Future+Trends

Copy your Future Trends Paper and paste it into this page on the class wiki. The purpose is to share all of the information you have uncovered regarding the trend you have selected to research. At the end of your paper insert a horizontal line in order to define each posting.

_  Nancy Milliken SL 5040 Information Storage and Utilization July 28, 2009  Current Trends in Library Automation Systems

It appears that there are numerous trends in library automation systems for schools, though the use of some of these newer products has been slowed by the present economy and the lack of funding for school libraries. However, there are several trends, frequently mentioned in research and interviews with vendors, that today’s school libraries are taking advantage of. For small districts or districts not wanting to provide technical support to their library systems, Software as a Service (SaaS) is a good option. Updating the library system interface is a popular trend which is enjoyed by many library patrons. Finally, updated search functions for younger students are popular in the school library automation system market. One trend seen in today’s library automation systems is growth of SaaS. With SaaS, school districts can count on having a specific annual cost for technology support, with that support provided by the vendor instead of the district’s technology group. In //Opportunity Out of Turmoil//, Breeding reports that “Software as a Service (SaaS), which we used to call application service provider (ASP), involves relying on software remotely hosted by the company that developed the application. This arrangement involves a fixed, annual subscription fee, but it saves the library the costs of purchasing software licenses, server hardware, and technical staff that would have otherwise been needed to maintain a local installation.” (Breeding, 2008) A SaaS subscription can help districts faced with busy technology support groups, can help small districts with small staff numbers, and may save funds for districts not wanting to hire expensive technology personnel. Follett Software Company (Kelly Ferkle, personal conversation, July 23, 2009) calls their SaaS service Hosted Solutions. Small districts especially appreciate this service which allows them to have their system installed on the server at Follett and provides them with technical support, all updates, maintenance, and back-ups. Because of the current economy, many library systems are holding off on expansion or upgrading of their current library automation system or are delaying the change to a newer, more effective system. In //Investing in the Future//, Breeding reports “A common library strategy is to maintain a legacy integrated library system as long as possible but provide a new-generation interface to modernize its look for patrons” (Breeding, 2009). A main area of competition is in the interface as companies strive to produce a product that will appeal to existing and new customers. Breeding (2008) further states that “ever-growing dissatisfaction with older model catalogs has mandated new library interfaces incorporating Web 2.0 features such as RSS feeds, user tagging, and reviews. Behind-the-scenes integrated library system (ILS) operation matters less than the patron's experience. This new genre of products enables libraries to make drastic improvements to their online presence in less time and at a lower cost than a complete ILS replacement.” The Library Corporation (TLC) interface features relevancy ranking, the ability for users to tag and rate resources or write reviews, facets for narrowing results, and map displays of an item's location in the library (Breeding, 2009). According to Dianne Coan (personal conversation, July 28, 2009), further enhancements to the TLC interface “are not limited to just book jackets and journal reviews of titles, but also user contributed content, such as tags, text reviews, video reviews, or ratings as well as less traditional content such as series information, “similar” titles / more like this, “your friends are reading”, and more.” Follett Software Corporation’s (FSC) Destiny Quest offers an interactive interface with the ability to create lists in a “book bag”, save favorites, create bibliographies, rate and review books, and access additional websites (Kelly Ferkel, personal conversation, July 23, 2009). Breeding (2009) further states that Destiny Quest offers many of the features now expected in library discovery interfaces, including display of cover images, facets for narrowing search results, related resource recommendations, and personalized workspaces. Both FSC and TLC are offering a new interface for younger students. Follett’s Destiny Classic offers an interface for younger students with easy to identify icons (Kelly Ferkel, personal conversation, July 23, 2009). TLC’s LS2 Kids project has an interface designed specifically for children aged 6-10 (Dianne Coan, personal conversation, July 28, 2009). Breeding (2009) reports that economic pressure will cause some libraries to take less-expensive automation options over alternatives that they might prefer with higher price tags. Because of this, Saas options, interactive and more visual interfaces, and better search features for younger students are current trends that will help school libraries continue to provide good service to their patrons.

