LIS 610 Foundations of the Information Professions donna Bair-Mundy

LIS 610LIS 610

Foundations of the Information Foundations of the Information ProfessionsProfessions

donna Bair-Mundydonna Bair-Mundy

Course goalsCourse goals

Learn more about the LIS professionLearn more about the LIS profession

Synthesize what you have learned Synthesize what you have learned in the programin the program

Share your thoughts andShare your thoughts andexperiences with your colleaguesexperiences with your colleagues

Subscribing to Listservs Subscribing to Listservs assignmentassignment

Select 2 electronic discussion listsSelect 2 electronic discussion lists of your choiceof your choice

Subscribe to the listsSubscribe to the lists

E-mail your instructor with the E-mail your instructor with the names of the 2 lists you have chosennames of the 2 lists you have chosen

Introducing yourselfIntroducing yourself

Your nameYour name

What you like to be calledWhat you like to be called

Where you are in the programWhere you are in the program

Something interesting about Something interesting about yourselfyourself

Information issue importantInformation issue importantto youto you

Course structureCourse structure

Understanding our usersUnderstanding our users

History and missions of librariesHistory and missions of libraries

Roles of libraries in societyRoles of libraries in society

International librarianshipInternational librarianship

Library and info professionsLibrary and info professions

Information policyInformation policy

Into the futureInto the future

ActualActualusersusers

ActualActualusersusers

PotentialPotentialusersusers

PotentialPotentialusersusers

ExpectedExpectedusersusers

ExpectedExpectedusersusers

BeneficiaryBeneficiaryusersusers

BeneficiaryBeneficiaryusersusers

Understanding our usersUnderstanding our users

Informal Library Use Survey Informal Library Use Survey AssignmentAssignment

• Make at least five copies of the LIS 610 Informal Library Use Survey Form.

• Interview 5 or more people, asking each person the questions on the form

• Organize and analyze the results of your interviews

• In class, compare your findings to those of the other members of the group

• Spokesperson reports group results to rest of class.

• As a group hand in the summary of your results, as well as your individual filled-in survey forms

Public librariesPublic librariesPublic librariesPublic libraries


School librariesSchool librariesSchool librariesSchool libraries

ArchivesArchivesArchivesArchives

Group reports:


Academic librariesAcademic librariesAcademic librariesAcademic libraries

Special librariesSpecial librariesSpecial librariesSpecial libraries

Digital and virtual librariesDigital and virtual librariesDigital and virtual librariesDigital and virtual libraries

Group reports:

Roles of libraries and Roles of libraries and information workers in societyinformation workers in society

Custodians?Custodians?Custodians?Custodians?

Of books?Of books?Of knowledge?Of knowledge?Of culture?Of culture?

Gatekeepers?Gatekeepers?Gatekeepers?Gatekeepers?

To what?To what?For whom?For whom?Exclusionary?Exclusionary?

Advocates?Advocates?Advocates?Advocates?

For whom?For whom?For which causes?For which causes?

International and comparativeInternational and comparativelibrarianshiplibrarianship

GlobalizationGlobalizationGlobalizationGlobalizationReconstitutionReconstitution

ofofcommunitiescommunities

ReconstitutionReconstitutionofof

communitiescommunities

HomogenizationHomogenizationofof

cultures?cultures?

HomogenizationHomogenizationofof

cultures?cultures?

InformationInformationneeds in aneeds in a

multiculturalmulticulturalenvironmentenvironment

InformationInformationneeds in aneeds in a

multiculturalmulticulturalenvironmentenvironment

International and comparativeInternational and comparativelibrarianship – our graduateslibrarianship – our graduates

Ukkamsa in his library in Myanmar (formerly known as Burma)

The library and informationThe library and informationscience professions (1)science professions (1)

Education for the professionsEducation for the professionsEducation for the professionsEducation for the professions

Professional associationsProfessional associationsProfessional associationsProfessional associations

AccreditationAccreditationAccreditationAccreditation

The library and informationThe library and informationscience professions science professions

Standards & guidelinesStandards & guidelinesStandards & guidelinesStandards & guidelines

EthicsEthicsEthicsEthics

The library and informationThe library and informationscience professions science professions

ValuesValuesValuesValues

PrivacyPrivacyPrivacyPrivacy

Banks and Bowman theoretical Banks and Bowman theoretical model modified by Rotenbergmodel modified by Rotenberg

InformationInformationaccessaccess

CrisisCrisis

Crisis

Crisis

PrivacyPrivacy NationalNationalsecuritysecurity


AccessAccessAccessAccess

USA PATRIOT ActUSA PATRIOT ActUSA PATRIOT ActUSA PATRIOT Act


National librariesNational librariesNational librariesNational libraries

CopyrightCopyrightCopyrightCopyright

Into to futureInto to future

Where areWhere arewe going?we going?Where areWhere arewe going?we going?

