Visiting the new and old Rizal Library of ADMU

Fountain at the Rizal Library of Ateneo de Manila University

     Another Saturday found me on a library tour at the Rizal Library of the Ateneo de Manila University. It boggles the mind how I could have failed to visit this wonderful library which is but a stone's throw away from my place. Anyhow, I thank the LIS 260 class of our wonderful professor Prof Sharon Esposo-Betan for opening opportunities to visit these libraries of the digital age.
   
     I knew I was able to visit the Ateneo Library back then but it has been recreated since. The new library has a pond of clear water running inside which goes on to the back of the building, of which the picture above portrays. Its space is well-designed and it does not have the claustrophobic feel. At the entrance, one is greeted by the library staff manning the reference desk. That is a welcome sight--one need feel lost and be lost when one enters the library.

     At various areas and floors of the library is distributed the different collection and services of the library. The print collection, the digital collection and their AV materials (which include board games!) are housed in different areas in the library.

      A plus for me was the visit to the renovated old library where the other services of the library can be availed. A major attraction for me there was their AV library and their photo-duplication facilities. The ingenuity and dedication of the men behind the hidden staircase of the building is inspiring.

     However, aside from the technologies, the space, and the collection, I am amazed by the dedication and loyalty as well as the quality of service of the library's manpower. Every interview with the different people of the library was a showcase of their pride for their work as well as of the loyalty to the institution they are serving in. That is one huge asset that that Rizal Library has. Thank you Rizal Library for the wonderful experience!

Visiting the FEU and the DLSU "libraries"

   

    After a cup of brewed coffee and a new book, I love the smell of a library--be it an old, musty and dark library or a new, crispy and clean learning space. The morning of August 31 found me with a cup of black coffee and two new libraries to explore. The former I was unable to drink (pregnancy prohibition...arrgghh) but the latter I was able to indulge in (thanks, God, I had the hindsight to put on flat shoes).

 

     First stop, the Far Eastern University Library. Our class' visit being the first library tour that the new FEU Library entertained, we were given warmly welcomed and given an informational walk-about. Questions were asked to our guide and he was able to graciously and knowledgeably answer our queries (he did prepare for this tour!).

     The FEU library being a newly-opened one, the tour highlighted the efforts to integrate the technological advancements of today. No one could miss the bank of computers filling an entire section of the 2nd floor of the building. Desktop computers on a circular-type of table setting as well as desktop computers one after another on top of tables lined like men in a platoon. There was also an effort to make available to the library users OPAC terminals on stilts. However, at the time of our visit, these were still unoperational.

The FEU Library

     The library is housed in several floors. Different collections are sectioned off in different parts of the library. However, all through out, one would feel a certain kind of claustrophobia. Maybe it is just me. But the print collection, the furniture, the circulation and reference areas seemed to be cramped in a space smaller than what it requires.

     Anyhow, the security system is in place though still to be fully operational. A commercial integrated library system is in place. The reference section is using a commercial software to ensure better service to its library client. The periodicals section has its own electronic database as well as subscription to print journals.

     The FEU library tour ended with a largely welcomed merienda (since we were all a bit tired from all the walking and being amazed). Thank you, FEU Library! I hope that as you have started to recreate a learning space, you will move forward with success as you envision to be the "Library aspires to be a leading academic information resource center and to be a dynamic partner in the University’s vision to develop responsible and well informed professionals who can contribute to the advancement of the global society."

DLSU Learning Commons

     For the second stop, we went to the new DLSU Learning Commons. The library building is so amazing! I fell in love with it just gazing up at it from the front view and even when I was underneath it. Yeah! Pretty cool for a building design--to have an open space at the ground floor and have the library housed on the top floors. So, we went up in an impressive bank of elevators with equally impressive number of security  people, security desks and security cameras. The view of the Manila Bay was pretty impressive at that height--which made me wonder what an impressive sunset view the library users would have.

     Anyway, the library seems to be a mixture of museum, library, your own living room, and a bookstore. There were designated quiet areas, discussion rooms, a chill out lounge, a cafe, and everywhere at strategic areas are scattered sofas, tables, chairs with maximum wi-fi connectivity. The library has integrated different technologies to cater to its clientele--an integrated library system, augmented reality technology, chat capabilities and others. Their collection is impressive--both print and digital.

     One gets the impression that the library, since it has a good number of students as well as a tuition fee per student that could finance one small college for a month (my opinion), is very much well-funded and is able to purchase anything that it needs in order to facilitate access and retrieval to information as their clients need.

     My feet were already tired by then and I was getting thirsty. But the sofas and the water fountain were very helpful. And the librarians and the staff were generous in providing information. Thank you, Laurence! 

