Saturday, April 24, 2010
2nd Weekend of Class
It seemed like my group struggled a bit at the end to pull our project together into a single cohesive whole, but somehow we managed to create something that I'm really proud of. The Languages presentation was really fascinating, and got me thinking about unwritten languages in a whole new way. One statement that Kristen made that struck me was about folks trying to write down oral languages who were struggling with how to indicate tone in speaking. They concluded that they didn't need to indicate tone, drawing a parallel to written languages which rely on context to help establish meaning. I got a lot out of the digital preservation presentation, as this is an area that I've been hearing a lot about at KU, in both the Digital Initiatives and Collection Development departments, where preservation of born-digital and online subscribed content are huge priorities. Overall, this was a really great weekend!
Wednesday, April 21, 2010
Teaching Information Skills
Clearly, there are fewer libraries in Mexico than in the U.S., and the information skills of students across Mexico varies greatly between rural and urban areas. Together with the fact that the U.S.-Mexico border is an area that draws workers from across Mexico to employment opportunities at “maquiladoras”, or factories, where technology is beginning to outstrip the skills and knowledge of the population, this is a prime opportunity for university libraries to make themselves invaluable to their institutions. After all, who provides better information use training than librarians? This is exactly the situation that the libraries at the University of Juarez took advantage of beginning in 1995, when librarians embarked on a journey towards a true faculty-librarian partnership that resulted in information skills training becoming part of the required university curriculum, and made the libraries a center for faculty support and development.
Lau (2001) describes the levels of training developed for librarians and staff, students, and faculty members. He also discusses the expansion of the libraries’ efforts to a national scale with hosting of national conferences on strategies in user education, and to an international scale with the provision of training in information literacy instruction to instructors from Mexico and South America.
Among the benefits librarians gained from their efforts is the fact that they gained faculty status, largely as a result of their teaching activities in the information skills program. The library department has evolved into the Academic Affairs Directorate of the university, leading to the further integration of information skills into teaching. The librarians are also well integrated into university committees, giving the libraries a voice across campus.
I know that academic libraries in the U.S. are working to partner librarians with faculty more seamlessly, and that there are also standalone information literacy and research skills courses offered by librarians. One idea that caught my attention in Lau’s article was that students coming to the University of Juarez are nudged to visit the library as one of their first activities on campus. Each student gets an induction card that they must have stamped at locations across campus. Their visit to the main library includes a video and one hour tour, which the students must do to receive a stamp and be eligible to register for classes. At KU, library tours are offered but certainly not mandatory, and there have been graduate students whose first visit to the library came once they began their graduate studies! Lots of information is accessible online, of course, but imagine how much more likely a student would be to return to the library once they’d received an initial welcome and orientation to the resources and services available to them.
Lau, J. (2001). Faculty-librarian collaboration: A Mexican experience. Reference Services Review, 29(2), 95-105.
Lau (2001) describes the levels of training developed for librarians and staff, students, and faculty members. He also discusses the expansion of the libraries’ efforts to a national scale with hosting of national conferences on strategies in user education, and to an international scale with the provision of training in information literacy instruction to instructors from Mexico and South America.
Among the benefits librarians gained from their efforts is the fact that they gained faculty status, largely as a result of their teaching activities in the information skills program. The library department has evolved into the Academic Affairs Directorate of the university, leading to the further integration of information skills into teaching. The librarians are also well integrated into university committees, giving the libraries a voice across campus.
I know that academic libraries in the U.S. are working to partner librarians with faculty more seamlessly, and that there are also standalone information literacy and research skills courses offered by librarians. One idea that caught my attention in Lau’s article was that students coming to the University of Juarez are nudged to visit the library as one of their first activities on campus. Each student gets an induction card that they must have stamped at locations across campus. Their visit to the main library includes a video and one hour tour, which the students must do to receive a stamp and be eligible to register for classes. At KU, library tours are offered but certainly not mandatory, and there have been graduate students whose first visit to the library came once they began their graduate studies! Lots of information is accessible online, of course, but imagine how much more likely a student would be to return to the library once they’d received an initial welcome and orientation to the resources and services available to them.
Reference
Lau, J. (2001). Faculty-librarian collaboration: A Mexican experience. Reference Services Review, 29(2), 95-105.
Librarian Training in Mexico: 1970s
In 1973, Vilentchuk, in a paper written for the National Center of Scientific and Technological Information in Tel Aviv, Israel, lamented the state of library technologist training. She noted that of the 6000 people working in libraries in 1973, only about 500, or 8%, have had library training of any type. Of those 500, only about 50, or 10% (1% of the total), are considered qualified librarians. Of those in that group with Master’s degrees, most earned them at American universities. Vilentchuk goes on to lay out a proposal for a two-part curriculum designed to train first library “technician assistants”, and second, library “technicians”, those interested in continuing their education and becoming the equivalent of full librarians.
