Denise van Zanten of Manchester City Library, Dianne Hathaway of Goffstown Public Library, Amy Lapointe of Amherst Town Library and Marilyn Borgendale of GMILCS, Inc. led this presentation about a successful staff retreat that GMILCS libraries had in February. GMILCS is a consortium of 12 public and academic libraries in New Hampshire.
This discussion group was led by Diana Comer (dean) and Louise Motta (librarian) from the Dorothy Salter Library at Salter College.
Louise describes herself as a non-traditional librarian (3rd or 4th career) serving mostly non-traditional students in a non-traditional library.
She described this project as a “Field of Dreams.” They started the library with a vision to turn a small for-profit post-secondary career school into a two-year degree granting college with a small academic library. Not everyone could see the dream. A few librarians did: Terry Plum (Simmons College), Jerry Miller(Simmons College), Carolyn Noah (CMRLS) and Margaret Cardello (CMRLS). (more…)
Funding is an issue in ALL New England States, but grant funds are responsible for the success of projects ranging from getting a toilet put into a small library in VT to hooking up with WebJunction for professional development needs. Representatives from all six New England States were on hand to detail some of their successes:
CT: 80% success rate on database access via IP address, Continuing Education via WebJunction
MA: funding for new library construction/renovation
RI: New chief librarian
VT: $38,000 in grant funding
Jim Retting from ALA spoke about some library trends, such as the graying of the profession and the large percentage of librarians hitting retirement age. He also spoke about how ALA has responded to member requests for advocacy assistance by creating the Advocacy Resource Center.
This talk by Maureen Sullivan was truly invigorating. I chose to attend this session because my own department boasts members of probably every generation discussed here:
Traditionalists (born before 1946),
Boomers (born 1964-1964),
Gen X (born 1965-1980, and
Millenials born 1980-2000. DISCLOSURE: I was born in 1981.
The presentation initially tackled some of the more obvious issues that arise when discussing generational differences: what are some stereotypical characteristics of each generation in the workplace, how do we define what a “generation” of people is (for the purposes of this talk it was defined as a group of people born within a span of about 20 years whose display similar values, preferences and behaviors), and Ms. Sullivan was careful to note that obviously every person within a generation can deviate from the stereotype for one reason or another.
We soon broke into groups of three to discuss some basic generational characteristics of the four generations described above, and after reconvening the larger group, Ms. Sullivan asked for some characteristics of each generation that could be considered assets in the library environment. The rest of the session offered the following concepts:
For the 1st time in U.S. history, there are 4 different generations working in together in the same environment
Capitalize on different characteristics of each generation to achieve “generational synergy.”
The stage of adult development an individual is in affects intergenerational interaction.
Important to remember distinction between bias and stereotypes. Stereotypes can sometimes help us to communicate more effectively, but must take care on how we act on these stereotypes.
It is important to recognize that every employee is a self-directing adult.
We should strive to create a workplace that allows for each individual to grow and development.
Mentoring goes both ways, between more experienced employee and less experienced employee.
Organizations should move from being rigid and over-structured to open and fluid, with staff work not bound by job descriptions.
Must get to know and recognize each individual’s work style, strengths, and expectations.
Focus on creating an inspiring, engaging vision for the future.
Give attention to how we build commitment of individuals and groups to achieve that vision while focusing on individual strengths.
Meet needs of each person to some extent (not necessarily all needs).
Build shared commitments to vision!
Two Pilot projects at S.I. Newhouse School for Publishing:
1) Pilot project (02/2007-04/2007)
3 months time frame
Resources and tools
describe typical course assignment for you and student
how do faculty stay current in field
and how do they collaborate outside of school
Data Processing and Analysis:
Will recordings be transcribed?
If not, what doco will be used as found. for analysis?
Group analysis through “co-viewing or co-listening?”
Develop and test protocol early in the process
“You may not know this, but people who teach journalism often suggest that the worst possible thing is to tape it,…”
“I don’t quite understand the process here… having two of you talking to one of me is awfully labor intensive and I don’t know what we’ve gained from it.”
