Navigating uncharted territory: Short Edition at Penn State

So, you might have heard of a machine that disenspers short stories. You’ll find these dispensers at airports, hospitals, gig cities, malls, and community spaces. With a press of a button, you can print off 1, 3, or 5 minute short stories or poetry. These dispensers are made by Short Edition, a company based in France whose mission is to “propel literature” and share short stories and poetry with as many people as possible. Their machines have been featured stories at Mental Floss, LitHub, The New Yorker, and The New York Times.

There definitely is something novel about the machines; I’m actually writing this post while sitting near one in our library. Penn State got several dispensers in spring 2017 and PLA just finished up their Courage writing contest, and I can only assume some more libraries will be getting their own dispensers in the next several years. I love watching students approach the dispenser, some not quite sure what they are all about. They press the button and the machine whirls a bit, gearing up to print the story. It spits the story out, the five minute stories always my favorite to watch because it’s always longer than you’d expect. They smile when they pull it out of the dispenser, folding it carefully while they walk away. My favorite comment to hear is, “Can you actually read that story in one minute?”

Short Edition started in 2011 and the company created their dispensers in 2015. Libraries have gravitated towards these dispensers and the mission behind the company, we seem like a natural fit. When Penn State first got our dispensers, they were fun machines we had in our library and in spaces across campus. But we wanted to do more than just have students print out stories; we wanted to build a program that could showcase student, faculty, and staff writing. I became part of the group tasked with building this program in fall 2017. In the past year, I have learned a lot — about Short Edition, the creative writing scene at University Park and the campuses, and how to take a fuzzy vision for a program and turn it into something a bit more defined.

I got involved because our administration had felt strongly there should be students involved with the editorial process and naturally, the Student Engagement Librarian knows some students. Other than some loose guidelines from the Editorial Board at Short Edition, we really had the chance to create what we wanted. While the machines themselves are “easy” (just plug them in and let them print), there is much more beneath the surface, and at the complimentary website, where the magic really happens in converting community content into something you can print off on the dispensers. There was definitely a learning curve and when we’ve got a contest running, I email my contacts at Short Edition at least once a week. We’re currently running our second writing contest, around the theme of Lost & Found. Running these contests seem like the best way to get content onto our website and our dispensers — having a broad, general theme (and prize money) seems to attract more writers than a rolling submission process. Sometimes, I have gone up to the group of students printing off stories and ask, “Did you know you can submit your own stories to this dispenser?” The students often chuckle and shake their heads, “I just like reading the stories, I don’t write” they respond. We’ve got a little hurdle right now — finding folks who not only enjoy the machines, but also want their stories and poems to be the ones getting printed out.

The other aspect about this project is now that we have some consistency around contests, our Editorial Board and guidelines, we are adding other elements to the program. Community members in Centre county can now add their content to our website and dispensers, we are adding dispensers to some of our campuses across the state of Pennsylvania, and working locally with the high school to see what their program could look like. It’s a lot of juggling and deciding what is urgent, what decisions will be strategic, and what elements we can hold off on until we are more ready. In that way, this program is elastic, willing to bend in what direction we think is best, at the time.

In all of this, when you chart uncharted territory, people look to you for advice or ways forward. Since our Penn State Short Edition project has taken off, I’ve received emails from a whole host of librarians, all interested in what we’re up to. I send along documentation, neatly packaged in a Box folder, explaining some of the unique elements of our program. In these email exchanges, I receive my favorite compliment, “Wow, this is thorough.” I’m curious to see how many other academic libraries invest in Short Edition in the next few years. Maybe, in the future, we can find a way to connect them, in a contest or through our Editorial Boards.

The biggest thing I’ve learned since taking on this project is that you sometimes just have to do the thing, even if you’re not 100% sure it will work. I’m someone who craves feedback and seeks a lot of permission first; spearheading the Short Edition project has definitely challenged that side of me. I’ve gotten a little better at just doing the thing and being confident in whatever decision I’ve decided to make. There’s so much room to grow, experiment, and take this project to another level so onward we go, charting new territory and propelling literature forward.


Note: If you’re interested in seeing some of our documentation for Short Edition or learning more, feel free to send me an email at hmf14@psu.edu.

 

 

Question Everything: Librarian Research and #IRDL

How is the fall semester already in swing, but I’ve not yet shared my amazing research experience as an IRDL Scholar this summer?

IRDL stands for the Institute for Research Design in Librarianship.  It is itself the product of an IMLS grant-funded research project to develop librarians’ research skills specifically as researchers (in addition to our role as providers of research support).  Its primary investigators, Marie Kennedy and Kris Brancolini, co-direct this project with grant matching funds from their home institution, Loyola Marymount University William H. Hannon Library.  Their direction in partnership with the San José State University School of Information, the Statewide California Electronic Library Consortium (SCELC) and others are what make this life-changing experience for librarians possible. A 9-day workshop on the LMU campus (aka beautiful Los Angeles, CA!) kicks off the institute, but the experience continues for an entire year with progressive networking, mentoring, and collaboration opportunities built in to prepare researchers for disseminating their work.