References  Breeding, Marshall (2008).Opportunity out of turmoil. //Library Journal//, //133(6)//, 32-38. Breeding, Marshall (2009).Investing in the future. //Library Journal//, //134(6)//, 26-30, 32-4, 36, 38-9. Breeding, Marshall (2009).Library Automation in a Difficult Economy. //Computers in Libraries//, 29(3), 22-24.

 

Rosa M. Granado

Abstract The Library of Congress continues to be the ultimate source for subject headings and terminology in the United States and abroad. While it continues to be invaluable, there have also been many controversies surrounding the validity of their terminology which can often be outdated, biased, or nonexistent. Criticism has changed since the Library of Congress does acknowledge a need for evolving subject headings and terminology, but their processes often receive criticism as being too complex, taking too long, and often not yielding results that reflect the perceived needs for change. The controversy has turned from a question of should the Library of Congress change outdated terminology, to how can we make these changes more quickly and more suited for today? The Continuing Conundrum that is the Library of Congress Subject Heading Terminology The subject of the Library of Congress subject headings and terminology is one which is very complex to understand. What quickly became very evident during research is that while everyone acknowledges the fact that the Library of Congress subject headings and terminology are the standard for cataloging practices in the United States and internationally, there are many catalogers who find problems within the system of LCSH. It has been charged as being biased, outdated, and not end-user friendly. And while the Library of Congress realizes that it does need to be constantly adapting terminology to reflect changing society and perceptions, the process which it uses is more often then not under constant criticism as well. In response to this dissatisfaction with the formalities involved in changing terminologies, one very common response from the library community is to end use of LCSH or use it in conjunction with other systems that are more rapidly adaptable with changing needs. As with all things, this is both a tough situation but also one in which many positives may result from. There are many positive aspects to this situation in that LCSH does acknowledge its need to constantly change in order to reflect our changing society. More importantly, there are a large number of librarians and catalogers who are constantly striving to make libraries and research more accessible to and representative of all people in our communities. Finally, through these combined efforts, we have a system that is in constant evolution to become more efficient and representative of our communities. // Background // As discussed by the Cataloging Policy and Support Office for the Library of Congress on March 15, 2007, in their report titled “Library of Congress Subject Headings: Pre-vs. Post-Coordination and Related Issues”, the Library of Congress Subject Headings are the most dominantly used subject indexing language today, and it has been used for over a century. LCSH has provided terminology to be used by catalogers since 1898 (Cataloging Policy, 2007). And while the Library of Congress has SACO to address the issues of outdated search terms and terminology that does reflect our varied communities, Franks (2009) validates the views that SACO may be overburdened in this task when he states, “the COOP Team alone is now handling as many as four thousand proposals for new LCSH headings each year and as many as one thousand suggestions for revisions to headings” (Franks, 2009). With a workload like this it is obvious that change in any form will be long in coming. While we wait for these changes, many often focus on the obvious problems of this situation. So much so, that the real question in all of this is not should LCSH terminology be updated to reflect cultural changes. This is a mute point since LCSH itself has worked to make changes because they recognize this to be true. The real question becomes how can this change be facilitated or supplemented to better suit the needs of our patrons. The answers have been fast in coming. As Lois Chan proposes (2009) separating terminology from application by creating two files with different purposes (Cataloging News, 2009), others discuss the validity of allowing users to assign tags in order to help end-users find easier ways to search for what they need (Rolla, 2009). Regardless of what solution or solutions the library