The Urge to Do Everything

This week marks eight months into my first professional librarian position (man, does time fly, or what?) and as I get closer to the one-year mark, I’m thinking about what I’ve accomplished so far and starting to form goals for next year. Reflecting and goal-setting are good practices in general, but I’m making a conscious effort to do so after coming to the realization that I cannot, in fact, do *everything*.

I try to get involved in as many different kinds of projects as I can, and I seek out a lot of professional development opportunities (like this one – guest blogging for ACRLog’s First Year Academic Librarian Experience!). Luckily, the flexibility of my job allows me to contribute to a variety of projects and initiatives, explore new ideas, and collaborate with many different people. However, because I have varied interests and love to do a little bit of everything, I can easily end up taking on too much at once.

A perfect example would be from earlier this year, when I learned the hard way that if you submit a conference proposal, you have to actually have the time to follow through with it. I submitted a proposal for a poster session, not expecting anything to come of it, and then to my surprise it actually got accepted. I’m not at all saying that’s a bad thing – I had a rewarding conference experience and enjoyed talking with other attendees about my poster – but having to prepare for that in the midst of an already busy time of year made for some very stressful moments.

It’s hard for me to pass up an opportunity when it comes along, which is why I apply for just about every scholarship, award, or professional development program I can find. If there’s a scholarship granting travel funds for a conference, you can bet I’m trying to get it. I’m also on the lookout for other programs that I might be able to participate in (like ACRL Immersion). It’s especially tempting to not let all of these great opportunities slip by because so many are available to “new or early-career librarians” (hey, that’s me!). If you think that I must have spent a lot of time writing application essays and personal statements in the last eight months…well, you’d be right.

Not always the best approach.

Not always the best approach.

That need to *do all the things* can have great payoffs. I’m now looking forward to the LOEX Conference next month (which I wouldn’t be going to at all without the conference scholarship), and the Minnesota Institute for Early Career Librarians this summer. But of course, I have also spent time writing a handful of unsuccessful application essays. It’s always disappointing news to not get a scholarship or not get into a great program, but what can be more frustrating for me at times is knowing that I put time, effort, and energy into an application packet only for it to not work out.

What this all comes down to is that time is valuable, and there’s not enough of it to do everything that comes along or anything that strikes my fancy. While reflecting on the past year and planning ahead for the next one, I’m thinking I should make sure my professional development activities are aligned with my goals, rather than acting on the urge to do any- and everything possible.

Of course, I say all of this now just as I’ve spotted another travel award for a conference that I’m just dying to get started on!

On that note, this post in Library Journal helpfully reminded me that there are more ways to engage in professional development than attending conferences and leadership institutes, publishing, presenting, and performing committee work. I get a lot out of following social media and blogs, which are beneficial without requiring money, travel, and a major time commitment.

New Growth

April has arrived, and with it the first week of Spring quarter here at the University of Washington. The blossoms are blooming on the lovely old cherry trees that line our quad. Throngs of people; UW students, locals, and tourists alike, have been mobbing our campus for a glimpse at this spring ritual. It’s a chance to have a picnic, spend time with family and friends, and yes, take a ‘selfie’, surrounded by the promise of new growth, renewal and ephemeral beauty. Spring promises to be a very busy time in the Research Commons as well.  It’s also a pretty exciting time for me, because I’m starting to see a lot of projects that were in their infancy when I took my position back in September finally begin to take shape and come to fruition.

Cherry blossoms on the UW campus

Cherry blossoms on the UW campus, with Odegaard Undergraduate Library in the Background.

A renovation project to one of our study spaces is finally underway, after months of talks with the vendors and other stakeholders.  A presentation proposal which my boss and I submitted many weeks ago was accepted to a conference.  A partnership with a campus organization that was begun in Fall quarter is now blossoming into a more permanent programming opportunity.  A planning group that I lead is finally making significant headway on creating a new program model that the Research Commons will debut next fall.

All of this is nice, but I’ve only been in my position for half a year. So most of these projects had already been dreamed up or set in motion before I took them on. It’s great to feel that you are getting somewhere with the projects that were laid out for you by others, but it’s an even greater feeling to see a project that you initiated through from start to finish.

One of the cool things about working in the Research Commons, is that we work with a team of up to four graduate student assistants, three of whom are in UW’s MLIS program. I want to give them a shoutout here, since my  last column focused on our terrific undergrad assistants! We’ve been lucky enough to attract a great group of grad students, who bring a lot of valuable skills to their work here. We strive to give these students some freedom with the projects that they work on, and we want them to develop their own ideas too. So, part of my job is to help nurture some of these projects, which is exciting and inspiring.