The interesting background provided in the report includes some background as to the current state of library science education, and of several efforts that had been tried but had yielded very poor results. One example (1973, p. 4) was a Master’s program at the National University of Mexico, which only graduated eight students in five years!
The Curriculum: Appendix A
Par t 1 of the curriculum assumes that students will need to begin working in a library before completing the entire program, so it focuses on the basic skills needed to run a library: cataloging, acquisition, and lending procedures; administration skills; and basic reference knowledge.
Part 2 focuses on the skills and knowledge needed in an academic or special library: subject expertise, including knowledge of publications and their use in answering subject-specific reference questions; familiarity with the theory and practice of indexing, complex cataloging, and classification; knowledge of reader services; and knowledge of the types of literature (primary, secondary, and tertiary).
I’m interested in following up further on this paper to see if any of it was ever put into practice, and if so, what the outcomes were.
Vilentchuk, L. (1973). Basic Training Programme for Library Technicians in Mexico. Report: ED077526. 38pp. Mar.
The interesting background provided in the report includes some background as to the current state of library science education, and of several efforts that had been tried but had yielded very poor results. One example (1973, p. 4) was a Master’s program at the National University of Mexico, which only graduated eight students in five years!
The Curriculum: Appendix A
Par t 1 of the curriculum assumes that students will need to begin working in a library before completing the entire program, so it focuses on the basic skills needed to run a library: cataloging, acquisition, and lending procedures; administration skills; and basic reference knowledge.
Part 2 focuses on the skills and knowledge needed in an academic or special library: subject expertise, including knowledge of publications and their use in answering subject-specific reference questions; familiarity with the theory and practice of indexing, complex cataloging, and classification; knowledge of reader services; and knowledge of the types of literature (primary, secondary, and tertiary).
I’m interested in following up further on this paper to see if any of it was ever put into practice, and if so, what the outcomes were.
Reference
Vilentchuk, L. (1973). Basic Training Programme for Library Technicians in Mexico. Report: ED077526. 38pp. Mar.
The National Public Libraries Program
Some bits and pieces from a previous post.
I found more information about the National Public Libraries Program initiated by President De La Madrid in 1983. In her article “The Economic Crisis and the Scientific, Technical and Cultural Information Services in Mexico”, Fernandez De Zamora discusses the rapid growth of libraries resulting from unprecedented support at all three levels of government (national, state and local). The program ended with successful completion of its mission to establish public libraries in every city of greater than 30,000 people, and library services for every city of fewer than 30,000 containing a secondary school. In five year, 2696 new libraries were created, bringing the total from 351 in 1983 to 3047 in 1988. At the same time, she notes that the economy was falling apart as oil prices fell, so the newly built libraries were immediately faced with the pressure of sharp budget cuts and currency devaluation that reduced the real value of salaries and the purchasing power for collections (1990).
We are currently facing tough economic times in the U.S., when budget cuts are leading to reductions in the services, resources, and instruction libraries have provided to their communities. Does this result in a downward spiral in overall information literacy among a populace that needs to be ready to run the nation’s schools, businesses and government? More people are making use of public libraries as they reduce their spending on books and media, and as they do more job research and hunting online at the library computers. What would take the place of the public library if a community decided the financial costs outweighed the community service benefits?
Fernández De Zamora, R. M. (1990). The economic crisis and the scientific, technical and cultural information services in Mexico. [doi: DOI: 10.1016/0020-7837(90)90026-C]. International Library Review, 22(4), 263-271.
I found more information about the National Public Libraries Program initiated by President De La Madrid in 1983. In her article “The Economic Crisis and the Scientific, Technical and Cultural Information Services in Mexico”, Fernandez De Zamora discusses the rapid growth of libraries resulting from unprecedented support at all three levels of government (national, state and local). The program ended with successful completion of its mission to establish public libraries in every city of greater than 30,000 people, and library services for every city of fewer than 30,000 containing a secondary school. In five year, 2696 new libraries were created, bringing the total from 351 in 1983 to 3047 in 1988. At the same time, she notes that the economy was falling apart as oil prices fell, so the newly built libraries were immediately faced with the pressure of sharp budget cuts and currency devaluation that reduced the real value of salaries and the purchasing power for collections (1990).
We are currently facing tough economic times in the U.S., when budget cuts are leading to reductions in the services, resources, and instruction libraries have provided to their communities. Does this result in a downward spiral in overall information literacy among a populace that needs to be ready to run the nation’s schools, businesses and government? More people are making use of public libraries as they reduce their spending on books and media, and as they do more job research and hunting online at the library computers. What would take the place of the public library if a community decided the financial costs outweighed the community service benefits?
Reference
Fernández De Zamora, R. M. (1990). The economic crisis and the scientific, technical and cultural information services in Mexico. [doi: DOI: 10.1016/0020-7837(90)90026-C]. International Library Review, 22(4), 263-271.
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