community sets its sight on, there are obvious problems and advantages to supplementing LSCH. // Negative Aspects // While we wait, it has been made apparent that the outdated and seemingly biased LCSH are creating ripples in the pond that many fear may be more than just inconvenient. As Theresa Strottman (2007) states, “the argument regarding regional biases exhibited in a national subject access scheme is more than purely an intellectual argument. The widespread use of this scheme has daily social implications” (p. 60). She argues that subject headings not only reflect our changing society, but that they can emotionally impact those populations which see themselves misrepresented or not even represented at all in LCSH. This element of social emotional impact is further discussed by Margaret Peachy (2009) when she writes about LCSH reclassification of terminology dealing with the Ruhleben detention camp of Germany during WWI and its reclassification as misleading to how people will perceive it (Peachy, 2009). In addition, it has already been proven that finding additional systems to enhance the use of LCSH will not be easy or always affordable to find. The continued debate as to which system to use and how to incorporate controlled vocabularies into the Source Vocabulary File or how to create software and databases that will easily facilitate cross-searching and operation between different vocabularies by not only using the 4XX and 5XX fields but also incorporating the 7XX field (Cataloging News, 2009, 437-438) shows just some of the obstacles that the library community faces. Not to mention how or whether to include tagging that can be manipulated by end-users into the mix (Rolla, 2009). With these things in mind, it becomes obvious that finding a system to supplement LCSH will be easier said than done. However, it is important to note that despite all the roadblocks, the positives far outweigh the negatives in this debate. // Positive Aspects // One important aspect to keep in mind is that while we do wait for this situation to be fixed, there are people who are constantly working to make this a better system for everyone involved. Franks’ (2009) participation in the Radical Reference blog and his suggestion for people to help facilitate change of LCSH terminology by using SACO forms (Franks, 2009) is important in that it is one way in which we can make change happen quicker. And while Peachy and Strottman both bring to light instances where LCSH are still not working in ways that librarians and catalogers would like them to, their attempts to shed light on these situations are necessary and important for many reasons: simply put, they are two of many who are working individually or collectively to make our library systems the best that they can be. Ultimately, the most positive aspect of all of this comes down to this one simple fact. While this is an exhausting and frustrating practice in red tape, changing how LCSH and the retrieval of information works in our libraries is a fight worth fighting. The problems created by incorrect or biased subject terminology, along with the struggle that catalogers face daily while trying to use sometimes outdated headings, are too big to ignore. It is only through this continued evaluation and questioning of the powers that be that the obvious changes that are needed will be achieved, and it is through these changes that our library systems and the people who work in them will be able to provide the best libraries to the people who need and use them. References (2008) ‘Cataloging News’, //Cataloging & Classification Quarterly//, 46(4), 431—446. Franks, Anthony R.D. (2008, May 20) Library of Congress subject heading blog-a-thon: Response from LC. Message posted to http://www.radicalreference.infor/lcsh/2008/response Cataloging Policy and Support Office. (March 15, 2007). //Library of Congress Subject Headings:// //pre-vs. post-coordination and related issues//. Retrieved July 28, 2009, from http://www.loc.gov/catdir/cpso/pre-vs-post.pdf Peachy, Margaret. (2009). Subject headings (mis)informing memory. Faculty of Information Quarterly, 1(3). Rolla, Peter J. (2009). User tags versus subject headings: can user-supplied data improve subject access to library collections? //Library Resources & Technical Services//, 53 (3). Retrieved July 25, 2009, from Research Library. (Document ID: 1781767241). Strottman, Theresa A. (2007). Some of our fifty are missing: Library of Congress Subject Headings for Southwestern cultures and history. //Cataloging & Classification Quarterly//, 45(2), 41- 46.

