EDIT 6380 Agenda Page
Summer, 2008

Blanket apology: I am lucky to be alive. The Mother's Day Tornado that passed through all of Bibb County routed itself directly over my house. Luckily, it wasn't on the ground when it passed over - and also luckily (miraculously) the many trees that fell missed my house and cars. (All my exterior structures are damaged beyond repair, however). I was without power 4 days, cable/Internet 5 1/2 days, and have no phone yet.   Therefore, I am not as prepared for class as I would like. We will manage, and this document represents the decisions I've made so far about the class.

Tornado pix

9:00 

Gathering
Folders
Wear a nametag!

• Jobs
  
• Capture for absent folks: an army of notetakers
  
• Order of events
• Breaks and lunch: ~10am, ~noon, for groups by 2p
  

Business

• Logistics
• A quick update on last semester's projects
• EDIT 7320: no, you haven't missed anything, because nothing has happened. Order your textbook and I'll deal with you next!
• People missing today (unavoidable conflicts): Tanya, Clarissa
  

Introductions

Beginning Concept Map

Why are we doing this? [=na;data; ID]

Unofficial topic list: show from GoogleDocs: 6380 Topic List: Evolving and Unofficial
The syllabus (in painful detail)

What needs to happen today? 

• Service project: start logistics planning
• Grouping for major assignments
• Enough overview of projects to get you going
  

Our class web site (certainly not fully developed yet)
Food
Things to sign up for:

• Jobs : there are no TAs budgeted for this class. Each class member needs to take on one or more "jobs." Sign up with George (see link).
  
• Tech Tips or Last Word stories - Andy in charge.

Principles of Information Access: Getting started with the Access Enabler Assignment

Service Project Menu
 

Decide: which one? Find out: who else is going there? Decide: WHEN? It's your responsibility to initiate contact with your host.
Then:

What is the task?
In order to do the task, what do we need to know?
What resources will help?
Which of these are most important RIGHT NOW?
How will we find out?
Make your host happy first (time, number of guests, tasks, etc.)
Register your project with the Service Project Manager (Melissa [meropa at uga]) asap.
I may still receive more offers for service projects.

Your preconceptions

Book Dump scenario (or bookstore, or garage sale -- examples of unorganized materials and how difficult it is to find things)

Introduction to Cataloging (in WebCt)

Homework re: your texts

• Kaplan/Riedling
• Mortimer will be similar
• Other readings will be assigned, but no "output" for these.  Your Bishop text from last semester counts among these.
  

Priorities for moving through the summer

• Calendar:  xml | iCal | html | or if you use Google Calender (GCal), look for the SLM calendar.
  
• Due dates: we discussed and decided on a half-semester plan: half due at midpoint and rest at end. So:
• Due on 6/23: Access Enabler; Kaplan/Riedling; Bibliography
• Due on 7/21 (end): everything else
• These dates will be added to the SLM GCal.
  
• Time runs out quickly in the end of summer semester.
  
• Open to suggestions, negotiations on due dates - in advance (not after the fact!). I think the class has spoken as a group and made a reasonable decision.  If individuals need special due date accommodations, feel free to arrange with me in advance (the sooner, the better!)
  

The Last Word, Day 1:

• Summary of the day
• Hand in your Concept Map (absentees: email to me. If using Inspiration, please export for Word.)
  

• Get started on your assignments.
• Get group projects started as necessary.
• Start reading and working through Kaplan/Riedling.
  

• Revisit due dates? Decision: All due dates are now open, with everything due by 7/21. We agreed in class that students would continue to submit work as soon as it's finished (or I can't possibly grade it all, if it all comes in at the end).
  
• Research letter and e-permission in WebCT dropbox
• Mortimer

• Lunch
• More group time? no.
  

• Database basics: records and fields. In MARC, tag = field. And then there are subfields and indicators.
  
• MARC is an old computer file format.  Much is arcane. I believe that its guts will become increasingly transparent as the years go by.  You do not need to memorize any of this.
  
