Much of what’s going on with faculty is very similar to what’s going on with librarians: Conferences are great, highly specialized, but exhausting! Or: Why, oh why, do students not cite sources after we work so hard with them? These experiences, we know.

What we don’t usually observe is the teaching, and this is one of the parts we need to stay in tune with. Here I’ve highlighted three posts with really innovative technology teaching techniques – ideas that you might not have thought about how to support from the library. Or maybe you’re dying to include blogging, Wikipedia, and gaming, and you didn’t know how to find faculty who are doing it, too. Either way, here’s a sample.

Acephalous is the blog of Scott Eric Kaufman, who teaches English at the University of California Irvine; he also contributes to the faculty group blogs The Valve (mostly literature) and Edge of the American West (mostly history).

SEK is blogging with his students in his undergraduate writing course the Rhetoric of Heroism. Because the course relies so heavily on detailed analysis of film and other visual iconography, a blog with embedded images seems like a wonderful way to communicate the material. I expect they’re watching and discussing the films together in class, but images are usually not the kind of thing students are accustomed to taking notes on (especially in the dark).

Jeremy Boggs, who blogs at ClioWeb, is a graduate student in American history at George Mason University. He’s also creative lead at the Center for History and New Media, so it’s not too surprising that he’s willing to take on the bete noire – Wikipedia. In his undergraduate American History Survey course, he assigns students to not just use, but create, Wikipedia articles, including citating sources, monitoring for follow-up collaboration, and writing a reflective essay. One of his students wrote the article that developed into the entry for Living Newspapers.

Another history professor, Rob MacDougall of the University of Western Ontario, blogs at Old is the New New (with a charming original steampunk blog theme). Rob uses the game Civilization to frame the course Science, Technology, and Global History. He asks his students to write an essay that reconceptualizes technology not as a serial, linear progress of development – as the game depicts it – but in some other way. How could we play a game that thinks of history as more contingent or branching or cyclic?

In this assignment, the game is laying bare a lot of social assumptions we carry around without realizing, and making them something students can analyze. If you ever need to justify a games collection in your library, this kind of work is a stellar example of such a collection could do.

It’s an invitation to a meme started over at Free Exchange on Campus, where I occasionally blog. It was inspired by Dr. Crazy’s wonderful post, “Why I Teach Literature.” And now a number of academic bloggers have weighed in. What they have to say is an excellent way to learn more about faculty perspectives and the passion that drives them into the classroom.

I was asked to join in just as I was mulling over Steven’s post on faculty status, so in part my response to “why I am a librarian” is an extension of my responses to that post and a reflection on the ACRL/AAUP statement on librarians and faculty status. In my post I tagged a handful of librarians – you’re it! – but then felt a bit silly because in those blogs, the answer is pretty obvious, even if it the question isn’t posed that way.

But I hope some librarians will be moved to pick up the meme – here in comments, or on your own blogs. I sometimes think some of our colleagues in the academy respect what we do … they just aren’t exactly sure what it is or why it matters.

Fresh from reading Nicholson Baker and full of Google digitization anxiety, Cortada charges that a new spectre is haunting libraries: heartless librarians ruthlessly discarding old PC-DOS manuals. (Wah! I had to scrounge second hand bookstores to write my 3 volume history of computing! Bad librarians! Them not book people!) Apparently no one told Cortada that when librarians discard books it’s called deselection, and we have rigorous protocols in place for that kind of thing.

Kidding aside, I agree with much of what Cortada has written and don’t think librarians and historians are as far apart on the issue as he claims. The future of print collections in light of the Google digitization project is a serious issue that is seeing ongoing discussion by librarians. In New Jersey, academic librarians gathered at Fairleigh Dickinson University for a one day symposium on the Future of Print in the Academic Library that included suggestions for collaborative solutions. Obviously, all libraries can’t and shouldn’t be holding on to everything, therefore choices must be made as to who saves what.