Future Trends: School and Public Library Partnerships Shireen Kolarik University of Colorado Denver School and Public Library Partnerships With decreasing budgets causing school districts to eliminate libraries and cities to reduce services for public libraries, school and public libraries have been developing joint partnerships to benefit both. Kenney (2009) explains that all libraries, school, public, or academic, are interconnected. If reduced funding, hours, collections, or staff affects one, it will have an impact on the others, and thus the students and community members using the libraries. By planning and working together school and public libraries can continue to provide quality resources and services to both groups of users.

Fitzgibbons (2006) supports cooperative partnerships between school and public libraries with summaries from open forums held by the U.S. National Commission on Libraries and Information Science. These discussions focused on the role for both school and public libraries in information literacy education. They concluded that school and public libraries should cooperate to provide access for everyone and partner in collection development, resource sharing, educational programs, and community programs.

These collaborative arrangements between school and public libraries take on many forms. One example is new buildings or school wings that house school and public libraries together. Another form is facilities within schools that are also used by the local community. A third partnership is school and public libraries cooperating with each other to provide collections, events, and education for both students and the community.

Whether housed in the same facility or just working together, Fitzgibbons (2006) describes different types of school and public libraries relationships. One is sharing networks and resources, such as reference services and databases. A second is cooperating on collections. This includes collaborating on inventory to save money and to provide materials either through the same facility or through interlibrary loans. Third is cooperating on information services and instruction. Public libraries communicate with schools on curriculum topics and materials. They also share the responsibility for teaching research and information literacy skills. A last cooperative relationship is developing reading and literacy programs together. The public library becomes an extension of the school library in promoting reading and literacy for both students and community members.

Kenney (2009) describes school, public, and academic libraries as unique institutions in American society, providing learning opportunities for every age and population. Continuing these opportunities in spite of troubled economics and fast-changing technology makes a positive difference in schools and communities. Planned and developed carefully, joint use libraries can provide many benefits to the school and community. Some of the positive impacts library partnerships provided are greater community interaction, greater access to information on community services, increasing the community’s awareness and understanding of current education practices, promoting lifelong learning, bringing different community groups together, and providing services for smaller communities that could not support separate services (McNicol, 2006).

Library partnerships offer improved facilities for the public (McNicol, 2006). They provide libraries where they might not have existed before. They usually have better environment, more resources, and longer operating hours than small branch libraries. With longer hours for the public they also encourage greater use of the school building and its students after the end of the school day. They also become a center of community information and activity. As well, school events are brought to community awareness. Both school and community events are more visible when joint libraries are used.

Another important benefit of school and public library partnerships is they encourage lifelong learning. School students who see adults using the library for learning activities realize that education is not something just for school, but continues throughout life (McNicol, 2006). They become a place where students and adults can learn together. Many joint use libraries have developed family learning programs such as reading classes and information literacy. A partnership with schools will help public libraries increase their role in this community issue.

McNicol (2006) adds another benefit to the list for library partnerships. As multiple generations use the library together it improves relations between them. School activities such as concerts and book fairs are more open to the public, benefitting both the school with funding and the community with entertainment. A joint library makes the school more visible to the public, increasing involvement and support from people who do not have children in the school.

There are also negative factors that should be considered before developing joint use libraries (McNicol, 2006). Some libraries are more focused on school-related activities and education, neglecting the social and learning needs of the community. Accessibility problems caused by parking lots, school entrances and security, and school bus schedules make it difficult for community members to use the library. Some schools are not located in areas that library patrons would also visit during the same trip. Some adults are nervous about entering a school or library where large groups of students would be. The size of the building would also be a concern for providing enough materials, resources, and room for all users.

As joint use libraries have to serve both students and the general public they have to balance these different needs and uses. Space for studying and classes have to be provided at the same time as recreational reading and community activities. How the books are shelved also determines the atmosphere and use of the library. If the materials are separated the local users might not use these areas. Community access also has to be provided throughout the day, after school, on weekends, and school holidays. If joint use libraries feel more like classrooms and less like bookshops community members will refrain from going to them (McNicol, 2006).

Accessibility and location are also issues that need to be addressed. School buses, main entrances and school security, and large groups of students may put off local users. Lack of visibility and publicity may make it difficult for the community to know about the library’s joint use. City bus transportation needs to stop by the school and parking lots for community users separate from school lots are also needed. The location of the library in a school may also be a problem if they are not near other services, such as shopping and city facilities.

McNicol (2006) also cites the size of the building and collection as potential problems. They need to be large enough to serve both the school and community. This includes school and general use materials, computer resources for classes and public use, and room for students to study and local patrons to read and meet. Another aspect of size is flexibility as the community population increases.

Fitzgibbons (2006) found that joint use libraries worked better with when certain conditions were met. This included improved staffing, more resources for the community, an integrated program rather than two programs in one facility, a legally defined governance plan, and regular evaluations to assess whether the services are being improved. Careful planning, community involvement, and designated funding are also key factors for library partnership success.

Library partnerships can work well for both the school and community with careful planning and development. Many positive benefits can result from joint use of materials, resources, and staff. One important benefit is providing services where they might not have existed before, especially in smaller or isolated communities. But there are also many problems to consider before developing shared libraries. School locations and building configurations would be a problem for larger communities using the library. The list of positives outweighs the negatives and many of the negative factors can be overcome with careful planning and development. Whether library partnerships include joint use of physical facilities or just better collaboration between school and public library staff, the quality of services for students and the community improves.

