Competency 8

Competency 8: demonstrate proficiency in the use of current information and communication technologies, and other related technologies, as they affect the resources and uses of libraries and other types of information providing entities


It seems seems that as soon as a new technology is mastered and implemented another new one is introduced. At the same time the influx of information has taken on (especially with the rise of Google) a contradicting inter-connected yet autonomous nature. Individuals have the world's information at their fingertips while sitting alone in their homes, yet the entire world has contributed to this virtual library of everything. Anyone can have anything at anytime. Is that right? Has the Internet negated the need for Librarians, interconnected assistance and personal service? Many say yes, but I say no. With that being said, I believe there are caveats to this stance. I believe that to be a librarian today there are many angles you need to have a hold on in order to stay relevant and in demand.


First, I believe that Librarians today must be able to use technology and understand their depth of their reach. They must be not be dismissive of social media, blogging, and other popular modes of virtual connecting. They must be able to not only work a computer but take it to the next level by exercising their capabilities fearlessly in the open, virtual world. It is not only matter of understanding Web 2.0 philosophically and technically, but it's important to understand it. If a librarian does not understand this (as it can be defined as, quite literally, the world we live in now) they fail to understand both today's information and the way people are seeking information in today's world. Both of these things are essentially what Librarians do and it is not enough anymore to know what one was taught in school, but it is for me an ongoing education that is constantly in flux. Librarians must be prepared to keep learning because as soon as we master Web 2.0 (or more likely before) it will already have grown into 3.0 (as it is already doing). The core principle in information science and library studies is to be a step ahead.


Second, I believe that technology should be taken with a grain of salt. That is to say Just as the megalith stone stands the sands of time better the the book, the book stands the sands of time better then the digital ones. One supporting technology with a blind, false sense of protection is doing the world of information science a grand disservice. Backing up information, having hard copies, and taking into consideration these topics during collection development and beyond with create a more well rounded approach to technology while at the same time embracing the times we live in.


Third, how technology affects the information seeker is another big piece of the puzzle. The wave of Google has affected EVERY user and how they approach the search for information. The single bar search, the spelling corrections, the unknown nature of facts and fiction, and even the vast amount of returns we can get from a single search: these are all components of the autonomous world of information seeking today. In any given Google search, an autonomous searcher may find themselves will literally millions of hits and responses. From here, a user must then differentiate between fact, fiction, spam and advertising. Lay users can become crafty and even skilled in Google searches but imagine the skilled search of a librarian and the world it would open up for any given Internet Surfer. But it isn't only a conversation about search skills. It much more then that. It's about intellectual freedom and serving our community. The influx of computer technology and their counterpart search engines could (and arguably even now) work against intellectual freedom. Wading through the online world, a user can actually be blocked from information or manipulated by self-serving propaganda. As technology takes hold Librarian's have a duty to uphold intellectual freedom virtually as well as in the stacks. How do we communicate our services and skills will prove not only that we are savvy and have something to offer, but it will draw young users in who have grown up with technology and consider it second nature.


As I went through school, I explored Web 2.0 vigorously and experimented with many forms of social networking and technological tools. I did so as a means of not only getting up to speed but in reverence to the tools Librarians now have at their disposal. I understand who is using what. What demographics use what? What age groups are using what tools? And how can I, as a new Librarian, offer up-to-date, technological guidance and answers? Lastly, how can I draw in new Library user's such as teens to the library and show that we "know what's up" and are a "step ahead" of the game?


I present here some of the projects I worked on that demonstrate my ability to work within the Web 2.0 world comfortably and hopefully, answer the questions I asked above. Furthermore, All three Artifacts are presented in a manor that reflects the genre it covers and target audience. Understanding the genre I am representing, and the patrons interested in the topic, illustrates my ability to be creative with technology as well as individualistic in the way I serve patrons. It also represents a library's collection and draws in new users who may believe the library to be irrelevant when they can just "Google" it at home. I titled most of my blogs and virtual endeavors by the name of "UnLibrarian" because I feel that at the core of technology and library science, a modern day library needs to be more of an UnLibrarian in comparison to days past. No more does being a librarian mean anything stereotypical and technology is a piece of the "new" definition of who Librarians are today.

Demonstrative Works


Artifact 1 is a Teen Materials Database. One wouldn't paint the children's section wall black, just as one wouldn't paint cartoon characters in the philosophy section. The virtual database or collection needs to reflect the community drawn to it in the same fashion. We want to draw patrons into our collections and we can't forget that in the virtual world we want to maintain the same standards. Essentially a teen database should reflect a teen collection and the teen that use it. Often when a teen is surfing the net, it's the images that catch them. If a service is to be successful it needs to keep the user in mind. It was my hope that in creating this blog I created a visually stimulating site that's content is worthy of its visuals. In it are books, movies, audiobooks, gaming, and a wealth of link and resources for teens. Furthmore, with the rise in popularity of teen titles for adults, I kept in mind that it was very likely that adults may use it as well.


Artifact 2 is a paper I wrote on digital resources for teens. The paper's central focus is looking specifically (rather then theoretically) at actual teens and their digital surroundings. It includes actual journal entries, to accompany the paper, from observations of a Library Teen Zone and a High School Library and after school activities. My central idea was to look at "why" teens use technology and how. Rather then focusing on technology as a homework resource, look at the personal side on technology. In doing so, I think I am more aware of the community in which I serve, on a deeper level. Teens use computers for many things, socializing, expressing their individuality (a HUGE part of this life stage), a shield to the stresses of life (escaping), recreation, even modifying special needs. This is only a minor look at a much larger definition of personal uses of technology. Considering these facts, I have an extra edge when dealing with digital resources for teens and serving this demographic. Technology is not human. More and more, when we transfer from direct human interaction, we loose the personal touch. When we use technology we can not forget the human side. It is my belief that if we can make this connection, we will be better Librarians for it.


With Artifact 3, I present my ability to use technology to create imaginative modes of connecting with patrons with modern tools. Below is my catalog of "book trailers" all of which I created while in the MLIS program. Some are include "casting" ideas (as is popular among fans today and widely used as a bonding and communication connection with other readers.) Like book groups connect over titles, today's readers connect virtually all the time. Book trailers both help new reader's connect with titles, as well as, are a springboard for conversations and impressions while (or after reading a title). Many teacher's of English today recognize the power of technology and even allow their students to use it in place of traditional book reports. What's more, many reader's include casting choices they envision while reading the book which help children, teen and adult literacy with comprehension and visualization. For a librarian, outreach and use of the library is crucial and knowing what's current and how to use current technologies are a must in today's world. These book trailers were created fro this very purpose: to learn how to work with emerging technologies as well as the ability to serve patrons as an alternative, or enhancement to, a Reader's Advisory. I created them on iMovie. They are housed on Youtube.


Artifact 1: Database - Teen Materials


Artifact 2: Digital Resources Paper


Artifact 3: Book Trailers (See Links Below)


Children's Title:

Teen Titles:
Adult Title:

[All images, information, and music are either free from Copyright or are protected by Fair Use of Copyrighted Material intended for educational purposes as defined by the U.S. Copyright Office in section 107.]





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