But even with this great atmosphere of creativity around me, I’ve struggled to find inspiration for projects that will fit the scope of my position and the amount of time that I have to devote to them.  This failure of creativity on my part is distressing  to me, because I tend to think of myself as an ‘idea person.’ I’m hoping that some upcoming conference travel will provide some of that inspiration.  Of course I want to spend time on passion projects and make my mark within my institution, but I’m driven to be a “team player” too, and at times I feel stymied by fears that I’ll end up spending way too much time working on something that will turn out not to be a good fit for the Research Commons.

So, over the next few weeks, I plan to try to shake up my routine; read outside of my usual blogs and publications, meet with folks that I don’t ordinarily see around campus; take some time to think and reflect.  I want to incubate the projects that I’ll be bringing to life this time next year.  I want to think big about what’s next, and enjoy this energetic and creative time while it lasts. Because let’s not forget the dual nature of those cherry blossoms; they are fleeting, and when they’re gone, they’re gone until next year!

 

Higher ‘Professional’ Ed, Lifelong Learning to Stay Employed, Quantified Self, and Libraries

ACRLog welcomes a guest post from Bohyun Kim, Associate Director for Library Applications and Knowledge Systems at University of Maryland, Baltimore, Health Sciences and Human Services Library. This post was originally published on our sister blog, ALA TechConnect.

The 2014 Horizon Report is mostly a report on emerging technologies. Many academic librarians carefully read its Higher Ed edition issued every year to learn about the upcoming technology trends. But this year’s Horizon Report Higher Ed edition was interesting to me more in terms of how the current state of higher education is being reflected on the report than in terms of the technologies on the near-term (one-to-five year) horizon of adoption. Let’s take a look.

A. Higher Ed or Higher Professional Ed?

To me, the most useful section of this year’s Horizon Report was ‘Wicked Challenges.’ The significant backdrop behind the first challenge “Expanding Access” is the fact that the knowledge economy is making higher education more and more closely and directly serve the needs of the labor market. The report says, “a postsecondary education is becoming less of an option and more of an economic imperative. Universities that were once bastions for the elite need to re-examine their trajectories in light of these issues of access, and the concept of a credit-based degree is currently in question.” (p.30)

Many of today’s students enter colleges and universities with a clear goal, i.e. obtaining a competitive edge and a better earning potential in the labor market. The result that is already familiar to many of us is the grade and the degree inflation and the emergence of higher ed institutions that pursue profit over even education itself. When the acquisition of skills takes precedence to the intellectual inquiry for its own sake, higher education comes to resemble higher professional education or intensive vocational training. As the economy almost forces people to take up the practice of lifelong learning to simply stay employed, the friction between the traditional goal of higher education – intellectual pursuit for its own sake – and the changing expectation of higher education — creative, adaptable, and flexible workforce – will only become more prominent.

Naturally, this socioeconomic background behind the expansion of postsecondary education raises the question of where its value lies. This is the second wicked challenge listed in the report, i.e. “Keeping Education Relevant.” The report says, “As online learning and free educational content become more pervasive, institutional stakeholders must address the question of what universities can provide that other approaches cannot, and rethink the value of higher education from a student’s perspective.” (p.32)

B. Lifelong Learning to Stay Employed

Today’s economy and labor market strongly prefer employees who can be hired, retooled, or let go at the same pace with the changes in technology as technology becomes one of the greatest driving force of economy. Workers are expected to enter the job market with more complex skills than in the past, to be able to adjust themselves quickly as important skills at workplaces change, and increasingly to take the role of a creator/producer/entrepreneur in their thinking and work practices. Credit-based degree programs fall short in this regard. It is no surprise that the report selected “Agile Approaches to Change” and “Shift from Students as Consumers to Students as Creators” as two of the long-range and the mid-range key trends in the report.

A strong focus on creativity, productivity, entrepreneurship, and lifelong learning, however, puts a heavier burden on both sides of education, i.e. instructors and students (full-time, part-time, and professional). While positive in emphasizing students’ active learning, the Flipped Classroom model selected as one of the key trends in the Horizon report often means additional work for instructors. In this model, instructors not only have to prepare the study materials for students to go over before the class, such as lecture videos, but also need to plan active learning activities for students during the class time. The Flipped Classroom model also assumes that students should be able to invest enough time outside the classroom to study.

