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	<title>Comments for ACRLog</title>
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	<link>http://acrlog.org</link>
	<description>Blogging by and for academic and research librarians</description>
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		<title>Comment on In The Sweatshop Or Reaping The Lottery Win by Marc</title>
		<link>http://acrlog.org/2010/07/27/in-the-sweatshop-or-reaping-the-lottery-win/comment-page-1/#comment-166605</link>
		<dc:creator>Marc</dc:creator>
		<pubDate>Thu, 29 Jul 2010 15:17:25 +0000</pubDate>
		<guid isPermaLink="false">http://acrlog.org/?p=3206#comment-166605</guid>
		<description>I really enjoyed this post! Like Sarah said, working as an academic librarian is a juggling act. 

One thing that I do not understand (from the perspective of a new librarian from large research university) is the following: we are asked to do a lot with a little especially given the economic climate, however, we librarians are asked to serve on lots of committees or working groups of 10 or more people.  Why do we need such large committees especially when our time is already crunched? And why can&#039;t committees, who are usually made up of reps from various departments, make the decisions instead of sending the committee&#039;s recommendation to the entire library system for review?  Maybe these patterns that I see come from academic library culture beliefs....like the need to gain consensus from everyone in order to move forward. 

Just like any job, my time as an academic librarian is full of ups and downs. Still, I feel lucky to be in this position.</description>
		<content:encoded><![CDATA[<p>I really enjoyed this post! Like Sarah said, working as an academic librarian is a juggling act. </p>
<p>One thing that I do not understand (from the perspective of a new librarian from large research university) is the following: we are asked to do a lot with a little especially given the economic climate, however, we librarians are asked to serve on lots of committees or working groups of 10 or more people.  Why do we need such large committees especially when our time is already crunched? And why can&#8217;t committees, who are usually made up of reps from various departments, make the decisions instead of sending the committee&#8217;s recommendation to the entire library system for review?  Maybe these patterns that I see come from academic library culture beliefs&#8230;.like the need to gain consensus from everyone in order to move forward. </p>
<p>Just like any job, my time as an academic librarian is full of ups and downs. Still, I feel lucky to be in this position.</p>
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		<title>Comment on Reflections on Service by Assisting research v. Research Assistants &#124; michael steeleworthy &#124; mlis</title>
		<link>http://acrlog.org/2010/05/29/reflections-on-service/comment-page-1/#comment-166544</link>
		<dc:creator>Assisting research v. Research Assistants &#124; michael steeleworthy &#124; mlis</dc:creator>
		<pubDate>Thu, 29 Jul 2010 03:41:23 +0000</pubDate>
		<guid isPermaLink="false">http://acrlog.org/?p=2969#comment-166544</guid>
		<description>[...] desk is red-lining because mountains of assignments are due.  Last May, a small discussion began on research services at the reference desk and if that line exists on the ACRLog.  Most commenters agreed that faculty generally don&#8217;t abuse the research [...]</description>
		<content:encoded><![CDATA[<p>[...] desk is red-lining because mountains of assignments are due.  Last May, a small discussion began on research services at the reference desk and if that line exists on the ACRLog.  Most commenters agreed that faculty generally don&#8217;t abuse the research [...]</p>
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		<title>Comment on Let&#8217;s Not (Just) Do the Numbers by Mark K.</title>
		<link>http://acrlog.org/2010/07/26/lets-not-just-do-the-numbers/comment-page-1/#comment-166464</link>
		<dc:creator>Mark K.</dc:creator>
		<pubDate>Wed, 28 Jul 2010 16:41:20 +0000</pubDate>
		<guid isPermaLink="false">http://acrlog.org/?p=3194#comment-166464</guid>
		<description>Yes...Sharing the credit is an inherently good-person and truthful thing to do. It&#039;s also politically wise for libraries, since we seem to spend a lot of time worrying about our relevance. Nothing works for relevance better than establishing that &quot;web of influences&quot; as a shared institutional narrative.</description>
		<content:encoded><![CDATA[<p>Yes&#8230;Sharing the credit is an inherently good-person and truthful thing to do. It&#8217;s also politically wise for libraries, since we seem to spend a lot of time worrying about our relevance. Nothing works for relevance better than establishing that &#8220;web of influences&#8221; as a shared institutional narrative.</p>
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		<title>Comment on A Guide, or a Crutch? by CharS</title>
		<link>http://acrlog.org/2010/07/11/a-guide-or-a-crutch/comment-page-1/#comment-166446</link>
		<dc:creator>CharS</dc:creator>
		<pubDate>Wed, 28 Jul 2010 14:17:13 +0000</pubDate>
		<guid isPermaLink="false">http://acrlog.org/?p=3157#comment-166446</guid>
		<description>&quot;It’s much more challenging to start researching from scratch...&quot;