• Let's don't raise icky-picky MARC questions today, because frankly, I would have to study in order to answer properly. Email me these, and I'll tackle via the blog.
  
• Hint sheet, Kaplan/Riedling p. 173
  
• Example, p. 29: walk through
• Tag (these mark fields)
  
• Indicator
• Subfield
• Not all fields have all elements; each tag has its own specific characteristics, including punctuation
• Quick & Dirty: what are the most important fields here? What if you only had 5 minutes to catalog this book?
  
• Lots of examples:  GIL (look up any book, and click "Technical Display"
• Compulsivity check: we could do an entire graduate course on each of these: Dewey Decimal Classification; MARC records; Automation systems and technical processing.  This class is all we get.
  
• Keeping it real!
• Automation software makes most of this transparent.  Even in the early 90's, software did that.
  
• MAF's marginalia in KR chapters 3-6: this will appear in a document in WebCT in a few days.
  

• Facility issues to keep in mind before you make drastic changes:
  
• Traffic flow
• Usage needs: groups (small and large), professional consultations, individual work
• Computers: wiring, outlets, monitoring or monitors
• Watch for "where are the ..." questions
• Don't forget the vertical aspect: height of shelves, furniture, heavy things up high ...
  
• In fact, it's smart to gather data about how things currently work before making drastic changes. Example: slanted fiction shelves.
  
• Balance between local needs and standardization: if you go too far in the direction of local adaptation, then users may not be able to transfer their knowledge of organization to other libraries.
  
• Wasman slide 13
  
• A critical cataloging decision is description: what kind of thing is this?
  
• Answer is obvious most of the time
  
• Material types KR p23, p86
  
• And then: where will it be stored?
• Important: interfiling, or the principle of the one continuous file (as much as possible): it's always easier to find something if you only have to look in one place.
• A key decision is also: should everyone have access to this item?  There are rare occasions when the answer is "no."  And sometimes the answer might be, "it wouldn't hurt, but there would be no interest" - e.g., Professional books.
  
• This informs the call number decision.
• KR p82: good section on conundrums. I don't always agree with their recommendations.
  
• Signs are critical: make locations as obvious as possible
• Create a direct correspondence between call number prefixes and signs
• Mandy's case and group discussion
• Over your career, there may be several times when floorplan changes are natural:
• new flooring
• other renovations
• major rebuilds or new construction
• talk to your peer network when these times occur!
  

People first. Always put patron needs above your "project work" in the media center. Usually, cataloging tasks fall under the category of "project work."

• The first source of cataloging in SLMCs will always be the vendor. (85-90% of acquisitions)
  
• The second source might be some of the "cheats" named here today. (5-10%)
  
• Your last resort would be to hand-enter.  If this happens for more than 5% of your acquisitions, re-think some things!
• Even then, there is the quick-and-dirty way.  I would not hesitate to use it for paperbacks, gifts, "oddball" materials....
• Don't let items sit and sit unprocessed just because you're waiting until you have a chance to hand-enter lots of MARC records.  Even the UGA Library will circulate an item that is "in process."
  

• Wasman's points: slides 14-17
• KR 4
• Critical to understand keyword vs. subject heading. I'm not sure if this distinction will always be critical, but it is still in library software and commercial databases.  Google works in a completely different way.
  
• Other important concepts:
• controlled vocabulary (or thesaurus)
• authority control p51: e.g. Dr. Seuss
• subdivision
  
• Advice used to be: use Sears exclusively
• how many? "Rule of 3" is old; usually, no real limit - although there might be a point where searches would bring back too many irrelevant items if you assign too many.
• Adding subject headings:  Sears creation rules; curriculum ties p.67
• Other MAF marginalia
  

• You will find that certain numbers are used often and you will quickly memorize these.
• Many Dewey "weirdnesses" come from the fact that it was originally intended as a universal system - everything has a number. Kids have terrible trouble with 398, 398.2.   I generally taught: truth vs. imaginary; then onto biographies = true books about people; then onto Nonfiction (numbered) books are true books about other topics.  I'm not sure how to get around this!
• Of course you will put picture books and fiction books in their own sections - do not even consider the 800's.  I would put the literary novels in fiction as well - a novel is a novel!
  