The unfortunate side effect or consequence of this is that those who cannot afford to do so – for example, those who have to work on multiple jobs or have many family obligations, etc. – will suffer and fall behind. Today’s students and workers are now being asked to demonstrate their competencies with what they can produce beyond simply presenting the credit hours that they spent in the classroom. Probably as a result of this, a clear demarcation between work, learning, and personal life seems to be disappearing. “The E-Learning Predictions for 2014 Report” from EdTech Europe predicts that ‘Learning Record Stores’, which track, record, and quantify an individual’s experiences and progress in both formal and informal learning, will be emerging in step with the need for continuous learning required for today’s job market. EdTech Europe also points out that learning is now being embedded in daily tasks and that we will see a significant increase in the availability and use of casual and informal learning apps both in education but also in the workplace.

C. Quantified Self and Learning Analytics

Among the six emerging technologies in the 2014 Horizon Report Higher Education edition, ‘Quantified Self’ is by far the most interesting new trend. (Other technologies should be pretty familiar to those who have been following the Horizon Report every year, except maybe the 4D printing mentioned in the 3D printing section. If you are looking for the emerging technologies that are on a farther horizon of adoption, check out this article from the World Economic Forum’s Global Agenda Council on Emerging Technologies, which lists technologies such as screenless display and brain-computer interfaces.)

According to the report, “Quantified Self describes the phenomenon of consumers being able to closely track data that is relevant to their daily activities through the use of technology.” (ACRL TechConnect has covered personal data monitoring and action analytics previously.) Quantified self is enabled by the wearable technology devices, such as Fitbit or Google Glass, and the Mobile Web. Wearable technology devices automatically collect personal data. Fitbit, for example, keeps track of one’s own sleep patterns, steps taken, and calories burned. And the Mobile Web is the platform that can store and present such personal data directly transferred from those devices. Through these devices and the resulting personal data, we get to observe our own behavior in a much more extensive and detailed manner than ever before. Instead of deciding on which part of our life to keep record of, we can now let these devices collect about almost all types of data about ourselves and then see which data would be of any use for us and whether any pattern emerges that we can perhaps utilize for the purpose of self-improvement.

Quantified Self is a notable trend not because it involves an unprecedented technology but because it gives us a glimpse of what our daily lives will be like in the near future, in which many of the emerging technologies that we are just getting used to right now – the mobile, big data, wearable technology – will come together in full bloom. Learning Analytics,’ which the Horizon Report calls “the educational application of ‘big data’” (p.38) and can be thought of as the application of Quantified Self in education, has been making a significant progress already in higher education. By collecting and analyzing the data about student behavior in online courses, learning analytics aims at improving student engagement, providing more personalized learning experience, detecting learning issues, and determining the behavior variables that are the significant indicators of student performance.

While privacy is a natural concern for Quantified Self, it is to be noted that we ourselves often willingly participate in personal data monitoring through the gamified self-tracking apps that can be offensive in other contexts. In her article, “Gamifying the Quantified Self,” Jennifer Whitson writes:

Gamified self-tracking and participatory surveillance applications are seen and embraced as play because they are entered into freely, injecting the spirit of play into otherwise monotonous activities. These gamified self-improvement apps evoke a specific agency—that of an active subject choosing to expose and disclose their otherwise secret selves, selves that can only be made penetrable via the datastreams and algorithms which pin down and make this otherwise unreachable interiority amenable to being operated on and consciously manipulated by the user and shared with others. The fact that these tools are consumer monitoring devices run by corporations that create neoliberal, responsibilized subjectivities become less salient to the user because of this freedom to quit the game at any time. These gamified applications are playthings that can be abandoned at whim, especially if they fail to pleasure, entertain and amuse. In contrast, the case of gamified workplaces exemplifies an entirely different problematic. (p.173; emphasis my own and not by the author)

If libraries and higher education institutions becomes active in monitoring and collecting students’ learning behavior, the success of an endeavor of that kind will depend on how well it creates and provides the sense of play to students for their willing participation. It will be also important for such kind of learning analytics project to offer an opt-out at any time and to keep the private data confidential and anonymous as much as possible.

D. Back to Libraries

The changed format of this year’s Horizon Report with the ‘Key Trends’ and the ‘Significant Challenges’ has shown the forces in play behind the emerging technologies to look out for in higher education much more clearly. A big take-away from this report, I believe, is that in spite of the doubt about the unique value of higher education, the demand will be increasing due to the students’ need to obtain a competitive advantage in entering or re-entering the workforce. And that higher ed institutions will endeavor to create appropriate means and tools to satisfy students’ need of acquiring and demonstrating skills and experience in a way that is appealing to future employers beyond credit-hour based degrees, such as competency-based assessments and a badge system, is another one.