Demise ofDemise oflibrarians?librarians?Demise ofDemise oflibrarians?librarians?

Four main activitiesFour main activities

ReadingsReadingsWeeklyWeeklygroupgroup

discussionsdiscussions

GroupGroupreportsreports

GuestGuestspeakersspeakers

Participation is the keyParticipation is the key

The success of the classThe success of the classdepends on the freedepends on the freeexpression of thoughtsexpression of thoughtsand opinions by everyand opinions by everyclass memberclass member


ReadingsReadings

Question:

Where do I find the readings?

Rubin, Richard E. 2004. Foundations of library and information science. Third ed. New York: Neal-Schuman Publishers.

Where are the readings: Where are the readings: the textbookthe textbook

Course Web pageCourse Web page

http://www2.hawaii.edu/~donnab/lis610

(This is on the course syllabus.)(This is on the course syllabus.)

Where are the readings: Where are the readings: Electronic filesElectronic files

http://www2.hawaii.edu/~donnab/lis610

Session 13 assignments

Where are the readings: Where are the readings: Electronic filesElectronic files

http://uhmanoa.lib.hawaii.edu:7008/vwebv/searchBasic?sk=manoahttp://uhmanoa.lib.hawaii.edu:7008/vwebv/searchBasic?sk=manoa

Search window for reservesSearch window for reserves

Electronic reserves listElectronic reserves list


Please configure the Acrobat Reader to open PDF files in a separate window:

• Open browser then open Acrobat Reader

• Edit menu > Preferences > General > Options > Web Browser Options

• UNCHECK display PDF in browser

• Close browser and Acrobat Reader

PDF Reader instructions

Configuring Adobe Reader (1)




Electronic reserves (9)

Login through the UH Web Login Service

Electronic reserves (9)

McBooklover

*******

And then you wait . . .



• Two people per group.

• Select a topic from the list of topics provided.

• Presentation based on a reading or a topic.



Question:

Where do I find the instructions for the group reports?

Group reportGroup report

• Select your group presentation partner

• Peruse the presentation topics

• Select a presentation date and topic

• Print your names on the group- report sign-up sheet

• Exchange e-mail addresses and telephone numbers with your partner


WeeklyWeeklygroupgroup

discussionsdiscussions

Question:

Where do I find the instructions for the weekly group discussions?

Required for all

Required for group

Form weekly discussion Form weekly discussion groupsgroups

• Meet with your group to:

• Exchange e-mail addresses and phone numbers

• Decide how you will divide up the readings

• Sign up for a weekly discussion group

LIS 610 Bill of RightsLIS 610 Bill of Rights

• Every person has a Every person has a right to have an opinionright to have an opinion

• Every person has a Every person has a right to express an right to express an opinionopinion

• Every person has the Every person has the right to respectright to respect

Today’s group discussion:Today’s group discussion:

Nancy Drew Nancy Drew v. v.

San Francisco Public LibrarySan Francisco Public Library

Nancy Drew mysteriesNancy Drew mysteries

Written by ghostwriters

Series novels

First appeared 1920s

Nancy Drew v. San Francisco Nancy Drew v. San Francisco Public LibraryPublic Library

“Mommy, where is Nancy Drew?”

Thea Bosselman, 9 yrs. old (in 1996)

“Please ma’am, where is Nancy Drew?”

Asked the librarian:

Nancy Drew v. San Francisco Nancy Drew v. San Francisco Public LibraryPublic Library

“Money is placed into materials which meet children's informational needs, expand their multicultural awareness and experiences and which are of a higher literary quality.”

Toni Bernardi, head of children's services for the San Francisco library system

Library Snubs Nancy DrewSan Francisco Chronicle, May 7,1996, p. A1

Nancy Drew v. San Francisco Public LibraryNancy Drew v. San Francisco Public Library

Just as social critics condemned dime novels, librarians and teachers denounced the series books. Franklin K. Mathiews, chief librarian of the Boy Scouts of America, wrote in 1914: "I wish I could label each one of these books: 'Explosive! Guaranteed to Blow Your Boy's Brains Out.' . . . [A]s some boys read such books, their imaginations are literally 'blown out,' and they go into life as terribly crippled as though by some material explosion they had lost a hand or foot."

