to proficient to expert. Move is to an analytical/intuitive “tacit understanding” vision of what is possible, and you can’t go back! Move from looking up every rule to becoming more emotionally engaged. Graduate education takes you only to advanced beginner. Could be used to describe stages for RPT, to build career ladders, to create succession plans. Things on my “to read” list include:
o Benner, P. E. (2001). From novice to expert : Excellence and power in clinical nursing practice (Commemorative ed.). Upper Saddle River, N.J.: Prentice Hall.
o Dreyfus, H. L. (1992). What computers still can't do : A critique of artificial reason. Cambridge, Mass.: MIT Press.
• Resolved: MLIS is not relevant to the future of academic libraries. Both sides made convincing points and all agreed that what is taught and hired needs to change to meet new challenges. Need innovators, creative, agile, analytical people with can-do attitude, who are comfortable with sudden change. Need team-building, problem-solving skills, data analysis training.
• All four keynotes I attended were great: Sherman Alexie (“when we’re alone, we call ourselves Indians”); Rushworth Kidder (most ethical decisions are hard because they involve right vs. right, one such category is justice vs. mercy); Robin Chase (how do we take advantage of “unused capacity”, like she did with Zip Car? Think about the % of time you actually use your car, how much it cost you to have it, how unsuitable it is for some of the things you need it to do, like hauling the Christmas tree); Ira Glass (using stories to teach a lesson, how to slow story down to stay in the moment by asking “what did you say next?”, how to use drama (music?) to create hooks to keep people interested and get them to care)
• Thriving in bad budget times:
o “Measuring performance is an exercise in measuring the past; use of that data to plan and improve the future is what is all important”; we don’t have the right data, don’t understand what we do have, aren’t asked for it, don’t know how to present it, don’t want to use it, find it hard to use for positive change. Our core business is changing; users want different things: undergrads want a place, grads want timely access to resources and services, faculty want collection support. See Transformational Times.
o Administrators are often in untenable positions about what they are able to communicate, but still need to do it (even if it’s “we don’t have enough info at this time, but when we get it, we’ll tell you”); underpromise and overdeliver; tell everyone at once.
o Think about the skills that you have trouble finding (e.g., project managers) and develop consortially. Stay in tune with changes in leadership—opportunities may arise that weren’t there before. Fail in fruitful ways.
• New models in e-books: can change the point of acquisition to when a user actually uses material (load records, pay at click—various models of this with different vendors, but all moving this way.) Con says you lose control of what you have in the collection, “librarians are known for knowing, that’s why I got into the profession, the power should stay with librarians”. Yikes! But some good points also: they can see the collection as a whole, know curricular and research needs, can balance money. One study showed 4-5 X higher usage of materials purchased this way vs. via traditional approval. Things to think about: others can see our catalog, could they initiate purchase? ; would we end up as libraries filled with “this year’s supplemental class materials?” Need to think about ILL, simultaneous use. See presenter's blog.
• BYU matched 438K records from their catalog and also in LibraryThing. There were ~ 1 million LCSH, ~16 million tags. For a price you can augment your OPAC LCSH with the tags (cleaned up by LT to get rid of non-descriptive tags like “to read”, “unread”, etc.) and you will get far fewer 0 hit searches. Many tags were very likely to help with selection as opposed to traditional LCSH.
• Quote from session Ron attended re current budget cuts, etc.: “use this time to transform, or use this time to muddle through as usual”
• Dreyfus model of skills acquisition: formally defines skill acquisition, from novice to advanced beginner to competent to proficient to expert. Move is to an analytical/intuitive “tacit understanding” vision of what is possible, and you can’t go back! Move from looking up every rule to becoming more emotionally engaged. Graduate education takes you only to advanced beginner. Could be used to describe stages for RPT, to build career ladders, to create succession plans. Things on my “to read” list include:
o Benner, P. E. (2001). From novice to expert : Excellence and power in clinical nursing practice (Commemorative ed.). Upper Saddle River, N.J.: Prentice Hall.
o Dreyfus, H. L. (1992). What computers still can't do : A critique of artificial reason. Cambridge, Mass.: MIT Press.
• Resolved: MLIS is not relevant to the future of academic libraries. Both sides made convincing points and all agreed that what is taught and hired needs to change to meet new challenges. Need innovators, creative, agile, analytical people with can-do attitude, who are comfortable with sudden change. Need team-building, problem-solving skills, data analysis training.
• All four keynotes I attended were great: Sherman Alexie (“when we’re alone, we call ourselves Indians”); Rushworth Kidder (most ethical decisions are hard because they involve right vs. right, one such category is justice vs. mercy); Robin Chase (how do we take advantage of “unused capacity”, like she did with Zip Car? Think about the % of time you actually use your car, how much it cost you to have it, how unsuitable it is for some of the things you need it to do, like hauling the Christmas tree); Ira Glass (using stories to teach a lesson, how to slow story down to stay in the moment by asking “what did you say next?”, how to use drama (music?) to create hooks to keep people interested and get them to care)
• Thriving in bad budget times:
o “Measuring performance is an exercise in measuring the past; use of that data to plan and improve the future is what is all important”; we don’t have the right data, don’t understand what we do have, aren’t asked for it, don’t know how to present it, don’t want to use it, find it hard to use for positive change. Our core business is changing; users want different things: undergrads want a place, grads want timely access to resources and services, faculty want collection support. See Transformational Times.
o Administrators are often in untenable positions about what they are able to communicate, but still need to do it (even if it’s “we don’t have enough info at this time, but when we get it, we’ll tell you”); underpromise and overdeliver; tell everyone at once.
o Think about the skills that you have trouble finding (e.g., project managers) and develop consortially. Stay in tune with changes in leadership—opportunities may arise that weren’t there before. Fail in fruitful ways.
• New models in e-books: can change the point of acquisition to when a user actually uses material (load records, pay at click—various models of this with different vendors, but all moving this way.) Con says you lose control of what you have in the collection, “librarians are known for knowing, that’s why I got into the profession, the power should stay with librarians”. Yikes! But some good points also: they can see the collection as a whole, know curricular and research needs, can balance money. One study showed 4-5 X higher usage of materials purchased this way vs. via traditional approval. Things to think about: others can see our catalog, could they initiate purchase? ; would we end up as libraries filled with “this year’s supplemental class materials?” Need to think about ILL, simultaneous use. See presenter's blog.
Labels: acrl2009
posted by Elizabeth at 1:22 PM
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