• Biographies: although 92 seems to be allowed, don't use it. Use B for biographies.  A second choice would be to classify the person in with the area he/she is famous for.  Using 92, IMHO, is a ridiculous approach.
• KR says: two copies of the same item should always be in the same place.  I say: why?
  
• In most school library situations, cut the Dewey number at the first opportunity.  This may legally be done at the ' mark.
• Q&D situations: figure out the closest 3-digit number and move on.
• There are great advantages in classifying your audio-visual and professional materials by Dewey - at least at a rough level.  Don't succumb to the temptation to classify by academic subject.  Also avoid serial numbers (Video 1, Video 2...) - these are very hard to access.
• I predict that you may serve an entire career without ever composing a unique Dewey number.  Always copy, or move to the high rough level.
• I think the treatment of the Maus books described in KR is illogical.  Remember always that you are working with young people.
• If you classify by genre, make sure the genre is in the call number.
• Other marginalia
  

• Everybody made a processing checklist at the end of the Order project
• What is the purpose of "secret page" stamping?
  
• As you do your service projects and internship hours, make sure to ask about the steps used in that media center.
• If you have good volunteers, this is a good task to "automate" and delegate.  By "automate" I mean make a checklist that anyone could follow, or delegate small portions of the overall task.
  
• Questions?
  

• KR Appendix III highlights
  
• Basic features:
• Two specialized databases: users and materials. 
  
• Automation system relates the two, keeping track of where materials are and the items each patron has checked out.
  
• Learn how to do these for a fast start:
  

• check in and check out (check scanner to make sure it works)
  
• patron entry: learn how to enter or import new students and STAFF members
  
• reserves (holds)
• material  record adjustment
• search

• Big names in automation: Destiny, Infocentre, Alexandria, Surpass
  
• How much freedom will a SLMS have to choose an automation system?  How would you start?  This is a major high-level decision if it ever comes up for you.  Take a year to do it right, if so.  KR: get your tech people on board; good list of considerations.
  
• Consistent software within the system: there are many advantages to this.
  
• Why we don't study these systems in detail

• Catch-up cataloging projects: backlog of books to process
• Reorganization projects: move a section, rework a section...
• Weeding projects
• These are the primary ways you will interact with cataloging - to a much greater degree than inputting records from scratch.
  

• Watch proper nouns.  Microsoft Word, for example, should always be capitalized.  What about mylar/Mylar?
• Worth sharing: a website that has an index of Lexile levels. (What's Lexile, anyway?)
• Surprise at how long a process takes.  Multiply that out ... it's easy to underestimate.
  

• Work on your projects!
• Read one of the resources listed at http://del.icio.us/maryannfitzgerald/7-12-08

• The Shelf Elf  by Jackie Mims Hopkins
• The Shelf Elf Helps Out by Jackie Mims Hopkins
• Our Librarian Won't Tell Us Anything! by Toni Buzzeo

• Research letter and e-permission in WebCT dropbox
• Mortimer
• Course Eval coming soon
• Ratify agenda for today
• Givebacks that have been completed:
• Z39.50 by Jessica
  
• Accessing the GALILEO password (for UGA students) by Tanya (actually for 7320, but useful for all)
  
• Coming: Downloading MARC records from LoC by Clarissa
• Ideas for others: set up a lesson plan wiki for the Cohort
  
• Course Eval is ready. Due July 22 (yes, before you see your final grade!)
  

• Subject headings and curriculum standards
• "Approved" methods discussed in KR, p. 67 (Tag 658).
• See my counterpoint in WebCT/Resources/MAF's KR Notes.doc.
• Do not hesitate to add a subject heading or other MARC record alteration to match any curriculum standard you must obey.  Be consistent in your wording.
  