Social Media Ethical Issues: Role of a Librarian

     Social media is simply defined in this 2013 article by J. Wasike as "an instrument of communication but with a social aspect to it." Included in the list of examples of social media are the websites YouTube, Facebook, Twitter, Flickr, blogs, wikis, and MySpace. The prevalent use of social media have given rise to ethical concerns such as those that include identity, privacy, surveillance, friending, and user exploitation--"users are lulled into a false sense of security by the web sites who seek to profit from their information."
     J. Wasike pointed out that, as the modern library embraced Library 2.0 "making the library's virtual and physical spaces more interactive, collaborative, and driven by user needs," the librarian's role is expanded to include the knowledge and ability to use social media. Beyond being aware of the basic features of these technologies, librarians must "engage in discussions about the consequences of social media ethical issues," and be able to educate library users on social media and related ethical issues.

Three Points

     1. Deleting it does not mean it is gone...forever.

     2. Ethical concerns in using social media.

     3. Librarians are not to sit back and relax.

Deleting it does not mean it is gone...forever.

     One of the things that was mentioned in the article was the fact that it is extremely difficult to be sure that information is permanently deleted and equally impossible to ascertain that information is not shared or copied. Deleting or deactivating personal accounts in the social media sites is especially troublesome as the person does not have a hold on the information that has been shared, distributed or copied. This is a major issue that librarians must be able to express concern in to be able to educate and advocate for a more ethical use of social media technologies.

Information in/and social media.

     J. Wasike pointed out that "with ready access to social media, many users tend to focus on quick retrieval and do not always understand the importance of evaluation and maximization of information contained therein." The librarian's role therefore becomes a necessity as there is a need to educate library users on how to evaluate information and information sources. It is the librarian who is best suited for this role as he is sure to be trained in information and media literacy.

Librarians are not to sit back and relax. 

     More than manning the physical librarian's desk, a librarian need to ask himself "How can I provide the best and fairest balance between social media access and protection?" Librarians need to engage in the discussions for a more ethical use of social media technologies. More than being aware of the basic ins and outs of social media usage, the librarians need to"make decisions with the objective of helping all library users develop their sense of ethics and then to translate this reflection to action."

Implication

     The academic library I am in right now is not actively engaged in the discussions on ethical issues in social media. In the first place it is not actively using social media technologies. I have only started to realize that the social media is a great tool for the library, through the librarian, in order to effectively and efficiently reach out and provide service to its primary clientele. However, this does not excuse me from the fact that I need to educate myself in order to improve myself professionally, in effect improving the library I am serving in.

     "How can I provide the best and fairest balance between social media access and protection?" is the best question that a librarian can ask himself to be able to effectively serve the library users of today. Engage. Advocate. Educate. The librarian can not afford to sit back and relax. He needs to be at the forefront knowing that he is in the best possible position to advocate and educate library users on ethical issues connected to the use of social media.

Reference

Wasike, J. (2013). Social media ethical issues: role of a librarian. Library Hi Tech News, 1, 8-16. 

     doi: 10/1108/07419051311320922

The Library Media Specialist's Role in Teaching Online Safety

     Students are are exposed to online risks such as risks towards their own personal safety, identity safety, and security of future opportunities as well as cyberbullying.  The thesis of the article is that the library media specialist (LMS) must be the leader in teaching online safety to students and teachers since they are the ones trained on information literacy and other issues. The Children's Internet Protection Act and the Children's Online Privacy Protection Act are two laws which require schools to address the issue of internet safety for the students. Online safety could not be addressed by filtering methods but that media literacy (specifically training in online safety) by the school's LMS would effectively address this concern.

Three Points

1. The instructional role of the LMS.
2. More than filtering, online safety.
3. Teach online safety now.

The instructional role of the LMS.
     The library media specialist must play an active role in addressing the issue of online safety. However, C. M. Schmidt pointed out through the article that this role should be more than being active but that the LMS must be in a leading role in addressing this concern. Teaching online safety to students and teachers to insure that they have the needed skills in traversing the online world...perhaps, even before incidents on cyberbullying and other online issues occur in the school community.

More than filtering, online safety.
     Filtering  can adversely affect learning in the school community by unintentionally blocking sites that can be sources of valuable information. The article quoted a 2006 study by Heins, Cho, and Feldman which concluded that "filters erect barriers and taboos rather than educating youth about media literacy..." By placing the responsibility on educated and trained students through media literacy, rather than just restricting or limiting access, LMS can teach online safety with effects that goes beyond the walls of the school.

Teach online safety now.
     Learners of this generation are "digital natives." Media and technology has an active role in their lives as learners. It is prudent, therefore, that LMS, especially those in schools, be active in training young learners about online safety now. As C. M. Schmidt wrote: "If our  professional standards state that students need to be able to use technology responsibly and safely, it is our responsibility to ensure that students have the knowledge and skills necessary to do so."