When this opportunity first came to my attention, the timing of the proposal deadline fell (like so many others seemed to) way too late for me to pull anything together.  With ambivalent hope, I added this to my calendar and annual goals to apply for the following year.  Turns out, as I began approaching my application, I realized what great timing (falling from December to January) the call for proposal offers. Besides the usual window of downtime in academia, just the difference between a month-long window for proposals, as opposed to a single application deadline, is the kind of careful thought and facilitative detail that permeate everything about the IRDL experience and what set it apart.


I admit, there’s kind of a weird mixture of both honor and humility in becoming an IRDL Scholar.  We are by design:

“a diverse group of academic and research librarians who are motivated and enthusiastic about conducting research but need additional training and/or other support to perform the steps successfully”.

It takes an uneasy bit of vulnerability to recognize your own limitations in a skill so necessary for your field.  Maybe this opportunity seems natural and reasonable for librarians at the beginning of their career, or someone changing library specialization (say from public to academic).  The Institute’s generous interpretation of a novice researcher includes new librarians for sure, but also recognizes the variation and barriers that exist for library research support.  That could be in the variety of institutional resources, MLS program strengths, or even research methods education undertaken too many years and paces-of-change ago to adequately support today’s research needs.  What about librarians who have already published research?  Yes!  That too!  And we can call it all into question, which is a good thing.

At the same time that IRDL scholars recognize these limitations, we also must recognize — and are recognized for — the fact that our research is worth pursuing and generously supporting.   My unique brand of novice researcher stems from working primarily in technical services and leadership positions, on and off the tenure track, and directly involved a lot of organizational restructuring and change.  This has meant wide variation in available time, focus, and research methods application. Ever- “motivated and enthusiastic” however, I’ve sought out countless webinars, brown bags, mentor conversations, e-forums, and conference sessions on making time for research, developing research questions, networking for publication, and more. Yet nothing has been as effective as what I took away from IRDL.

The secret sauce (*winks to Marie*) that IRDL offers library researchers includes:

First, other motivated and enthusiastic scholars like you with the same (and yet unique) gaps in trying to cross their own research bridge.  You learn from others in a way you can’t learn in just a textbook, or webinar, or conference session.  Part of that is because the learning frames a specific and applicable need. But the other part is the community of expertise IRDL provides and how it includes the expertise of the novice researchers.  As these ITLWTLP blogging librarians discovered, it’s an important distinction between needs based learning (aka problem based learning) and critical pedagogy.   Taking the skills learned at IRDL, I am certainly more confident in my ability and ways to help my colleagues’ research.  However, I don’t approach this in a teach-the-teacher way, but as true peer researchers – vulnerabilities, strengths, and all.  This peer dynamic is what I think  we expect to happen professionally between colleagues,  but somehow haven’t always managed to achieve.

Secondly, IRDL intentionally builds real and ongoing research network relationships. Not just talking about networking or giving networking tips. Not just one kind of research network, or mentor, or just colleagues you know who are also responsible for research.  I mean a variety of differently strength-ed researchers in your network who are committed themselves to a network of research relationships, as well as committed to improving the design, methods, and impact of published library research literature.

Finally, IRDL (in true California style) offers the value of reflection. Throughout the week together with my IRDL cohort, we reflected on our research as it changed dramatically from day to day; reflected as a group as we learned and struggled to learn together; and reflected individually about our experiences, needs, and interpersonal growth.  Now we have begun reflecting on our progress and ultimate goals with an expanded network of IRDL scholars and mentors as we continue this year-long (life-long) endeavor.

If you are interested in applying to become a IRDL scholar, I encourage to follow @IRDLonline  and set a goal for preparing your 2019 proposals.  You won’t regret it and I will be delighted to meet you!

In and out of context: Musings on information literacy, institutional, and higher ed landscapes

After more than a decade at a private small liberal arts college, my recent transition to a large, public research university has been full of learning opportunities regarding both the content of my work and the culture of this organization. Since arriving, I’ve identified a need for jumpstarting and growing a dormant information literacy program. Developing information literacy initiatives–including course-embedded instruction and faculty development, for example–was a significant focus for me at my previous institution. My experiences and the expertise I developed there certainly apply here. Yet that application requires some translation; my previous work, no surprise, was deeply steeped in that institution’s context.

In my previous position, talking about information literacy by articulating its connections with critical thinking, for example, packed a solid punch for faculty and students. My former institution’s mission statement illustrates the context of our discourse and work, dedicated to the development of “independent critical thinkers who are intellectually agile” and “committed to life-long learning.”