-recommendation for interviewer training.
“I am huge believer in using the library… so much so that I am evangelical about it.”
“Collect a lot of data, see what’s happening elsewhere.” -journalistic research.
“I don’t see it as my place to teach them how to [do research].”
What does research mean to librarians and then to the school?
What does library mean?
Are we talking the same lanaguage?
Is the library “culture” in sync with other academic cultures on campus?
Project 2: Patterns of Culture: Re-aligning library culture to meet user needs.
Add students to mix
Conduct observations in addition to interviews
Appply same ethnological methods to the library (staff and culture)
Distill the data in ways that allow for comparison
Research with human participants:
If your project qualifies as “Research” and involves human subjects, it may be subject to review by an institutional review baord.
What we learned: before and after:
No testing of instruments
No IRB interview
3 month time frame
little group analysis
little forethought on analysis and documentation
Questions to ask:
Method relev. for research q’s?
Is admin and project team in agreement about goals and outcomes?
Do you have time and reseources?
POSTED ON web site.
How Graduate Students Work on their Dissertations (GRANT at U. of Rochester).
Backgrouns and past satudies
New webmaster hired (Xerox PARC researcher) Brought methodogies from there.
Discover real, rather than perceived, needs of users
Hired anthropologist (thru grant funding)
3 phases of study
1st study faculty
2nd study undergrad students
3rd study grad students
1 year ILMS grant
Study faculty work practices
Focus on digital tools used by faculty in order to
Align institutional repository with the user expectations- easier to change technology than people). create authoring doc mgmt. system.
D-Lib mag, Jan 2005.
2 year library-funded study
Writing papers black box (that exists between assignment and handing in of a student’s paper)
Holistic view of studetn life, to find info on what’s in the black box
Align services, facilites and web preseence to this black box activity. Students input heavily on re-design of bldg., massive web re-design underway
ACRL book- Studying Students
2 year IMLS grant
Based on first IMLS study
Holistic view od disseration research and authoring
Align servoces, build tools
Porject in process, finish September 2008.
These methodolgies are appl. to public libs too.
( Examples of data gathered from comm.)
Video: Work Practices, Versioning,
Results of braingstorming: What grad students are doing
getting help from peers via aim email
convert from word to pdf
save old stuff and go back to it
use tech to stay connected
thinking about future careet in terms of preparing portfoilo
plus 90 others!
Brainstorming as a good project development tool.
need doc mgmt system
lots of co-authoring with facutly supervisors
overloaded with pdfs paper articles, citations
problems synving documents from on computer ot another
struggling to learn literature in their fields- not confident that they have always found every imp. article.
Shifting role of the library
Open source product, due Sept. 2008
Changes to library services
need for grad student orientation (profs assume students have these skills already)
better marketing of existing resources
alert systems, rss feeds
Info about grad students
wrappingup interviews and surveys over next few months
observations conclusions etc will be avail. in spring
Link to conference powerpoint: http://www.nelib.org/conference/2007/p/formingcommunity-powerpoint.pdf
Collaboration between Keene State and Keene Public Libraries in Keene NH.
Can an Academic and Public library work together?
A tale of 2 libraries (in walking distance of each other).
est. 1929, 180,000 titles, 5,235 students.
est. 1828, 121,500 titles, approx. 22,500 residents
What is a library partnership?
Consortium model- multiple libraries work together
Joint-use library model- 2 libs sharing space
Academic library & public library model- one-on-one relationship
Consulted Librarian’s Guide to Partnerships.
Collaboration between community college and public libraries (joint use model) do exist.
Academic/public relationships are rarer, this is not a joint use case.
Examples of Academic & Public Library Partnerships (Joint-Use)
2001: first private/public library partnership (Nova Southeastern Univ. and Broward County
Board of County Commissioners)
2003: 1st large state/major metropolitan public library partnership (San Jose State Univ. and San Jose Public Library)
Academic & Public Library Partnerships (separate buildings)
Pioneer Library Consortium (Oregon) : seventy libraries (academic, public, school/community colleges)
Cedar Valley Library Consortium (Iowa)- four libraries
Middlebury College and Middlebury Public Library (Vermont)- 2 libraries
Automate the Catalog!