Considering that the pace of change at higher education tends to be slow, this can be an opportunity for academic libraries. Both instructors and students are under constant pressure to innovate and experiment in their teaching and learning processes. Instructors designing the Flipped Classroom model may require a studio where they can record and produce their lecture videos. Students may need to compile portfolios to demonstrate their knowledge and skills for job interviews. Returning adult students may need to acquire the habitual lifelong learning practices with the help from librarians. Local employers and students may mutually benefit from a place where certain co-projects can be tried. As a neutral player on the campus with tech-savvy librarians and knowledgeable staff, libraries can create a place where the most palpable student needs that are yet to be satisfied by individual academic departments or student services are directly addressed. Maker labs, gamified learning or self-tracking modules, and a competency dashboard are all such examples. From the emerging technology trends in higher ed, we see that the learning activities in higher education and academic libraries will be more and more closely tied to the economic imperative of constant innovation.

Academic libraries may even go further and take up the role of leading the changes in higher education. In his blog post for Inside Higher Ed, Joshua Kim suggests exactly this and also nicely sums up the challenges that today’s higher education faces:

  • How do we increase postsecondary productivity while guarding against commodification?
  • How do we increase quality while increasing access?
  • How do we leverage technologies without sacrificing the human element essential for authentic learning?

How will academic libraries be able to lead the changes necessary for higher education to successfully meet these challenges? It is a question that will stay with academic libraries for many years to come.

On users, now and future

Almost every morning I come in the west side of the building, the original entrance for Mullins Library. On the way to my office, I pass a travelling exhibition that is here for the spring semester – a display of books from the Remnant Trust. As a part of my service activities for the library, I volunteer to lend a hand when needed with the collection. There are several times during the week that patrons can request to see and handle the books, which is always a delight for me.

As I am a cataloger, my office is in an area that is generally off-limits to most library patrons: technical services. The term off-limits makes me cringe a bit, but there is very little of interest to most patrons in the technical services area – lots of cubicles, dot-matrix printers, and the occasional typewriter (including the one in my office). Oh, and several shelves full of bibliographies and cataloging reference books. The utilitarian look of this area is in contrast to the more welcoming look of the patron-centered areas, and so we see very few patrons amidst our technological antiquities.

Working with the patrons who request to see the Remnant Trust materials has been a welcome change for me. These patrons are a reminder to me that everyone in the library, even we metadata wizards in technical services, works to serve the needs of our users. For me, it’s an easy point to forget about, or neglect; so working with patrons from time to time has been a welcome change and reminder of the service-centric nature of our profession. Indeed, as a cataloger, working with and listening to patrons makes my work better as the metadata I create and use can be better tailored to our patrons based on their feedback.

Of course, the reference librarians and staff are the first point of contact for many library patrons. Their mastery of the resources in their libraries and collections makes them well-suited to serve users. Those of us behind the scenes serve users with the work we do in describing resources, acquiring new items, and providing access to items in our collections. However, librarians are also charged with the responsibility of providing for future patrons – collecting and preserving those things that might have significance for those that come after us. This can take many forms, but the books in the Remnant Trust exhibit would not exist if it were not for forward-thinking collectors and librarians.

In this spirit, I would like to leave you with a quote about the Boston Athenaeum, one that highlights our place in the continuum of the printed and written word:

I decided to make a last stop at the Boston Athenaeum, one of America’s great book places and home of a magnificent research library that itself has been a work in progress since 1807.

There, I not only turned up the three elegantly printed volumes on a remote shelf in a basement storeroom, but found them in remarkably pristine condition, with pages that had remained uncut, and presumably unread, after all this time. As I was signing the books out at the front desk – the Athenaeum did not yet use a scanning device to record loans to its members, although that quaint practice was about to change as well – I confirmed by the blank cards tucked inside the rear pastedowns my assumption that they were, in fact, leaving the library for the first time. “Eighty-one years,” I said aloud, shaking my head with amused gratitude. “You wonder who they bought these books for anyway.” James P. Feeney, the silver-haired circulation librarian who was checking me out, paused momentarily and fastened his unblinking eyes on mine. “We got them for you, Mr. Basbanes,” he replied evenly, and resumed his work.