References Fitzgibbons, S. (2006). School and Public Library Relationships: Essential Ingredients in Implementing Educational Reforms and Improving Student Learning. //American Library Association//. Retrieved July 20, 2009, from http://www.ala.org/ala/mgrps/divs/aasl/aaslpubsandjournals/slmrb/slmrcontents/volume2000/relationships.cfm

Kenney, B. (2009, June). United We Stand. //School Library Journal//, pp. 11,11. Retrieved July 16, 2009, from Academic Search Elite database.

McNicol, S. (2006, Spring). What Makes a Joint Use Library a Community Library?. //Library Trends//, 54(4), 519-534. Retrieved July 20, 2009, from Academic Search Elite database.

Blogging and the Library Kim Walter University of Colorado at Denver Abstract Web 2.0 tools offer a dynamic means for libraries to communicate with their audience. Technology is changing some aspects of the role of a librarian in a very powerful way. The librarian’s role should more than keeping track of equipment, cataloging books, maintaining collections, and helping students locate and analyze information. Librarians now have the opportunity to collaborate with teachers, develop students 21st century skills, and promote the library with some rather exciting tools. The purpose of this paper will briefly examine the use of one web 2.0 tool, blogging, and its uses as a dynamic tool for the library. Background Web 2.0 is often defined as the read write web, or an advancement of the web since people can now create and publish directly to the web rather than simply access webpages for information. Instead of content being filtered, examined and published through printed media and then available to user, web 2.0 allows all people with an internet connection to be publishers. A large number of tools are available, micro-blogging, photo sharing, wikis, voice thread, and video sharing are just a few. These tools provide a different opportunity to address student needs and interests while also connecting with the larger world. Blogs Technology is providing an exciting opportunity to connect with the world globally, address a variety of student needs more easily, and have a larger variety of classroom projects on offer. One online journal form of the variety of web 2.0 tools are Blogs, short for weblog. Blogs are defined by MirriamWebster’s dictionary as “ a Web site that contains an online personal journal with reflections, comments, and often hyperlinks provided by the writer (2009).” Blogs provide an easy format for creating and on-line journal or display information. Blogs, using web software, are often quick and easy to create with content that can easily be updated. The blog format allows the creator to add links, video, and images plus a description on the writer and goals of the blog (Library Technology Reports, 2006). Blog entries are generally relatively short, organized by date and often include tags for posts are set up by the author. Blogs can also have RSS feeds that allow for the reader to receive updates. Benefits and Drawbacks Blogs can be very powerful multimedia sites and when added to a library website show that the library website will be updated regularly and there is an opportunity to provide feedback (Stephens, 2007). Blogs on the library website should not feel like extra work as if done correctly add multiple benefits to the library. Since blogs are quick and easy to update, with each post being dated it doesn’t require a lot of time. A blog site also has room for comments to create a threaded discussion or an opportunity to collaborate. Depending on the purpose and intended audience a blog can be helpful. Blogs also allow the opportunity for students to be creators as well as collaborators. Drawbacks to using blogs do exist as with any tool. Generally there is only one author, depending on how the teacher or librarian uses a blog. Information on a blog is not filtered and therefore the accuracy must be checked by the reader (Arnold, Chittenden, Ellis, Eubanks, Godwin, McDonald, et al. 2007). It is also very easy and immediate to send a post on a blog in haste and regret what is written reader (Arnold, Chittenden, Ellis, Eubanks, Godwin, McDonald, et al. 2007). In an education setting this is an opportunity to teach about digital citizenship in the real world it may be a little different. Uses for Blogs in the Library and Beyond Blogs have a variety of uses to address teacher and librarian needs. The most common uses of blogs for many librarians and teachers are as a professional resource. Reading blogs by distinguished people in the field are often a great professional development tool. The largest use and rather effective use of blogging by librarians has been marketing (Library Technology Reports, 2006). Many librarians use a blog format to keep patrons updated on library programs or promotion, and new resources available in the library. Using blogs for marketing is less costly and often less time consuming than preparing print media (Bardyn, 2009). Using blogs as a marketing tool is more effective than a webpage because of the ease of use by the general public and ease to update quickly (Arnold, Chittenden, Ellis, Eubanks, Godwin, et al. 2007). Since blogs document the date of postings automatically, they can be useful for record keeping (Library Technology Reports, 2006). Blogs do not have to be used just to communicate with the community, but also with staff. One library reported using blogs to communicate about the tasks that need to be completed and cataloging (Arnold, Chittenden, Ellis, Eubanks, Godwin, McDonald, et al. 2007). Teachers and librarians have found blogs to be a useful tool for book discussions, both professionally and with their students. Students can participate in a book discussion on-line as part of a classroom discussion