• Perhaps do this on an as-needed basis - it is overwhelming, otherwise.
  
• Tracking textbooks
• Debate over whether this should even be an SLM responsibility.
• Barcoding them makes sense.  That does not necessarily mean the OPAC is the best place to do this.
• It's a big job.  There may be advantages to doing it.
• Minimally catalog - definitely.
  
• It makes sense to lobby for more parapro time if this becomes your responsibility - an office aide or instructional aide who adds this to their list of duties under your supervision (does not have to be stationed in the MC)
  
• Dealing with the extra "stuff" that comes with curriculum materials and leveled readers - these materials seldom have MARC records.  What is the balance between access and management for these short-lifespan materials?
• Characteristics
  
• These materials are often flimsy, bulky, and awkward
• Most will disappear or fall apart long before the associated text is replaced
  
• Teachers may want to keep them for personal or departmental use - good
• OTOH, you may have huge mounds of these things to track through the MC.
• You won't have time to catalog them before high demand begins.
• Slight possibility that some may have general usefulness in the collection. These may deserve better cataloging.
  
• Examples
• Leveled readers
• Math manipulative kits
• Media packages to accompany new texts
• Suggestions
• I would do the least possible cataloging with these things. Title, textbook association, barcode, 1 sticker, 1 stamp, go.
• Storage: think this through carefully. May draw teacher traffic (good!). Try to use to your advantage. Ask for extra money to buy tubs or other containers to help manage this messy stuff.
  
• Languages: dealing with ESOL, other-language books

• *Adamich, T. (2009, May/June). The purpose of the cataloging for matters of equitable access: Spanish-language cataloging and “everyday” approaches for non-native English speakers. Knowledge Quest, 37 (5), 42-47. [v jl til 2011; x:rd; 6380]

• This needs research.  It would make a great M.Ed. research problem for EDIT 6900, or a great giveback - to research possible approaches to this entire issue. Materials for this did not "jump out" at me while I was gathering resources for today. I did not do a dedicated search, however.

• KR text deals with language designation in MARC records - this would be a start:
• Tag 546, p.140 (also see my related notes in WebCT/Resources/MAF's KR Notes.doc)
  
• Create the easiest possible "handle" for finding other-language material in your particular setting. An easy solution would be to create a subject heading ("Spanish Materials") and publicize this. 
  
• Make sure your metadata does not block access for anyone (English speakers like Spanish materials, too).
  
• The problem is difficult to solve because MARC records won't be fully in Spanish (much less other languages).
• You are not expected to learn how to catalog in another language.  This is a problem that should be addressed by the collaborative.
  
• Non-English materials: interfile or not?  This is a true open problem to be solved locally.  Interfiling is ideal.  There are many reasons, however, that your local school may prefer other arrangements.  Good topic of discussion for your media committee.
• Reference: Adamich, 2009 (bibliography, below*)
  
• Cataloging, tracking, organizing electronic resources
• At this point, I would not bother to create MARC records for online resources, because:
• Useful sites are often so big that cataloging them as a whole is problematic
• Within stable useful sites, the content shifts around. Example: ALA. Specific resources change URLs every year - ugh!
  
• You don't have time to be hunting down dead links all the time.
• You need a much faster system.
• However, KR argue the opposite.  See their take on this in Chapter 7.  Read my counterpoint in WebCT/Resources/MAF's KR Notes.doc.
• Other resources
  

• Adamich, KQ v35n5, Curr-enhanced MARC
• KQ: CE-MARC links, many by Adamich
• A librarian's tuide to creating 2.0 subject guides - Kroski/iLibrarian - 07

• Compensating for energy expense
• Green everything
• Global everything
  
• Technology will be one key remedy (although insufficient in itself)
• Traveling of all kinds will be restricted, for all practical purposes
• Transporting materials
• Children to school, people to work - unavoidable, but...
• Long-distance elective travel - questionable or rare
• Paper-based communication is disappearing
• May change our work-week patterns, calendars
• Homeschooling may increase
  
• Suburbia disappears?  Or trends toward close-in, denser living
  

• Digital disorder ("pile of leaves")
• Participatory everything
• Open source, free everything digital (a shift from having to pay for every single piece of software to high-quality free things - often better than the commercial; example: Foxfire. Economic models for this are developing.)
  