Don’t get me wrong. This kind of language and these values aren’t hard to find at my new institution either. In our general education learning objectives alone, I can point to both explicit and implicit language about information literacy. Telling the story of information literacy in terms of strengthening our abilities to think and learn and live is still compelling. But it doesn’t feel like it goes quite as far a distance here–where I’ve heard gen ed branded as “connecting curiosity and career,” for example–as it did in my previous context.

Surely, it’s not institutional culture alone that explains the difference. The landscape of higher ed altogether has been and continues to be shifting. Yesterday’s joint statement by AAC&U and AAUP, for example, characterizes the trend in this way: “Politicians have proposed linking tuition to the alleged market value of given majors. Students majoring in literature, art, philosophy, and history are routinely considered unemployable in the technology and information economy, despite the fact that employers in that economy strenuously argue that liberal arts majors make great tech-sector workers precisely because they are trained to think critically and creatively, and to adapt to unforeseen circumstances.”

I don’t mean to suggest that I’m against pre-professional training nor that liberal arts will save us. This is not an either/or situation. One of the reasons I sought this type of job at this type of institution was to find a new context, a new learning experience. After so much time at one institution, I wanted to see other ways that higher ed works. But I certainly still subscribe to the maxim that critical thinking is just as important, if not more, as content knowledge for our students’ (and our society’s) future success and that information literacy is an elemental part of those critical thinking habits, attitudes, and skills.

So as I’m thinking about growing our information literacy program here, I’m thinking about our institutional context and higher ed landscape with fresh eyes, too. I’m thinking now about all the ways to make the long reach of information literacy visible beyond the classroom. My thoughts turn first to the application and impact of information literacy skills in students’ internships, a signature experience on my campus. How have you illustrated the power of information literacy for your context(s)? I’d love to hear your thoughts in the comments.

What does your student-centered lens on library practice look like?

Perhaps you, too, have been following some of the recent instances of student shaming and blaming. I’m referring particularly to the piece in the Chronicle of Higher Education in which the author suggests a fictional student is lying about a grandmother’s death as a way to get out of finals. I’m also referring to the session at the 2017 ACRL conference in which a few presenters disparagingly referred to their students as “our sweet dum-dums.” Even just a sample of the incisive commentaries on these and similar instances of student shaming (check out, for example, pieces from Acclimatrix, Jesse Stommel, Jordan Noyes, Joshua Eyler, and Veronica Arellano Douglas to name a few) illustrate how incongruous this talk is with the very real empathy, care, and respect I know we have for our students.

We could dissect the problems that are at the core of these troublesome statements further. We could discuss what happens when we talk like this and why it’s imperative that we don’t. We could reflect on the times we’ve inadvertently said regrettable things ourselves. But what I’m more interested to think about now is how we exercise our empathy, care, and respect for students, and how we can do it better still. What does it mean to keep students at the center of our library practice?

I think it’s worth checking in with the significant history and usage of the term “student-centered” in pedagogical contexts. There, we might see the concept phrased as “student-centered learning,” particularly when contrasted against “teacher-centered learning.” We might sometimes see it called “student-centered teaching” or “learner-centered education.” While these terms might indicate slightly different philosophical orientations, they are essentially variations of the same.

Maryellen Weimer says that learner-centered education is about learning skills for learning, alongside content. It requires learners to reflect on the what and the how of their learning. It invites students as collaborators and leaders of their learning. Learner-centered education, or student-centered education, changes the balance of power and control. “The goal of learner-centered teaching,” Weimer writes, “is the development of students as autonomous, self-directed, and self-regulating learners” (p. 10). In the learner-centered environment, learners have a lot of responsibility and, as Phyllis Blumberg asserts, the instructor’s role “shift[s] . . . from givers of information to facilitators of student learning or creators of an environment for learning” (p. xix).

When we talk about student-centered, then, we’re talking about engaging students in high-impact practices and with skills and resources that contribute to their learning and help them continue to learn. We’re talking about helping students succeed and continue to be successful. We’re talking about empowering our students to be active agents in their own learning.

Student-centered is a guiding principle by which we chart our path. Student-centered is an attitude or a disposition, a way of working.

A student-centered way of working means practicing empathy for students. It means inviting students to co-construct meaningful learning experiences and environments. It also means challenging our students to think deeply, critically. It means challenging them to challenge their assumptions and themselves, and to go further.

A student-centered lens on our library practice means enhancing the role of assessment in our decision-making and improvement, asking what kind of impact we are having (or not having) on student learning and success. It means enhancing student voices in our decision-making, inviting their input in formal and informal ways. This way of working means cultivating an attitude of flexibility, innovation, and improvement. It means collaborating across a library, across an institution.