IUPUI Library Dean David Lewis demonstrates a nuanced understanding of the issues in his recent “Strategy for Academic Libraries in the First Quarter of the 21st Century.” In his section on “retire legacy print collections” Lewis talks about regional collection management and the use of OCLC’s WorldCat as a tool for this purpose. He writes perceptively:

Whether it will be possible to build a national consensus and to implement a concerted program of action or whether a laissez-faire approach will be adequate is unclear. Until one approach or the other is proven to work, individual libraries will either have to delay decisions or make them on faith. Neither choice will be attractive to tradition-minded librarians who do not wish to antagonize faculty who value proximity to “their” books.

That sounds familiar, as I’ve been purposely procrastinating on a project of sending more of our history collection to remote storage for a while now. I’ve knocked off some low hanging fruit, like multi-volume outdated reference books in foreign languages, but more difficult decisions loom. Historians do tend to feel that the library should buy everything and hold on to it forever. Cortada’s piece can be a jumping off point for communication between librarians and historians. If librarians can understand more about the importance of holding on to ephemera (and non ephemera) for future historical writing, historians can understand more about the realities and economics of space planning. Beginning the conversation early is better than doing the evil mad laugh while running from the dumpster.

Okay – are you done? Good.

Now, here’s some other news about access to research. The Chronicle reports that humanists will have a place to share their work in progress just as scholars in the social sciences have done for over ten years. This site for sharing documents is something between informal blogging and formal publication – more like a conference presentation without the hotel bill or airfare to pay for. The social sciences have had such an Internet forum since the SSRN was founded in 1994. There, some 131,000 papers have had over 4 million downloads in the past year. These are clustered into “networks” – rather like conferences – where people working in related areas can share their work. If you look toward the bottom of the page, classics, US and British literature, and philosophy have new networks. It looks as if these will be spun off into a new HRN – Humanities Research Network.

I’m not that familiar with how SSRN works and would be interested in hearing from anyone who has an insider’s view. All I know is that I’ve downloaded a lot of good articles from there, so I’m happy to see it expand into new fields.

(The absurdity of trying to lock up “intellectual property” in a digital age reminds me that we just saw the first conviction of a criminal who was caught in the act of filming Transformers in a movie theatre. A girl who happened to have a camera with her took a twenty second clip to show her little brother. In spite of all the scare tactics, it just didn’t occur to her she was engaging in piracy. She was just doing what comes naturally in an age of digital gadgetry. And now has a criminal record for it.)

One irony mentioned in the IHE article: as libraries make online bundles more conveniently accessible, scholars are dropping their memberships, presumably because the benefit it once gave them – access to journals right on their desktop – is being provided by libraries now, whereas you used to have to hike over to the building to get your hands on your membership journal. Societies and their members need to find new ways to support the dissemination of their work and to fund their own professional organizations. Honestly, shouldn’t professional communication itself be not only easier but less expensive in a digital age? We need to figure out what our values are – and then figure out how to carry them out in an affordable manner.

ACRL itself could practice what we preach. We could use our own society as a sandbox to create some innovative models for sustaining an organization and fostering its values using new technologies – and then show other societies how to follow our lead.

The Internet and World Wide Web have become repositories of the sum total of human knowledge, thoughts, intentions, and actions. Web search technology in general, and Google in particular, is the all-important tool we have today to extract actionable information from this vast mine of data. Millions of people use Google daily to satisfy their wants, needs, fears, and obsessions, which Google has transformed into an immensely successful and growing business. A not so obvious fact about Google is that its impressive array of services are based on basic concepts of Computer Science spanning information retrieval, databases, distributed systems, human computer interaction, artificial intelligence, and data mining. This course explores the science behind Google’s technology, the social and economic impacts of this technology, and the ethical issues (privacy and censorship) surrounding this technology.

It’s fine that faculty are developing courses that may assist students in better understanding how Google is changing our world. But a course like this seems to offer an opportunity to learn more about the library research environment as well, and where it fits into or is associated with the search engine universe. Some faculty who teach these Google courses may disagree. But for a faculty member to make a statement about the web as the “sum total of human knowledge”…well, that’s just wrong. It also sends a message to students that reinforces the myth that all the information they’ll need is available for free on the Internet. Creating a session in this course devoted to the library research environment would educate students about their information options, and provide awareness that the Internet doesn’t have the sum total of all knowledge. After all, in a course devoted to Google, doesn’t the library deserve some equal time.

By Marc Meola