or as part of homework. Students do get excited about using thes tools in the classroom. Students often participate in blogs after school and on unassigned topics. Students are known to work after school or even on their lunch time. Many students find it a fun way to connect with their friends and if will meet the criteria the teacher sets (Gustafson, 2007). Using blogs is shown to be successful because students are not placed on the spot in class, have the opportunity to continue the discussion as they have had time to process information, and time to listen to others (Arnold, Chittenden, Ellis, Eubanks, Godwin, McDonald, et al. 2007). Allowing students processing time isn’t always acknowledged in a classroom setting, blogging is a format than allows for this and lets students know this is okay. It is also a means to have a two-way discussion because blogs have a comment section that can be part of any blog (Library Technology Reports, 2006). A blog can also be user specific and designed for a specific focus. Blogs can be developed for staff professional development which has proved to be successfully in some schools. (Cowan 2008). Blogs allow staff the opportunity to discuss and reflect on a specific topic of discussion that often isn’t available in other settings. Blogs have been developed to give students a different kind of access the library. Blogs for this purpose often include book reviews, new materials and access to the catalog. Students can also create content for a blog or drive the focus of this kind of blog. This could be very powerful in a library setting. Students can post book reviews on new materials or make suggestions on books to check out. Cowan reports at her school after creating a blog for the library is circulation of materials increased, out of school reading and group selection of materials increased, and the number of students accessing the library for non-school related projects increased (2008). Blogs can be used to track projects or to discuss and document classroom projects (Library Technology Reports, 2006). Blogs give students the ability to add pictures and videos as part of their documentation and the ability to share their work with parents. The blog format also allows for comments to be posted and for students to reflect (Cowan, 2008). Classroom projects that allow for this type of interaction beyond the classroom with parents and community are often limited. Add RSS feeds to the blog and any parent will have the opportunity to be informed about the project as updates to the blog are made. By not using blogs in the classroom educators are telling students they are not important and educators are missing and invaluable opportunity to let students know how to use the tools appropriately (Gustafson, 2007). Other types of blogs that have been successful are association and organization blogs. Organizations can easily communicate their ideas and goals in a more interactive format (Library Technology Reports, 2006). Blogs set up during conferences also have a similar appeal. Authors submit their posts and leave it open for comments and discussion. Tips for a Blog Blog are an excellent way to provide content in a media rich environment (Library Technology Reports, 2006). Creating a good blog does require some thought. The need or mission of the library must drive the technology tool used (Stephens, 2007). The first step to any blog is to have clear and focused objectives for the purpose and focus of a blog. Determining these may determine whether a blog is the best tool, depending on objectives other Web 2.0 tools may be more effective. Creating a blog, simply to create a blog does not lend itself to success. Layout and design of blogs are often easy to create because of the software, therefore the focus of the teacher or librarian needs to be the content. The stronger the content the better the blog will be for the reader. A blog should be integrated into the website of the library and needs to express transparency for the library (Library Technology Reports, 2006). Technology Library Reports citing sources and providing links to the sources (2006). This is not only models good work for the students, but also as librarians. Conclusion Blogging can be a valuable tool for classroom and the library when used for the right purpose. Schools and educators are only at the beginning of using blogs to their fullest potential. I chose to investigate blogging as a means to get more ideas beyond how I currently use blogs, which is as a personal journal and professional development tool. I realized that blogging is only limited by our creativity in using the tool and our willingness to try the tool with in the library or classroom. References Arnold, J., Chittenden, L., Ellis, K., Eubanks, J., Godwin, I., McDonald, E., et al. (2007, September). What’s the Ballyhoo about Blogs? //Serials Review//, //33//(3), 175-187. Bardyn, T. (2009). Library: What’s most important for success within the enterprise? Computers in Libraries. //41//(3).  Cowan, J. (2008). Diary of a blog: Listening to kids in an elementary school library. Teacher Librarian. //35//(5), 20-26.  Gustafson, C. (2008, November). Blogging in the Library. //Library Media Connection//, //27//(3), 56-57. MirriamWebster’s. (2009). Dictionary. Retrieved July 12, 2009 from []. Blogs. (July-August 2006). //Library Technology Reports//, //42//( 4), 15. Retrieved July 13, 2009, from Academic OneFile via Gale: http://0-find.galegroup.com.skyline.cudenver.edu/itx/start.do?prodId=AONE Stephens, M. (2007). Best practices for social software. //Library Technology Reports//, //43//(5), p67-74. Stephens, M. (2007). Tools from web 2.0 and libraries: Best practices for social software revisited. //Library Technology Reports//, //43//(5), p15-31.