• His general observations
  
• Recommends Here Comes Everybody (Shirky); Everything is Miscellaneous (Weinberger) (I have this book on my Kindle if you would like to peek at it.)
  
• World is changing - digital revolution not over; "convulsion" continues
• Amazon - read other books like this (recommendations) - an embodiment and leader in many 2.0 changes
  
• Wikipedia is a part of life
  
• These things don't work if we don't contribute
• Many current changes challenge authority:
  
• destabilize traditional thinking
  
• type of Reformation (allusion to Martin Luther and 99 Theses)
  
• not depending upon experts so much
• impact of the amateur
  
• Class time is most valuable for interaction (me: because learning has a social component)
  
• Private/public identity: older people worry more about privacy; younger have a different idea of public/private; leads to issues. In a few years, the hirers will be of the Facebook generation.
• Tribal history: people in small groups; we knew a lot about a small number of people. Suburban life: that got somewhat lost (although preserved in community/church organizations to a certain degree). Maybe 2.0 reintroduces small tribe thing; gives you "neighbors."
• David says about launching 2.0 profiles (like Facebook): "I was reluctant but curious ... now visit daily with people (Friends) that I would see rarely. As for professional colleagues, we are all on. Has improved social interaction."
• Good for introverts
• Too much to pay attention to
• Evaluation is a problem (of information, of people when you have no body language, concrete info).
  
• Need driver's license to navigate all of this?
• Debate: use or not use: "it's not a choice. Can't separate humans from technology (technology has always been a human characteristic, or we would not have survived as a species).  Real problem: people who are opposed to pressure of integrating something they don't understand."
  
• Shift in meaning of Taxonomy
• Linneaus
• orderly lists
• (for us, it would be Dewey)
• folksonomy - my/our own tags
• Keep old taxonomies, but layer our own over
• more visual, less literate, but definitions of text have expanded
• boundary between fiction and nonfiction is blurring: paintings used to be fiction, and photos non-fiction. But now it's easy to create a fictional photo.
  

• "I believe that the read/write Web, or what we are calling Web 2.0, will culturally, socially, intellectually, and politically have a greater impact than the advent of the printing press."
• His list of 10 Trends.  How might each affect information organization?
• 1. A new publishing revolution
• 2. A tidal wave of information (how will we track it all? or select what to track?)
• 3. Everything is becoming participative.
• 4. Pro-sumers: companies are engaging their customers in the creation of the product they sell them.
• 5. The age of the collaborator.
• 6. An explosion of innovation.
• 7. The world gets even flatter and faster.
• 8. Social learning moves toward center stage
• "From 'access to information' to 'access to people'
• 9. The Long Tail (Anderson) - this idea very relevant to us
  
• 10. Social networking really opens up the party.
  

Her presentation

| View | Upload your own

Information Organization 2.0

• Needs for:
• Quick system for "catching" and tagging info sources as they "drift by"
• Public
• Private
• Collaborative
• Index the stuff you make - your website (I'm trying, I'm trying)
• The smallest number of indices possible (this is a challenge right now); principle of interfiling
• Many of us suffer from having too many places to look right now.
• Push vs. pull info streams: creating a system that encompasses both
• Smart search engines
• And smart searchers.  Can you:
  
• finding specific citations?
• make persistent links to articles buried in databases like GALILEO?
  
• use GALILEO effectively?
  
• speak Boolean? - see Booleator
• Portals
• see VOYA Valenza article on sticky widgets: in 6380/Assets: info finds you; start pages; widgets; push technology; portals
• Many of the engines we use are pretty stupid. Example: Windows file search is useless, imho.
  