1988, Keene State and Pub. faced this same task with big price tag
Public lib to join with state lib, but money ran out.
At same time, city of Keene began downtown revitalization project:
more attractive downtown
more incentives for commerce
local businesses formed a special committee
public library is in this area of revitalization
College Town Woes (Town/Gown issues):
police and fire dept. must handle false alarms and ruckus
complaints from community members
A library partnership helps town/gown relations
Turning a corner:
KSC & KPL become partners in a joint automation project
KSC hires systems lib who works at KPL
Applied for grant to automate
system selection involved both librarys’ staffs and admins, city council members, college president and dean.
selected Triple I- because it handles 2 classification systems, and easy to use OPAC (patrons, students)
KSC paid 2/3 cost, towards good will for town.
diff. overdue fines, loan periods, classifcation systems, overall cost.
high school students checking out entire subj. areas (imposed 3 item limit for each library, now abolished)
commnity members soured on college’s overuse of town services
lib directors attend town metgs
articles in college and town newspapers
when city could not pay, college covered for cost.
Libraries inKeene linking together
online iun spring 1991
Benefits for each partner:
access to pop works, fiction, child lit,
staff and facutly can check out kpl itmes even if they live out of keene
retun at aiehter loc.
public-access to scholarly research, dvds/vids
collegiality btwn staffs
broadened perspective and understanding of each library’s needs
re-evaluate procedures and policies
overcome differences and resolve issues
now have 2 systems librarian (dual back up coverage)
regular ongoing mtgs betwen 2 depts. in each libraries
colleagues in your area with expertise
Each lib’s work affects the other
Issues from III system to resolve
Different missions and patrons with different needs
Examples of challenges (cataloging):
Agree on which MARC fields to load from new bib records, and regular review of III load tables
Sharing of Create list review files
running a review file (can step on other library’s toes!)
Examples of challenges (circ):
book jacket image OPAC feature (KPL wanted it)
10 digit phone number in patron records
patron fines-KSC purges patorns, can’t with KPL fines on them (under $5 can pruge)
holds feature- special settings from iii to allow kpl to do holds but ksc to not do it. turned on holds feature at ksc, were not overwhelmed by holds contrary to expectations
Other partnership ideas:
work with local non-profits like Vigo County Public Library (IN).
-project to create and maintain websites for nonprofits in community
Mountain Area Information Network (NC)
-community network provides low cost email, web sites, tech support and training, chat rooms.
comm outreach programs
info literacy projects
-partners for Monadnock History project
shared bibliography creation
joint program advertising
promote local businesses and arts
Summarizing KSC/KPL partnership:
improved town/gown relationship
great potential for ongoing future projects
commitment to work together for better or worse
brings together the community, the college, the patrons and staffs of both libraries
See also articles:
Creating and Capitalizing on the Town/Gown Relationship: An Academic Library and a Public Library Form a Community Partnership
The Journal of Academic Librarianship, Volume 32, Issue 6, November 2006, Pages 624-629
Kathleen Halverson and Jean Plotas
A Further Perspective on Joint Partnerships: A Commentary on Creating and Capitalizing on the Town/Gown Relationship
The Journal of Academic Librarianship, Volume 32, Issue 6, November 2006, Pages 630-631
NETCRL- Teen and Children’s Librarian round table.
ITS- Information Technology section. New chair of ITS section present, Rick Taplin. He was also the founder of this section. The IT section originally dealt with topics related to A/V issues, but now the scope has expanded to include many technological topics. Meets bimonthly, typically in Shrewsbury. Spring program yearly. Held an open source program (successful) this past spring. Programs at Annual yearly as well. Looking for new members interested in involvement at any capacity! Good to meet people from other states and see what they’re doing.
This last statement holds true for all sections, for exchange of ideas.
Kris Jacobi, president-elect of NELA, introduced.
NELSSA- Support staff section,VOLUNTEERS NEEDED!