What does your student-centered lens on library practice look like? I’m eager to hear your thoughts in the comments.

Your Library Is a (Job-Seeker’s) Wonderland

ACRLog welcomes a guest post from Megan Mall, Director of Content Strategy at the American Association of Law Libraries.

In my previous position, I worked as a librarian in a university career center. In short, I helped students locate companies of interest and prepare for interviews.

The idea that a librarian could help students with their career pursuits was initially something of a mystery to them. But once they saw the caliber of information available through subscription databases and the librarian’s expertise at work, they were converts. They excitedly provided updates on job offers. They wanted to know what databases to use for research projects and hobbies.

Providing career research assistance was a highly effective entry point to the library for most of the students I worked with. Words like “database” and “online resource” that were simultaneously prosaic and nebulous became meaningful as things that offered near-immediate benefits. And, really, who would argue with a service that saves you time, makes you look smart, and helps you land a job?

In addition, providing career research assistance was a fantastic way to demonstrate the library’s importance to outside stakeholders through usage statistics, satisfaction surveys, and student testimonials—not to mention the indisputable currency of helping students land jobs.

Though I worked with MBA students in the role, I relied upon a few foundational resources that are available through many undergraduate and public libraries. I’m going outline how to use them to launch your own career resource center.

Create a Company List: Hoover’s

Sue Ellen “Swell” Crandell will graduate from the University of Minnesota-Twin Cities with a degree in marketing. She’s interested in finding a job in Seattle. First, we want to see what’s out there—in Seattle—using Hoover’s. Hoover’s is a multi-purpose resource that can function as a company directory.

From the “Advanced Search” screen, I added a few filters, and Hoover’s generated a list of over 100 companies.

The list includes companies like Nordstrom, Starbucks, Amazon, and Microsoft. Swell decides to focus on software companies.

Build Industry Knowledge: IBISWorld

IBISWorld is a great go-to resource for industry knowledge. The reports are typically updated several times per year. You can search by industry, company, or product keyword from the front page.

Some of the reports are very broad, and others are quite specific. For example, my “software” search from the landing page yielded over 700 results.

Each report is extremely thorough and organized in the same way—and can be downloaded to PDF.

Each report also contains an iExpert Summary—which provides an infographic-happy “greatest hits” version for those short on time or who feel overwhelmed by the intensity of the full report.

Locate Company Information: MarketLine Reports

For company information, MarketLine Reports make an excellent one-stop shop. They are available through several different databases, including EBSCO’s Business Source product line. These reports are typically updated twice per year and are 35 to 50 generously spaced pages. It takes about 20 minutes for a thorough reading of a MarketLine Report of that length.

Though access points will vary, I found mine in Business Source Complete by going to “Company Profiles.” From there, I searched for Microsoft, and up it popped in PDF.

You can get important quantitative information though Key Facts and Revenue Analysis—as well as qualitative information through History, Major Products & Services, and the insightful SWOT Analysis.

Find Company News: Factiva

I recommend using Factiva and its endless array of really smart filters for finding company information and more. Not only that, this is a very efficient way of getting verified, and non-fake news! By using Factiva, you will be able to bypass paywalls and cache-clearings and other internet indignities. It’s updated every morning.

The month’s most important news about Microsoft

All manner of useful intel under Factiva Expert Search

Another potent filter is Product Announcements, which will tell you what’s new, where the company’s headed, and what interviewers will be interested in talking about.

Limited Database Access?

If you don’t have subscriptions to the databases used here and can’t access satisfactory substitutes, I recommend looking at your local public library’s collection to see what they offer. Do you share reciprocal access privileges with a nearby college? If so, you might see if you can form a partnership.

If you’re stumped, feel free to contact me and I will do my best to help you find alternatives.

Recommendations for Getting Started

A live demonstration is a must for showcasing these services to students and stakeholders. Go where your students are—consider leaving the library and taking a laptop to the student center or career fair for demonstrations, questions, and general visibility.

Form relationships with career services and student clubs to continually market the initiative. Get feedback on success stories and areas for improvement.

If possible, I highly recommend offering dedicated appointments for individual students. This provides the chance to provide unhurried guidance and a positive, focused research experience.

Spread the Word

Encourage students to recommend the service to peers. Use social media and library signage to supplement the personal, on-the-ground, face-to-face mission. Survey students. Ask them to share their success stories.

Keep decision-makers in the loop. Share feedback, student triumphs, and statistics. Not once—regularly. I know this is difficult for some librarians, but it is imperative.

Additional Resources

Strategic Approach to Interviewing: Best Practices for the MBA Market: The University of Washington’s Foster School of Business offers a thorough guide. Though it was designed for MBA students, it is appropriate for other audiences as well.

Interviews & Offers: Princeton University has compiled a very helpful roadmap of preparing for all aspects of the process.