Implication

     The virtual world abuts the real world of learners now. It is the role not just of library media specialists but also of professional librarians to train and educate learners on online safety. However, it is imperative that librarians see and acknowledge that they are responsible and able to address online risk issues. They are the best persons in the academic community to advocate, train and educate the members of the academic community on online risks and the skills by which online safety can be had.

Reference

Schmidt, C. M. (2009). The library media specialist's role in teaching online safety. Library Media 
     Connection, 10-13.

p.s.

Read more about Living Life Online by the Federal Trade Commission

Open Source Reality Check

 
     In the August 2011 of Library Journal, David Rapp wrote about the pros and cons of switching from proprietary to open source integrated library system (ILS). The Evergreen ILS, created by the Georgia Public Library Service in 2006, and Koha ILS, created in 1999 by Katipo Communications in New Zealand, were the two open source ILS highlighted in the article. Major advantages of using open source ILS are its customizability, affordability and portability (ability to switch support  vendors). However, some of the disadvantages include support issues and support cost. These were the issues faced by large-scale King County Library System, with a 22.4 million annual circulation recorded in 2010, when the library decided on open source migration from its previous proprietary Innovative Interfaces' Millenium ILS. In contrast, however, smaller scale libraries La Conner Public Library, Burlington Public Library and Upper Skagit Library District did not have the same problem when migrating to Evergreen. The author concluded that migrating to open source "...depends on a library system's goals and aims and the ability--and resources--to put in the required work."

Three Points

     1. There is no single answer to a library's problem.
     2. To do it or not to do it.
     3. The upshot of all these.

     What may work for others may not work for you. All libraries are not created equal. There might be semblances but, in all honesty, a library has to consider both internal and external factors before deciding between proprietary and open source ILS. The article was able to contrast two very different kinds libraries with two very different experiences on their migration to open source ILS. The larger one experienced great difficulties but the smaller ones did not encounter any hitches.

     To do it or not to do it. When faced with the question whether to embrace open source ILS or to stay with a proprietary ILS, a library has to consider the advantages and disadvantages of both resources, and weigh these in the light of the library's goals and resources. The library would also benefit greatly from the stories and experiences of other libraries who have and have not done it.

     The upshot of all these . Ultimately, the quest for a better library service for its primary patron is a good reason for considering whether to migrate to open source or to stay with a proprietary ILS. Support issues, affordability, and customizability are factors that should be considered as challenges but not as hindrances to fulfilling a library's goal.

Implication

     The library is a physical and virtual hub of information of the academic community. It is the library's purpose to serve the library patrons in the best possible way. As a librarian in these hi-tech times, it is best that I become familiar with the current library trends, especially since the library is now being challenged to be at the forefront of the information community. It is to the benefit of the community where I am serving as a librarian to offer them services that are fitting to their needs in the best way that they would understand and be able to access library resources. Whether to chose between an in-house developed, open source, or proprietary ILS depends so much on how I, as the librarian, am able to weigh key factors in the light of the library's goals.

Reference

     Rapp, D. (2011). Open source reality check. Library Journal, 136 (13), 34-36.

 

p. s. 

The Open Source ILS: an Information Portal for Librarians is a very helpful tool for librarians who are checking out open source ILS--OSS, Evergreen and Koha.

Redesigning Services for the Net-Gen and Beyond: a Holistic Review of Pedagogy, Resource, and Learning Space

 

     In a 2008 article J. Beard and P. Dale, wrote about the journey of the Sir Michael Cobham Library of Bournemouth University. The library was constructed to reflect "the pedagogies of learning in a hybrid environment." Beyond reading lists and reading strategies, librarians worked together with the rest of the academic community in order to come up with a good library design that  optimizes the students' learning experience through "individual reflective learning" as well as collaborative learning. Physical space was designed to maximize social learning spaces in different informal clusters within the library. The physical and virtual environments designed for students to to acquire and develop academic literacy skills using the library's physical and electronic resources.

Three Points

     1. Physical design matters.
     2. Virtual design matters.
     3. Students matters.

     Physical design matters. Changing pedagogies of learning needs to be addressed by the design of the library's physical space. Learning in groups can be enhanced by incorporating discussion rooms, optimizing informal spaces, and creating areas where noise is an accepted part of learning. There has to be designated spaces within or in the proximity of the library which has to adapt to this learning style.

     Virtual design matters. The resources in the library straddles two kinds--the physical and the virtual. It stands to reason that library is in a position to provide access to both kinds of resources. Designing virtual spaces and allowing ease of access to electronic resources are of equal importance with designing physical spaces and access to printed resources. Thus, the acquisition of electronic databases and other electronic resources, and the creation of well-designed blogs, wikis, podcasts, and websites contributes to how students are most able to develop skills in academic literacy.