HQ76.3- LGBT library employees.
Membership committee (Ann Connolly)- lots of email, bimonthly board meeting attendance, needs new ideas for recruiting new NELA members, things that would be beneficial to NELA members. In touch with new members and thank them, in touch with members to renew. NOT A LOT OF DATA ENTRY!
Public relations committee- need chair, help. Open for submissions for chair. Contests, brochures, booths/tables at NELA and other conferences.
Educational assistance committee- Grants and scholarships to MLS students, continuing education. Meetings flexible.
Conference committee- plan annual NELA conference, open exchange of ideas to plan program. Pooling of shared resources of speakers, etc. Includes inviting authors, etc. Cmte. works with other comtes. as well to development program.
Intellectual freedom committee- John Barrett was past chair, need new chair. Keeping up with news on issues with intel. freedom.
Publications section- collaborates on newsletter and website- new initiative to make both synchronous.
Nominating committee- pulls slate together for elections
Bylaws committee- chaired by Joanne Palko.
Joining a group can be a path to becoming an officer in NELA.
6 state reps in NELA- represent each state interests. Sometimes reflects political climate of state.
Please contact Ann Connolly if you have any questions about NELA or join any of the sections of NELA.
NELA Executive board has treasurer, secretary, senior and junior director (junior director advances to senior director).
There are 800+ members of NELA.
Suggestion: run NELA membership drives at same time as state membership drives.
NELA sponsors 1 program at each state association conference, NELA President attends every state conference.
NELA also holds bi-annual NELLS (New England Libraries Leadership Section) conference. Four day conference on leadership and planning,. Besty Bray and Cheryl Bryan are co-chairs of NELLS. Communication via NELA listserv, virtual meetings. No live meetings as of yet, but it may come.
Suggestions: Possible permanent job board online? Need to pump up mentoring program, job sharing, posting, etc. Mentoring committee!
Conference planning committee is comprised of both independent people who only serve on that committee and also representatives from other committees.
Laura Blake (NETSL) introduced Dodie Gaudet.
Experience as supervisors, dept. head, contract cataloger, aerobics instructor- lots of training experience (rec’d and giving).
Trainging is an integral part of lib’s job (our REAL job).
Emphasis on preparation.
wHAT DO YOU want to accompl. with traingin?
train the trainer?
know situation, audience, environment:
who are listeners?
why are they here?
training staff to use the latest vers of software?
train patrons to use databse?
plan for time to practice training program!!!!! 2-3 hours- 1 hour of traing, then rest for practice.
Plan for breaks! esp for long sessions.
Know your material:
Make sure you know what you’re doing before you try to teach someone else (research more than you actually need so you are fully prepared).
helps build interest in topic
” confidence in you own knowledge of topic
good foundation for qa
allows you to choose best/strongest material
3 parts of presentation:
Opening- tell them what you’re going to tell them
Body: Tell them
Closing: Tell them what you’ve told them
Get listener’s attention
Give listeners a reason for listening
Involve audience (introduce selves- small group)
Cover info/steps from the very beginning
don’t assume the aud. has a background in the subj., if not sure, ask
Review any relevant history
if you think some of the people already know some of what you’re covering, and don’t want to insult them by expl. from scratch, ask “Who knows about?”
Rather than saying: Of course you already know that, try saying “You may already know…”
Include every step
things that are obvious to an experienced person are not always obvious to a new learner
reduce jargon (or define it)
paint a picture with words
prepare specific examples
use them to illustrate var. aspects of software
prepare examples of most common mistakes
show what happens when the mistake is make
show how to get out of it
speak to the listener’s wants and needs
use gimmicks with caution- be releveant!
diff. people have diff. visual learning styles
auditory, visual, kinesthetic**
conceptual vs. detail (go thru every step)
give 2 diff. examples expl. the same thing (no more than three ex.)