• When you find a smart search engine, capitalize.  Example: use Google to search ALA's website and other difficult, disorganized, dysfunctional websites.  Another good search engine is the Mac desktop search - magic.
  
• Principle of "multiple things in multiple places" (Weinberger; example: GMail archiving)
• Paradigm shift to be able to put the same thing in multiple categories, where in the past you had to choose one (one Dewey number, one folder, etc.)
• This sounds like greater chaos, but if you can let go the illusion of "everything in its own tidy little place," it actually makes it easier to find things.
• The science of tagging
• One approach: don't worry about it. Let them "grow" organically.
• Be liberal in assigning tags - the maximum number of words to appear in a keyword search.
• And/or: use some basic cataloging ideas to keep them straight:
• Consistent tag names, after awhile at least
• Consider standard vocabulary already in place
  
• Punctuation and spaces mean different things in different systems (look for the "separator")
  
• Watch for "mash-up" opportunities
• Systems that talk to each other will survive longest, I think.
• Your OPAC integrated with (or pulling in) selected web resources
• GoogleBooks integrated with your OPAC (search text of your books using their index)
• Recommendations mashed with your OPAC
• Google Maps mashed with anything.
• Embedding is related to this.  Example: embed your Google Calendar into your homepage.
  
• Recommendation engines: a new sort of beast
• Becoming ubiquitous
• Our advice used to be: ignore the amateurs.  I've completely changed my mind.  The reader can look for "folks like me" and evaluate accordingly.  Helps to get around the problem of elite reviews (which still have their place).
  
• Amazon is a leader here.
• Great potential for generating excitement about reading.
• See several articles gathered by Lisa Delgado if you're interested in this: 
• Avid readership: Wired for Words on-line book club. (2005). School Libraries in Canada, 25(1), 65-75. Retrieved July 2, 2008, from Academic Search Complete database. 
• Fontichiaro, K. (2008). Is LibraryThing actually useful in a library media center? School Library Media Activities Monthly, 24(5), 28-29.
• Gilmore-See, J. (2007). Kids 2.0. School Library Media Activities Monthly, 24(3), 55-58.  
• Harris, C. (2006a). A matter of (radical) trust. School Library Journal, 52(11), 24. Retrieved June 22, 2008, from Academic Search Complete database. 
• Harris, C. (2006b). School library 2.0. School Library Journal, 52(5), 50-53. Retrieved June 22, 2008, from Education Full Text database. 
• Peterson, G., & McGlinn, S. H. (2008). Building a community of readers: BookSpace. Computers in Libraries, 28(4), 6-11, 52. Retrieved July 1, 2008, from Academic Search Complete database. 
• Reuter, K. (2007a). Assessing aesthetic relevance: Children’s book selection in a digital library. Journal of the American Society for Information Science & Technology, 58(12), 1745-1763. Retrieved July 1, 2008, from Academic Search Complete database. 
• Wyatt, N. (2007). 2.0 for readers. Library Journal, 132(18), 30-33. Retrieved June 22, 2008, from Academic Search Complete database.

• Loertscher, although a "senior" in SLM, has been and still is visionary and highly productive
• Basic idea here is: help kids construct their own info spaces. "Accept the notion that the student should be in command of their own info spaces on the computing devices they have access to. ...our role as teacher-librarians is to help students build the kind of info space that will fill their needs rather than say to them, 'You need to use the info space as we have designed it for you.'"
• Analogy: "We teach kids how to manage themselves as they cross the street even though streets are a very dangerous place."  We also allow them to drive!
  
• There is no prevention of kids using Google, Facebook, Wikipedia, etc., etc. 
  