     Students matters. The Net-Gen students is characterized by their familiarity with the electronic/virtual world. In order to cater to this set of library clientele, there is a need of "aligning pedagogy with technology, resource and space." The library, then, needs to recognize the needs of these learners and to adopt certain technologies that will foster learning in the library.

Implication

     Nowadays, to get the word out does not only mean to  post stuff on physical bulletin boards but to to also post the same on virtual bulletin boards and other virtual spaces. The library can optimize the use of Web 2.0 technologies and advocate/push for a well-designed physical space that recognizes the need for collaborative learning. The library can be a center for social learning by creating learning spaces for collaborative learning and individual reflective learning.
     While to some extent this is happening in our libraries, it has been more the exemption rather than the norm. Librarians, though, have to work with the academic community for this to become a reality in our setting today...even if it means trying to learn new skills or re-arranging the furniture or lobbying for a budget for electronic resources and e-infrastructure.

Reference

Beard, J., & Dale, P. (2008). Redesigning services for the Net-Gen and beyond: a holistic review of
     pedagogy, resource, and learning space. New Review of Academic Librarianship, 14, 99-114.
     doi: 10.1080/13614530802518941

p.s.

The Sir Michael Cobham Library of Bournemouth University, an awardee of the prestigious Library Design Award in December 2007, has been continually developing its learning spaces. Their website gives an update on how the library has developed since then.

We've learned how libraries can be social learning centers. To know more on the subject, read up Learning Spaces (2006). This is "e-book represent[ing] an ongoing exploration as we bring together space, technology, and pedagogy to ensure learner success," Edited by Diana G. Oblinger,  the book is available in individual chapters here or can be viewed as an entire book in PDF here. 

The Library Learning Terrace  of Drexel's Hagerty Library sounds like a good idea, does it not?

Twenty-three Steps to Learning Web 2.0 Technologies in an Academic Library

     In 2007 the Edith Cowan University Library ran the Learning 2.0 program, a pilot program targeting the training of library staff in Web 2.0 technologies. The program ran for nine weeks in its implementation phase and was participated by eight library staff. Learning 2.0, as a training package, followed adult learning principles. Each week participants were asked to do tasks that involved the use of blogs, wikis, podcasts, rss feeds, and other Web 2.0 technologies. The program ended with a focus group discussion through which the library staff relayed their positive experience and recommendations for the continuing development of those in the library profession using the Learning 2.0 program.

Three Points 

     1. Librarians need to adapt.
     2. Librarians need to learn.
     3. Librarians need to thrive.

     Librarians need to adapt. The Learning 2.0 program that was ran in the ECU Library began with the assumption that Web 2.0 technologies are the "next big thing" in academic libraries that will enable the library to meet the needs of the library clientele who are members of the Net Generation through various social networking technologies. This assumption fueled the institution's desire and willingness to adapt to the technological changes. Although the style and design of the program, which followed adult learning principles, were critical factors contributing to the success of the program, the attitude of the library staff towards adapting to the change was also critical.

     Librarians need to learn. In every profession there is an overt imperative to be continually developing, thus, the call for continuing education and professional development. The Learning 2.0 program is an efficient means to train library staff on the emerging trends in technologies which are applicable in the library setting. It enabled informal discussions among the librarians, self-discovery and self-learning within a supportive working/learning environment.

     Librarians need to thrive. One important point in the Learning 2.0 program was how to integrate Web 2.0 applications to everyday library work. The experience of the library staff, however, was that as they were going through the program they were able to see which technologies were best used for particular library service. Through the program the library staff were able to address information needs of the Net Generation  and "provid[ed] new opportunities to connect with [their] users." 

Implication

     The Learning 2.0 program of the ECU Library was adopted from the same Learning 2.0 program that was designed by Helene Blowers of the Public Library of Charlotte and Mecklenburg County in North Carolina. Licensed under Creative Commons, this program served as the Web 2.0 staff development program of both libraries. It would be a boon to have the same learning program ran in our academic setting, with modifications reflecting the the changed technological landscape and the socio-political limitations wherein we operate.
     Learning is always an imperative for every person and librarians  are not exempt. Whether in a formal classroom setting or in a casual exchange of ideas over a cup of coffee, librarians can learn and ought to learn new things. Librarians can enroll in a class, register in a workshop/conference, participate in a staff development program like the Learning 2.0, or initiate one.

Reference

Gross, J. & Leslie, L. (2008). Twenty-three steps to learning Web 2.0 technologies in an academic library.
     The Electronic Library, 26 (6), 790-802. doi: 10.1108/02640470810921583

p.s.

The program mentioned in the article can the be viewed at the ECU Library Learning 23 Things. The link would also lead you to the Public Library of Charlotte & Mecklenburg County's Learning 2.0 program, from which ECU's Learning 2.0 program was adapted from.