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And Yet I Live

March 16th, 2010

Can it be? One year, one week since my last post here on Logical Operator.

The long hiatus has two sources. First, it was a busy year - it was the Year of Tenure, during which my focus was on evaluation, preparation of my tenure portfolio, and deadline-meeting. Such activities occupied quite a bit of my time; time I could not spend updating the Logical Operator.

In the end, I did receive tenure. I will be a fixture ’round here for quite a while, I hope.

However, more influential in my lack of effort has been the fact that I’ve felt like I had little to say. The controlled chaos of the past year left me feeling greatly out of the loop in the field (not only had I not had time to write for my blog; I had no time to read other blogs or really much of anything), and the mechanics of the tenure process left me without focus.

So, for the…two? three? readers I may have, this isn’t an attempt to make excuses, but more of an explanation: I did not have much to say, so I chose not to say anything. Better be thought a fool, and all that.

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The latest.

March 9th, 2009

A little while back, I said I might speak further about LibGuides. Now seemed like a good time; I’ve dug into it more deeply and I’ve got a better sense of what it can do.

Overall, I’m pleased. Really pleased, in fact - it’s made creating online tools for the students I teach whys and wherefores of library research dramatically easier and faster, and the fact that LibGuides handles layout and design means that I no longer have to write* CSS to make my web things pretty.

I mentioned in my last entry that the sessions I taught using LibGuides page like this one have been far more successful and engaging to students. The pattern has held - my most recent victory was for a class in research analysis and design for psychology students, and the guide is seeing a lot of hits. My Industrial Psych guide is far and away the leader, with hundreds of hits since I taught the session, and the professor there asked if he could make it a core component of the course from now until eternity (or, I suppose, until something better comes along). It’s working out nicely. Read more…

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Teaching Library Stuff

January 23rd, 2009

One of my responsibilities - a responsibility shared by many of my fellow librarians - is to teach library stuff to science students. Library orientation, BI, information literacy instruction, whatever you call it, it means teaching students the 5 W’s of the Library:

  • Who is this guy?
  • What is that squirrel doing out there? It looks merry.
  • When will this end? Oh god, this is never going to end.
  • Where is the coffee shop again?
  • Why is he still talking?

In all seriousness, the prospect of teaching a library instruction teaching fills me with the nervousness, because although I have done it many times, I remain acutely aware of two things:

  1. Sometimes, you can’t make databases interesting, and
  2. I have no real training in teaching, and I have bored students nearly to death in the past.

However, I have to say that this week has proven to be an excellent week for library instruction. I’ve done two sessions, which is actually a little ahead of the pace for the sciences (I advertise every semester, and the response rate is almost always great in the Fall, and weaker in the Spring; I generally do one session per week at most), and both have gone very well.* Read more…

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Not-so-live blogging Science Online ‘09

January 18th, 2009

I’m about to set off for day 2 of the Science Online ‘09, an “unconference” on science blogging and the use of other new technologies in the teaching, learning, and conduct of science. I was supposed to live-blog the events, and I tried dutifully, but about an hour in the network at the conference site was slashdotted by the attendees (apparently, the network was overwhelmed by 200 technogeeks getting online by WiFi all at once). Coupled with the fascinating, but relentless schedule, and dinner, and accidentally falling asleep after getting back to my hotel room, and I have a lot of catching up to do on the whole “tape-delay-blogging.” Like, all of Day 1.

I plan to post a seriesĀ  entries covering the sessions I attended (along with, of course, any other interesting things that popped up), and my reflections, thoughts, and mental perambulations from the point of view of a science librarian. I can’t promise that they’ll make you gasp in dawning understanding, but there’s some interesting stuff in there.

Stay tuned for more posts on Science Online ‘09!

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Slipping below the surface.

October 16th, 2008

The process of identifying the “right” digital repository software to implement at my university continues apace, with the most recent efforts surrounding a specs-level evaluation of six or seven systems (DSpace, Fedora, and so on) to see if we could identify showstoppers from the very start (either technical capabilities we know we want, or features “incompatible with IT,” as on might say). The evaluation was successful, in the sense that we’ve managed to narrow our pool considerably based on design, licensing, or other factors. We’re now faced with a more daunting task: we not only have to review what we can see of these systems in the wild - which amounts to little more than the front page and, if we’re fortunate, the ability to see public collections - but also dig into the systems to see how they work on the inside, and how people use them.

So, the question on my mind is: how exactly do we do that? Test installations are a must. We need to see the system in action, develop sample content to deposit therein, and see how many different ways we end up breaking the repository (or just being incredibly frustrated with it).

However, the software-technical side of the repository system is less useful for most of us than an understanding of how repositories are used, and in fact, if they are used. From the literature and from presentations, discussions, and my reading about institutional repositories, it looks like that “if” is a much larger concern than the implementation of something cool.

Of course, the larger point is that, assuming a certain level of functionality, the software really doesn’t matter (if you ask some of the experts in the field, there aren’t any good ones, anyway). We need to use something that will provide sufficient function and be acceptable to our IT services group. On the other hand, contributors to the repository may have a general interest in what it can do, but they’re only going to be interested to the extent that it does what they want it to do - as with most things, users will employ a satisficing process to evaluate this resource the same as they will any resource.

So if we are to seek out how repositories are actually used, what do we do? To whom do we speak? We hope to speak to repository coordinators / directors at other institutions, but I’d like to get into the user’s mind too, and get beyond the “obvious” use cases.

To that end, I hope that the repository coordinators at other institutions will point me toward some frequent users, but if any of my few readers do have further suggestions along those lines, I am most interested in hearing them. I have few preconceptions about this process, so I am as a blank slate.

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