But that&#039;s what Google is for most of them - that&#039;s where they start their research. Most won&#039;t have access to our databases once they graduate, but if we can expose those gems to our users through subject guides, instruction, etc., when they are students, perhaps they&#039;ll think &quot;library&quot; or &quot;librarian&quot; when they do real-life, post-graduating research. Perhaps they&#039;ll come back to us...or to our counterparts at their local public library.</description>
		<content:encoded><![CDATA[<p>&#8220;It’s much more challenging to start researching from scratch&#8230;&#8221;</p>
<p>But that&#8217;s what Google is for most of them &#8211; that&#8217;s where they start their research. Most won&#8217;t have access to our databases once they graduate, but if we can expose those gems to our users through subject guides, instruction, etc., when they are students, perhaps they&#8217;ll think &#8220;library&#8221; or &#8220;librarian&#8221; when they do real-life, post-graduating research. Perhaps they&#8217;ll come back to us&#8230;or to our counterparts at their local public library.</p>
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		<title>Comment on In The Sweatshop Or Reaping The Lottery Win by Barbara Fister</title>
		<link>http://acrlog.org/2010/07/27/in-the-sweatshop-or-reaping-the-lottery-win/comment-page-1/#comment-166328</link>
		<dc:creator>Barbara Fister</dc:creator>
		<pubDate>Tue, 27 Jul 2010 18:53:53 +0000</pubDate>
		<guid isPermaLink="false">http://acrlog.org/?p=3206#comment-166328</guid>
		<description>I like the people I work with, I have plenty of variety in my work, and if I make a mistake, nobody dies as a result. Whenever I start complaining I remind myself of how it would feel to have to work at a job I hate, or to have no job at all.

Sometimes I think we (as a society) have made frantic busyness a virtue, one that nobody much enjoys, a stern virtue, like temperance and diligence; we&#039;re too busy for the more generous virtues of patience, kindness, and charity. In that context (and considering another old-time virtue, humility) I&#039;m not sure what achievement means.</description>
		<content:encoded><![CDATA[<p>I like the people I work with, I have plenty of variety in my work, and if I make a mistake, nobody dies as a result. Whenever I start complaining I remind myself of how it would feel to have to work at a job I hate, or to have no job at all.</p>
<p>Sometimes I think we (as a society) have made frantic busyness a virtue, one that nobody much enjoys, a stern virtue, like temperance and diligence; we&#8217;re too busy for the more generous virtues of patience, kindness, and charity. In that context (and considering another old-time virtue, humility) I&#8217;m not sure what achievement means.</p>
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		<title>Comment on Let&#8217;s Not (Just) Do the Numbers by Barbara Fister</title>
		<link>http://acrlog.org/2010/07/26/lets-not-just-do-the-numbers/comment-page-1/#comment-166326</link>
		<dc:creator>Barbara Fister</dc:creator>
		<pubDate>Tue, 27 Jul 2010 18:29:06 +0000</pubDate>
		<guid isPermaLink="false">http://acrlog.org/?p=3194#comment-166326</guid>
		<description>I agree - plus it&#039;s more fun. Another issue is that we can&#039;t just settle for evaluating the library&#039;s impact without being willing to share the credit with others. If we&#039;re trying to isolate library impact from everything else that leads to student learning, we&#039;ll miss the most important learning. And then what we discover isn&#039;t just validating the library, it&#039;s validating the library as part of a web of influences on student learning. Which works for me.</description>
		<content:encoded><![CDATA[<p>I agree &#8211; plus it&#8217;s more fun. Another issue is that we can&#8217;t just settle for evaluating the library&#8217;s impact without being willing to share the credit with others. If we&#8217;re trying to isolate library impact from everything else that leads to student learning, we&#8217;ll miss the most important learning. And then what we discover isn&#8217;t just validating the library, it&#8217;s validating the library as part of a web of influences on student learning. Which works for me.</p>
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		<title>Comment on Let&#8217;s Not (Just) Do the Numbers by Mark K.</title>
		<link>http://acrlog.org/2010/07/26/lets-not-just-do-the-numbers/comment-page-1/#comment-166311</link>
		<dc:creator>Mark K.</dc:creator>
		<pubDate>Tue, 27 Jul 2010 16:30:59 +0000</pubDate>
		<guid isPermaLink="false">http://acrlog.org/?p=3194#comment-166311</guid>
		<description>This is exactly why I am increasingly convinced that academic library assessment is meaningless unless it is integrated with assessment of student learning outcomes and evaluation of instructors&#039; performances. (Which are tricky enough, especially at an institution that has lifelong learning as an expected outcome for its students.)