There, I not only turned up the three elegantly printed volumes on a remote shelf in a basement storeroom, but found them in remarkably pristine condition, with pages that had remained uncut, and presumably unread, after all this time. As I was signing the books out at the front desk – the Athenaeum did not yet use a scanning device to record loans to its members, although that quaint practice was about to change as well – I confirmed by the blank cards tucked inside the rear pastedowns my assumption that they were, in fact, leaving the library for the first time. “Eighty-one years,” I said aloud, shaking my head with amused gratitude. “You wonder who they bought these books for anyway.” James P. Feeney, the silver-haired circulation librarian who was checking me out, paused momentarily and fastened his unblinking eyes on mine. “We got them for you, Mr. Basbanes,” he replied evenly, and resumed his work.

What Feeney did not say – what he did not have to say – was that the books had been set aside by his predecessors for the better part of a century on the off chance that one day somebody in need might want to see them. Fortunately, the fact that nobody had requested the titles before me was not considered sufficient grounds for discarding them, a practice employed by so many other libraries in these days of reduced storage space, stretched operating budgets, and shifting paradigms. It was as if the collective hands of Aristophanes of Byzantium, Petrarch, Robert Cotton, Christina of Sweden, Thomas Jefferson, Arthur Alfonso Schomburg – every temporary custodian of the world’s gathered wisdom – had reached out through the swirling eddy of the ages and places in my hands the precious gift of a book. It was an act of faith fulfilled, and we, their heirs, owe no less a compact to the readers of the third millennium.1

It is this faith that we take part in as librarians in any and all parts of the library: reference, administration, technical services, inter-library loan, and many others. The faith that we will do our utmost to serve our patrons both now and in centuries hence.

  1. Basbanes, Nicholas A. Patience & Fortitude: A Roving Chronicle of Book People, Book Places, and Book Culture. New York: HarperCollins, 2001, p. 8-9. []

Wondering About Workshops

Like many academic librarians, my colleagues and I teach several drop-in workshops each semester for faculty and staff at the college on topics like citation managers, Google Scholar and other specialized research tools, and instructional web design, among others. I’ve written a couple of times here about these workshops: we consider them to be opportunities for outreach as much as for instruction, though our attendance levels have waxed and waned over the years, leading us to add a workshops by request option for departments or other groups of interested faculty and staff. The latter has been intermittently successful — some semesters we’ve gotten several requests for workshops while others have seen none — though since these workshops can typically be prepped fairly quickly we’ve decided to keep offering them for now.

The past year or so has brought a new twist to our faculty/staff workshops: students! For several of the workshops we’ve offered — most recently one focusing on using ILL and other libraries in New York City to make the most of research beyond our college library — we’ve had one or two students attending as well as faculty and staff. We advertise the workshops on a faculty and staff email list that doesn’t include students, but we also hang posters around campus, which is probably the way students have learned about the workshops (or via our blog or Twitter). We’ve always had plenty of room in the workshops for the students who’ve dropped in and, as far as I know, there haven’t been any problems with the occasional student sitting in on a workshop with faculty and staff.

If there aren’t any problems, what’s to say about it? I keep coming back to thinking about students in the faculty/staff workshops for a couple of reasons. We used to offer drop-in workshops for students, too, but stopped doing so a few years ago because we very rarely had anyone show up. Perhaps it’s time to bring drop-in student workshops (not course-related) back into our instructional mix? One thing to note is that in the past the drop-in student workshops typically covered one resource like Academic Search Complete or LexisNexis, or were much more general workshops on research strategies for students. Maybe the more specific and advanced topics covered in the faculty/staff workshops are more appealing to our students, especially those who’ve already taken English Comp I, which requires a library instruction session?

On the other hand, every workshop requires at least a little bit of prep time, not to mention the time to promote it via email, posters, blogging, and Twitter. Our workshop committee is fairly busy already, so to add workshops that may not be well-attended could be tough.

All of which makes me wonder: if our faculty/staff workshops are not currently overcrowded, and our student workshops were not historically overcrowded, might we consider offering workshops that are open to any member of the college community, faculty, staff, and students alike?

To my knowledge we’ve never done that before. What are the possible ramifications of workshops open to all? Research has shown that interaction between students and faculty outside of the classroom has a positive impact on student engagement (Kuh et al., 2007, Piecing Together the Student Success Puzzle). Could open workshops provide those opportunities? Would faculty be uncomfortable learning something new alongside students, or vice versa? We would probably want to avoid workshop topics focused on developing plagiarism-resistant research assignments or the like, right? Or would there be a benefit to opening up an information literacy workshop pitched at faculty to students, as well?

If you’re offering workshops or other instructional opportunities for faculty, staff, and students to attend together, I’d love to hear about it!