Future Trends: Electronic books and databases Mila Sbrocca University of Colorado-- Denver

Technology. If you ask anyone about future trends, you’re going to hear about technology. Everyone’s lives are being changed by technology and more changes are coming all the time. From ipods to the big switch to digital transmission for television to social networking, you would be hard pressed to find someone who would say technology hasn’t affected them in some way. So what about libraries? How has the new wave of technology affected libraries and school libraries?

Let’s first consider where this originated. I think it’s fair to say that innovation is part of human nature. Throughout the course of history, humans have worked tirelessly to find new, more efficient, ways of doing things. When computers became commonplace, it was easy to foresee the computerization of card catalogs. Today’s students can hardly imagine the notion of thumbing through dozens of cards to find a book anymore than today’s librarians can imagine using a typewriter to type paper cards for catalog. I think it’s fair to say that computerized card catalogs have drastically improved access to library materials.

With the popularization of the internet and the world wide web, access to information exploded. Now schools are trying to determine the skills students need to efficiently access this type of information and make appropriate use of it. Now with electronic books and electronic databases, new questions are being asked and implications considered. I’d like to consider three elements of future libraries: electronic databases, electronic books, and the physical structure of libraries.

First, let’s consider the implications of electronic databases. Librarians now have to consider whether print or electronic resources will better meet the needs of their patrons. With limited budgets, this is a critical question. In addition, schools (and public libraries to some extent) will have to teach the differences between an electronic database and a google-type search. When I interviewed the head librarian at my local public library, she mentioned the difficulty many students have with this concept. When they come in looking for information and she tries to show them the electronic databases, they reply, “We’re not allowed to use the internet.” Schools will need to help students differentiate between these types of sources and how to best use each type. The amount of available information is huge, but it presents a new challenge to schools in terms of teaching how to use it well.

Electronic books are a similar technology that also need to be considered. According to Cavanaugh (2005), electronic books have advantages such as saving shelf space and potential cost reductions for books that have been digitized and are available at no cost. More importantly, however, is the question of how it will affect student learning. E-books offer many supportive options to struggling readers that traditional texts cannot offer. E-books often have interactive dictionaries to help students understand unfamiliar words. Many e-books also have the option to translate words which could obviously benefit students who are learning English. Finally, e-books can be programmed to read aloud allowing struggling readers to have access to the same information as their peers.