&quot;The really interesting data is usually the hardest to gather&quot;--yes, and I want to be part of a profession that considers that to make for interesting challenges.</description>
		<content:encoded><![CDATA[<p>This is exactly why I am increasingly convinced that academic library assessment is meaningless unless it is integrated with assessment of student learning outcomes and evaluation of instructors&#8217; performances. (Which are tricky enough, especially at an institution that has lifelong learning as an expected outcome for its students.)</p>
<p>&#8220;The really interesting data is usually the hardest to gather&#8221;&#8211;yes, and I want to be part of a profession that considers that to make for interesting challenges.</p>
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		<title>Comment on In The Sweatshop Or Reaping The Lottery Win by Kim Leeder</title>
		<link>http://acrlog.org/2010/07/27/in-the-sweatshop-or-reaping-the-lottery-win/comment-page-1/#comment-166309</link>
		<dc:creator>Kim Leeder</dc:creator>
		<pubDate>Tue, 27 Jul 2010 16:24:25 +0000</pubDate>
		<guid isPermaLink="false">http://acrlog.org/?p=3206#comment-166309</guid>
		<description>I enjoyed this post, Steven, thanks.

Rather than an either/or, I see the lottery-sweatshop issue as a scale with different institutions falling at different points along that spectrum based on their unique atmospheres and administrative pressures. While in theory one would expect a standard among tenure processes in academic libraries, I think we&#039;ve all seen a lot of variation across institutions based largely (or wholly?) upon the top-down performance expectations. Where your library falls on the spectrum will greatly affect your experience of how difficult the job has become.

Of course, outside of institutional pressures, any individual may perceive their own job as a sweatshop or lottery based solely on their view of the universe! Half full or half empty? 