• Despite problems of:
• info quality
• overwhelming number of hits
• dangerous people and data security problems
  
• Instant gratification is hard to combat
• "We are already at odds with the current generation who sees school as irrelevant and boring. Technology is one place to build a bridge that crosses the chasm..[cites Li, 2007]"
  
• Info space:
• everybody should do this
• one place (analogous to: one filing cabinet/one catalog)
• secure, safe
• supports work and ...
• accessible everywhere anytime
• personal, group, outer (open Internet)
• student manages space, and him/herself responsibly in that space
• accept: they already do this. (Many of us are stuck on preventing them from; but that ship has sailed.)
• "Psychologically, all of us need to manage rather than be managed." 
  
• differentiation: an opportunity for
• He lists elements; I miss the concrete here.
• "Would we abandon the construction of the digital school library or the public library info system? No...instead think of them in terms of a grocery store where our students can come and select apples, oranges, or cereal to drag to their own home pages to nourish their information use."  They will choose chocolate sometimes; we might need to help them select broccoli; we can teach them to avoid rotten bananas.
• "Who would teach kids and teens to create and constantly improve their info spaces?" Us, of course.  This is us providing a modern fishing pole.
  
• Ideas:
• Nings are closed collaborative communities.
• Certified students who can provide coaching.
• Application:
  
• Are you already doing this?
• How do you handle all the channels that you need to monitor?  (Old firehose problem ... which just keeps increasing.)
• What might this look like?
• Foxfire allows you to restore your tabs each session
  
• iGoogle - mine is a mess
• Pageflakes? I want to try this. Here's Buffy's overview.
  
• Even a basic homepage
• Controversies about this already rage.
• We could rehash some of the perspectives already mentioned over the year:
• banning of Wikipedia
• blocking of various tools
• Important to understand the perspectives of all sides.
  
• At the end of the day, our brightest kids will go off to college and have ultimate freedom and access to everything. Many kids flunk out their first semester because they are overwhelmed by their new freedoms and responsibilities. How can we help them be ready?   And what about the majority of kids, who never go to college (counting those who never finish high school)?
  

• http://stevelawson.name/jeffco2008/ (about 1/2 way through see folksonomies section)
  
• http://del.icio.us/maryannfitzgerald/7-12-08: building
  
• Mississippi Library 2.0 Summit: look at these topics
  
• MARC records for online resources - this is 2 yrs old, I may have changed my mind
• Mellon Grants CLIR $4.27 Million for Program to Catalog Hidden Collections: in G4/18
• Taming the beast: social bookmarking 07 - Richardson
• Drupal in libraries released - Harris08
• "Follow the users" see American Libraries Mar08 Farkas p36 [in paper folder 6380]
• "Patrons as providers" see AL Mar08 Farkas p35 [in paper folder 6380]
• Alternative systems: Give your books a bump - Barack - 07
• Farkas 08 Open everything: embracing 2.0..., 6380.pf "patrons as providers"
  
• Dressman, 1997, Preference as performance...suggests that Dewey is not so natural for kids: 6380.pf  
  
• Dressman, M. "Preference as Performance:  Doing Social Class and Gender in 3 School Libraries" Journal of Literacy Research ?9, 3 (1997) 319-361. not available online - I have copy.
  
• StumbleUpon new ideas for libraries - 80 Harris
• user's interface: modernizing:
  
• Breeding, M. (2007). Recasting library catalogs: New library interfaces take the stage. American Libraries, October, p43. [6380pf]
• digital disorder: LOC getting out of cataloging business; poor usage rates for OPAC;  user self-cataloging: Eden, AL Mar08 p38 'Ending the Status Quo:The future of info organization'. filed in 6380p

• Access
• Big-picture organization
• Classical techniques and systems - a working knowledge bolstered by strategic systems and tools
• A look at some of the things that cause organizational problems but usually are not covered by info-org theory
  
• Keep an eye to the future, because I believe that things are changing fast (which makes life fun!) One of my professors used to say: "Everyday something different, every year something new."
  

• Aug 16:
  
  • 9-11, EDIT 6900 Orientation
    
• 11-1, EDIT 6400 Orientation with Dr. Clinton
  
• 1-3, EDIT 7340 Orientation
  

• Work on your projects!