give non-computer examples/draw parallels with everyday life
if someone doesn’t understand explain it in a diff. way (don’t repeat what you’ve just said)
ask other trainees who do understand to explain
end on time
quickly review/summarize material
end with conviction, have a clear ending
get immediate feedback to incorporate into the next training
certificate of completion helps give closure
Incl. screen shots if possible (useful if internet/computer is down)
Include step-by-step details
Include info about how quickly or slowly the next screen will appear
Don’t put too much info on one page
Leave lots of white space for notes
give them at BEGINNING of presentation
Use the same computers that trainees will be using
practice with all a/v aids or props you will use, incl. setting up and moving around
remember the places you had diffic. when you were learning
notice where you tend to make mistakes (others will likely do the same)
modify presentation if necessary
review handouts for possible revisions
rehearse aloud (4 times if possible)
rehearse with people you know and get feedback
if you are wokring with other trainers, coordinate your parts and stay within you allotted time
We then took a quiz (I htink I only got one right!!!!), which illustrated the point that if you look for feedback from your audience, make sure it’s stuff you’ve just shared with them, and not random stuff that they should know but don’t.
Est. rapport with the trainees, be approachable
be friendly, smile
have them into themselves
tell a personal story related to the traingin
review agenda- always let people know what to expect
Be attentive to your audience and their needs
review handouts with trainees
cover material at a slow enough pace so ppl. can absorb
cover same material with a different excercise
allow ample opportunity for people to ask questions
watch computer screens to keep people from getting lost- if there are many people have proctors to help
Watch audience for signals
if they look restless, change your pres. style, take a quick stretch break, or get them involved by asking questions
(web sites provided in handout)
We did a stretching excericise here- hands on small of back and lean back, finger on chin and push back to prevent leaning forward, pull back on fingers of each hand, touch thumbs to fingers, rotate hands, rotate feet.
We memorized a rhyme in parts, to stress the importance of breaking concepts into parts to learn more easily (handout provided).
Create an atmosphere conducive to learning:
-patient and non judging
-break things into small steps
-provide for success (praise, encouragement)
-inspire confid. be reassuring
-make learning fun
if a questions is too detailed or out of the scope of this training, give a simpler answer and offer to go into more depth at the break
if the question is something you planned to cover later, say so. make sure you cover it later.
IMPORTANT TO HAVE TEST ENVIRONMENT, and encourage “play”- you can’t break this!
-for beginners who need help using a mouse, visit (website)
NEVER IMPLY THAT A TRAINEE IS STUPID B/C HE/SHE DOSEN’T ALREADY KNOW HOW TO DO THIS.
At regualr intervals during pres., sum up what has been covered and what is still to be covered.
Use a pointing stick or laser pointer instead of your hand
Don’t apologize to listeners, never say you’re not prepared
Acknowledge any problems that happen and continue.
pay attn to vol, diction, pitch, speed
use vocal variety
pause for effect just before and after important points
elim. ahs, ums, likes, verbal tics – have someone count your tics when practicing
take care of yourself:
drink water and stay hydrated- talking is a dehyrdrating activity
avoid milk products before speaking
avoid overeating just before speaking
avoid caffeine and alchohol just before speaking
be well reasted- plan training for am if monring person, afternoon if not, etc.
stay in good physical and mental condition
attend workshops, etc. and remember what it’s like to learn something new
pay attn. to presenter/instructor
always be preparing to give your next workshop
QUESTION: what do you do when nothing is going right? Acknowledge problem, try to solve as a groiup, then carry on.
QUESTION: how do you deal with people who show up late? keep going and catch them up later? this is usually the way to go. sometimes starting with intros (self, others) delays start of actual material and accounts for stragglers. late people can catch up with other trainees, over breaks, etc.
QUESITON: what doyou do with diff. learning speeds? Handouts are helpful for speddier people to work alone while you can help others who are having a harder time. Having a proctor/helper to go around helps.
Excercise: Explain how to build a snowman. We get 3-4 min to explain.
1) if it’s a snowy, go outside and gather a handful of snow. Cup boths hands and clap the hand without snow in it on top of the hand with snow. You may want to wear gloves. If the snow “packs” well, menaing if it consolidates enough to become significantly firmer, then the snow outside is appropriate for building a snowperson. If the snow sort of flies out of your hand or remains loose and fluffy, it is not good snow for making a snowperson and you should go inside and have some tea.