Early 19th century:

Trelease, Jim. The read-aloud handbook. Chapter 7. Excerpted online at http://www.trelease-on-reading.com/rah_chpt7_p2-b.html


H. W. Wilson Company, the largest U.S. manufacturer of library supplies, refused to print the index cards for the card catalog for Nancy Drew, and even published a list of nearly 60 authors who should not be circulated by libraries, all of them authors for series like Tom Swift and the Bobbsey Twins.

Early 19th century:

Trelease, Jim. The read-aloud handbook. Chapter 7. Excerpted online at http://www.trelease-on-reading.com/rah_chpt7_p2-b.html

Nancy Drew v. San Francisco Public Nancy Drew v. San Francisco Public LibraryLibrary

Local media editorial:“The Case of the Empty Shelves”

The San Francisco Chronicle May 7, 1996, Pg. A18

“The New Main [Library] may be a multimillion dollar architectural and technological wonder, but the most awesome accoutrements are meaningless if durable, favorite books are absent.”


Letters to the editorThe San Francisco Chronicle MAY 10, 1996, Pg. A26

The vast majority of successful women I know grew up devouring Nancy Drew books. We learned that girls could be resourceful, intelligent, articulate, kind and assertive (like Nancy), boyish (like George) or even a bit chubby and squeamish (like Bess).

These girls did not rely on boys, fisticuffs, or even parents to help them out of what appear to librarian-jaded eyes as predictable dangers. We read these books, learned a few detective skills, and most importantly, learned to love reading. (Perhaps it is only a coincidence that one of my daughters is named Hannah.)

Bring Nancy Drew to the library.

ELIZABETH LAWRENCE


Across the country:

Library's Mystery: No Nancy Drew

Rocky Mountain News (Denver, CO) May 12, 1996, p. A15

Case of Missing Nancy Drew Mysteries solved by fourth-grader

“It's The Case of the Missing Nancy Drew Mysteries - and in this story, the librarian did it.”

Tulsa World (Oklahoma); May 20, 1996, p. A15


On one of my other listservs I read that San Francisco Public Library announced that it was no longer going to carry Nancy Drew mysteries. Does anyone know the full story? I understand there have been some protests. Are they no longer carrying just Nancy Drew or is this extended to the Hardy Boys, The Bobbsey Twins, and all of their ilk?

LIS listservs:


Subject: Nancy Drew series inter alia To those who would consider dropping series such as these from the library collection, I recommend a book I stumbled upon recently: PARENTS WHO LOVE READING, KIDS WHO DON'T (by Mary Leonhardt, c1993, Random). One of Ms. Leonhardt's premises is that well-intentioned librarians, teachers, and parents MURDER kids' love of reading by telling them that all the things they really LIKE to read -- Nancy Drew, BabySitters, Goosebumps -- are just trash and instead trying to cram down their throats a Medal-winning book about how the Aztecs planted corn. Her point is that if kids learn through what she calls sub-literature -- comic books, series books -- that reading is a pleasurable pasttime that one might actually choose instead of say, television, their reading skills will improve, the habit of reading will be established, and reading of "literature" will come along with it. Furthermore, as a parent, I certainly expect to find Dick, Nan, Freddy, and Flossie at my library.

LIS Listservs:


What do you think?

What are the issues here?

Should the public library carry the Nancy Drew series?

Discussion question:


Outcome:

Charge: The library is showing its elitist bent by excluding Nancy Drew mysteries from the collection.

Response: The library has given up the “literary merit” fight, and Nancy is in.

American libraries 27(7), August 1996.

Reading begets readingTom Barry

“Buried as we were in the arid plains of West Texas … The Hardy Boys, Nancy Drew, whatever else promised vicarious adventure, was my meat. I haunted the public library.”…“Reading leads to more reading.”

The Austin American-Statesman (Texas). May 11, 1996, editorial, p. A10.


Over a five-year period, I surveyed 2,887 teachers, with an average of 14 years teaching experience. When asked to name the favorite books from their own childhoods, 30 percent named a series book as their personal childhood favorite. Since a recent study shows teachers' literacy skills to be the equal of their college classmates and 50 percent of teachers' skills exceed 80 percent of the general population's, it should be obvious that series books do not impede literacy. Trelease, Jim. The read-aloud handbook. Chapter 7. Excerpted online at http://www.trelease-on-reading.com/rah_chpt7_p2-b.html


Documents

LIS 610 Foundations of the Information Professions donna Bair-Mundy