I&#039;m going with full. One lottery winner, right here!</description>
		<content:encoded><![CDATA[<p>I enjoyed this post, Steven, thanks.</p>
<p>Rather than an either/or, I see the lottery-sweatshop issue as a scale with different institutions falling at different points along that spectrum based on their unique atmospheres and administrative pressures. While in theory one would expect a standard among tenure processes in academic libraries, I think we&#8217;ve all seen a lot of variation across institutions based largely (or wholly?) upon the top-down performance expectations. Where your library falls on the spectrum will greatly affect your experience of how difficult the job has become.</p>
<p>Of course, outside of institutional pressures, any individual may perceive their own job as a sweatshop or lottery based solely on their view of the universe! Half full or half empty? </p>
<p>I&#8217;m going with full. One lottery winner, right here!</p>
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		<title>Comment on In The Sweatshop Or Reaping The Lottery Win by Sarah</title>
		<link>http://acrlog.org/2010/07/27/in-the-sweatshop-or-reaping-the-lottery-win/comment-page-1/#comment-166299</link>
		<dc:creator>Sarah</dc:creator>
		<pubDate>Tue, 27 Jul 2010 15:15:42 +0000</pubDate>
		<guid isPermaLink="false">http://acrlog.org/?p=3206#comment-166299</guid>
		<description>I think it is unfair to categorize any job in academia, particularly in an academic library, as fitting neatly into either one of these categories or another. We&#039;re kidding ourselves if we really think it&#039;s comparable to a sweatshop, and most days it really doesn&#039;t feel like winning the lottery. I think it falls somewhere in between, like most things. I like my job a lot, but find the tenure process ambiguous and confusing. I see the positives in engaging professionally and contributing to the profession and the community but struggle daily with prioritizing my day to day duties (which students/school administrators see the immediate results of) with the need to publish (which only the tenure committee really pays attention to.) So I guess I would categorize academic librarianship as a juggling or balancing act - some days, all the balls stay in the air, some days they all come crashing down. And some days you get new things thrown at you that don&#039;t seem to fit but you have to keep them in the air as well. Not a new metaphor, granted, but an appropriate one, at least for me.</description>
		<content:encoded><![CDATA[<p>I think it is unfair to categorize any job in academia, particularly in an academic library, as fitting neatly into either one of these categories or another. We&#8217;re kidding ourselves if we really think it&#8217;s comparable to a sweatshop, and most days it really doesn&#8217;t feel like winning the lottery. I think it falls somewhere in between, like most things. I like my job a lot, but find the tenure process ambiguous and confusing. I see the positives in engaging professionally and contributing to the profession and the community but struggle daily with prioritizing my day to day duties (which students/school administrators see the immediate results of) with the need to publish (which only the tenure committee really pays attention to.) So I guess I would categorize academic librarianship as a juggling or balancing act &#8211; some days, all the balls stay in the air, some days they all come crashing down. And some days you get new things thrown at you that don&#8217;t seem to fit but you have to keep them in the air as well. Not a new metaphor, granted, but an appropriate one, at least for me.</p>
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		<title>Comment on Let&#8217;s Not (Just) Do the Numbers by StevenB</title>
		<link>http://acrlog.org/2010/07/26/lets-not-just-do-the-numbers/comment-page-1/#comment-166207</link>
		<dc:creator>StevenB</dc:creator>
		<pubDate>Tue, 27 Jul 2010 01:11:27 +0000</pubDate>
		<guid isPermaLink="false">http://acrlog.org/?p=3194#comment-166207</guid>
		<description>The type of evaluation you have in mind is quite difficult and time consuming. It is much easier to gather input/output data and then use it to compare ourselves to each other - which is what our parent institutions do as well. My colleagues and I wanted to know if the time we invest in creating course specific libguides helps improve student research. We&#039;ve been working on it for two years - a year to get the methodology in order and a year to execute the study - now we are looking at another year to analyze the data and write it up. Just imagine us trying to figure out the ways in which a library contributes to the institution&#039;s graduation rate - how long would that take. I&#039;m not saying we shouldn&#039;t, but we need to figure out ways to do this sort of assessment that are manageable. That&#039;s what I&#039;m thinking about.</description>
		<content:encoded><![CDATA[<p>The type of evaluation you have in mind is quite difficult and time consuming. It is much easier to gather input/output data and then use it to compare ourselves to each other &#8211; which is what our parent institutions do as well. My colleagues and I wanted to know if the time we invest in creating course specific libguides helps improve student research. We&#8217;ve been working on it for two years &#8211; a year to get the methodology in order and a year to execute the study &#8211; now we are looking at another year to analyze the data and write it up. Just imagine us trying to figure out the ways in which a library contributes to the institution&#8217;s graduation rate &#8211; how long would that take. I&#8217;m not saying we shouldn&#8217;t, but we need to figure out ways to do this sort of assessment that are manageable. That&#8217;s what I&#8217;m thinking about.</p>
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