Example of good snow: http://www1.istockphoto.com/file_thumbview_approve/1421367/2/istockphoto_1421367_snowball_in_hand.jpg
2) gather decorative materials: eyes, nose, apparael, , etc. stuff you don’t care about because it will be out in the elements for several days.
3)start by making 3 snowballs, by repeating step 1. pack more and more snow onto the each ball
place according to aesthetic desirres in snowperson by attaching via snow.
On Monday night, NELA sponsored a showing of the new movie, The Hollywood Librarian. About 70 librarians came to the showing, and were fairly vocal during the movie – lots of laughs, and many gasps of surprise.
The movie essentially chronicles the way librarians have been represented by Hollywood in film, from black-and-white movies to present day blockbusters. These library-related clips were interspersed amongst interviews with authors and librarians from across the country, giving their own views on the field and how we are viewed by the wider world.
A second theme that develops later in the movie follows the plight of the Salinas Public Library, in Salinas, CA (home of John Steinbeck). Faced with a shrinking budget, the town failed to pass tax measures that would keep the library and other vital services operating. The situation became national news, and following a local grassroots campaign, the voters approved funding to restore normal hours the next year.
The movie itself rambled and intertwined the interviews, film clips, and coverage of Salinas, which prompted some discussion afterwards. Most everyone enjoyed the movie, but felt that it was building to a climax or core theme that never materialized. It was both a humorous and sobering look at the place of libraries in society, and some felt that these two extremes weren’t meshed well enough to convey a single message, or appeal to anyone who isn’t a librarian.
Another goal of the movie seemed to be to combat the traditional stereotype of a librarian being a nose-in-a-book, shushing, middle-aged white woman. The movie did a great job of showing that modern librarians do much more than pass out books, and that libraries are no longer stiff, academic places of absolute silent independent research. However, with most of the librarians interviewed being middle-aged white women, that idea might be less of a stereotype and more of a reality. But also interviewed were male librarians, librarians of color, and a young library student, so the makeup of the field was indeed accurately portrayed.
The Hollywood Librarian is certainly worth seeing if it is playing in your area. Each of the movie clips were cited, and I for one was scribbling down titles I want to check out of my library. The coverage of the Salinas Library is also important viewing for any librarian, as in these days of uncertain budgets, we should all be prepared to face a similar situation. But the bottom line is that this movie makes you feel good to be a librarian, and reminds you that you’ve chosen a worthwhile and noble profession.
More information on The Hollywood Librarian
- Official Film Website
- Official Film Weblog
- Film Trailer on YouTube
- Film information on IMDb
- Other blog postings about the film
- Salinas Public Library website
The Way Ahead: A Report from the Library of Congress Working Group on the Future of Bibliographic Control
Presentation sponsored by NETSL, introduction from Margaret Lourie.
Website for the group: http://www.loc.gov/bibliographic-future/
Report of working group was supposed to be out by this time (10/16/2007), but is still being written, discussed and debated. A draft of the report should go public in the next couple of weeks.
Why was the working group created?
- Series decision of LC: the negative reaction of community prompted response to try and address this
- LC’s Objectives:
- Adjust to changing environment of discovery and materials,
- Match investment made in bibliographic services to need for bibliographic services,
- Re-examine LC’s role played in relation to other organizations in country and what they should be addressing in light of that.
Members of working group:
Who we are:
Organizational members (ALA, ARL, etc.)
At-large members (OCLC, Microsoft, Google- LC did not pick all members)
LC was an initial organizer of group, but then took a more minimal role and let group do its work
The charge of the Working Group on the Future of Bibliographic control is to:
- Present findings on how bibliographic control and other descriptive practices can effectively support management of and access to library materials in the evolving information and technology environment
- Recommend ways in which the library community can collectively move toward achieving this vision
- Advise the Library of Congress on its role and priorities
What we’ve done:
Changed group’s process by opening up to public (meeting schedule)
First WG meeting held Nov. 2006
3 regional public meetings held- Topics were “Users and Uses,” “Structures and Standards,” and “Economics and Organization.” The group encouraged wide discussion at these meetings.
The WG collected written testimony of attendees, solicited generally and from individuals.
Final WG meeting held August 2007.
Release draft for public review
Submit report to LC on Nov. 13 2007
What we heard:
- Users and Uses:
- “And one man in his time plays many parts”
(Presentation by Swarthmore college facutly member on dispelling the myth of “the user”) The user is not a monolith; there are many types at many levels with many needs. There may be value in adding “values” to information, which we as purveyors of information, do not now do.
- Librarians are users too.
- So are computers. We should be thinking about ways systems use data differently, and how that should be managed and improved.
What we do in cataloging should incorporate more things other than discoverability.
Hard (to keep consistent and update quickly)
Developed in isolation
Ambiguous and inconsistent
MARC is evil
Too much redundancy
Not flexible enough- for different materials, for user-contributed data (tags, etc.), as a container (reviews, book covers, etc.)
Don’t forget us:
Public libraries- importance of CIP, “public doesn’t mean simple,” lifecycle of circ’ed materials is much shorter
Consortsia- need to provide service across their catalogs, deduping, diff. local policies
Special libraries- Nt’l Geo. Society
Small libraries- Don’t have access to OCLC, etc., relying on CIP
Abstracting and Indexing- becoming more concerned with auth. ctrl
Economics of metadata
Get metadata ASAP from sources, do as little with it as you can
Get it cheap
Leave it to machines
Don’t fuss with it
Make it available
You can never have too much info in MD
Get it right- create incentives/compensation for ppl. who do
Leave it to experts
Make it worth my while
Metadata life cycle:
“And ..in its time plays its many parts.”
Life span of the resource
Put out to pasture… or reborn?
Keeping up with the times- Google books: looking for “abortion”; in full text in 19th cent books will not get you any results. Additional metadata can bridge this gap.
The Charge revisited: Need to redefine some terms!
This term still includes traditional cataloging (AACR2, LCSH)
Needs to be broader
- in terms of content- articles, images, archiveds, digi coll
- in terms of context- extended OPAC, metasearch, courseware, open web (where will the data appear on the web?)
- in terms of purpose- evaluating, managing, connecting
Traditionally, this meant United States librarians and library associations
anglo-american cataloging community?
global library community?
publishers, content suppliers?
search engines, software suppliers?
The WG wants to make recommendations that can be realized (example: no point in recommending standards, etc. to publishers because they just won’t follow them)
What role is LC in this discussion?
as record supplier to the nation
in setting standards for quality
in standards development
in providing leadership
LC is not a national library in the European sense, they do not get special funding, or mandates to be the national library and all that entails.
Revisit what we do now:
simplify processes, not product
focus on FRBR
rethink economics of supply
Revisit extending impact of what we do:
reaching beyond catalog
expanding the way name authorities can work
leveraging controlled vocabularies
building services via identifiers
Revisiting how to think about these ideas:
building an evidence base (this has not been done very often in previous years)
education and re-education
Outcomes from report:
skepticism about feasibility
reinforcement of values
opportunities for impact
sense of long-term directions
QUESTIONS: Will there be dissents published when the report comes out?
QUESTIONS: How will recommendations be implemented after going public?
A: Some recommendations may have implementation suggestions with them, and there may be a method recommended for sustaining this work over time as well. LC will review about how-to accomplish the recommendations as well.
QUESTIONS: Are LC staff interested in work of the Group?
A: Yes, definitely. The LC Staff Association has sumbitted issues/comments to group, and will attend meetings soon.
QUESTIONS: How do we get the report ASAP?
A: Go to group’s web site.
QUESTIONS: Can you say more about the evaluative piece of adding to metadata?
A: We tend to separate librarians from users when they are the same thing. To what extent can catalogers be surrogates for expert users? We need to interconnect the evaluative stuff to the the objective catalog (tags, reviews, etc.)