In the early grades, learning to read is a priority. However, as students get older, the emphasis is no longer on the reading itself but on the content of the material. Students who struggle to read material tend to forever be at a disadvantage in being successful in the content areas. Could e-books help make accommodations for those students and allow them more equal opportunities to meet content standards? Or will e-books reduce the importance placed on learning to read in the first place? Cavanaugh (2005) says, “Reading is considered to be one of the basic activities in all educational situations, and as such it is one of the most common activities requiring accommodations or modifications for special needs students.” The idea of finding new ways to accommodate for these students and enable them to be successful in school is very exciting to me. I don’t believe that schools will ever stop teaching students to read, but electronic books can make a difference for people whose learning disabilities prevent them from reading material appropriate for their age. Another consideration in future trends toward electronic media is the simple question of how schools are preparing students for a digital world. It is the responsibility of schools to prepare our students for the “real world” so it seems that we are doing them a disservice by teaching with outdated methods. Larson (2008) envisions a classroom of activities such as electronic reading workshops. Students read electronic books, post reading responses to blogs, and engage in multi-media final projects. She asserts that today’s students “need and deserve the skills, strategies, and insights to successfully exploit the rapidly changing information and communication technologies that continually emerge in the world.” Her solution is to make sure that all new teachers are competent in the realm of technology and have a strong set of ideas for using technology in the classroom.

This same idea is happening around the world as Martyn Daniels describes in his blog. He tells of a school in Britain where “information and communications technology” has been “totally embedded in all aspects of the school experience.” The ideas and resources are out there; now is the time to put them to the test and make technology an integral part of our curriculum. There are those who would lament doing away with certain “traditional” education models, but I believe that education must evolve along with the world to keep our students current and prepared for today’s reality.

The last topic I would like to consider is how electronic media will change the physical structure of libraries. Will we even need a library building anymore or will all libraries become virtual? I can certainly imagine a time when books are relegated to museums and all reading is done on laptop/kindle type devices. However, I prefer to believe that the idea of a library can evolve with the increase of electronic media and become more of an information center. According to Rybczynski (2008), cities such as Seattle have already done away with the traditional reading room in their library and have designed a space much more focused on electronic media. The computer consoles dominate the space while book stacks are deemphasized. Salt Lake City’s new library takes it a step further by putting the library in the midst of a mall-type setting. While coffee shops have become common library off-shoots, the Salt Lake library also has a café, a deli, a comic book store, a florist, and more.

The future is an unknown entity. Some are worried that with the digital age libraries and librarians will no longer be needed. I, however, am energized by the exciting new challenges we have to get students ready for this world and new tools available to do our job well. Electronic databases and electronic books can certainly offer help to struggling readers, provide untold amounts of information, and help us create new ways to approach teaching literacy. Libraries may change but with forward thinking individuals they will not go away. People need places to gather and share information and, if schools do their jobs well, technology will only add to our community and our potential.  References Cavanaugh, T. (2005, Feb). EBooks: Expanding the school library. //Library Media// //Connection, 23, //56-59. Daniels, M. (2009, June 20). Technology in schools isn’t about digitizing textbooks. Message posted to: [] Larson, L.C. (2008, Oct). Electronic reading workshop: Beyond books with new literacies and instructional technologies. //Journal of Adolescent & Adult// //Literacy, 52, //121-131. Rybczynski, W. (2008, Feb. 27). Borrowed time: How do you build a public library in the age of google? //Slate.// Retrieved July 22, 2009, from []

Jessica Mandrioli SL 5040 Information Storage and Utilization

Podcasting in the School Library

The current age of technology has revealed a revolutionary new tool: the podcast. Voice recording software allows anyone to design an audio recording and archive it or publish it on the Internet. This process made its way into education for a number of reasons. Podcasts give easy access to voice feeds that can be stored and syndicated through RSS. Libraries utilize this tool because it has a relative low cost, is a low maintenance storage option, is web-based, and is a good option for distance learning for patrons that prefer to access audio materials from home or school. Beyond the realm of library organization there are a number of instructional advantages (and a few drawbacks) to incorporating podcasts into the library’s environment. In both the classroom and the library, podcasts have revolutionized the methods for students to present what they have learned as well as the methods for teachers to assess their students. Since students are able to record their voice in an educational format, there is a high level of learner engagement. In addition to motivating learners, Podcasts are a way to convey ideas and emotions that are difficult, to express in a text format (Lamb & Johnson, 2007). Podcasts provide a medium for interviews, book reviews, library news, battle of the books, poetry slams, recordings of guest speakers, book trailers, student-read stories, and radio shows. They can also be used to promote library events like book fairs or reading competitions. In addition, this technological tool can reach students who are predominantly auditory learners. Students are engaged, assessed, provided with a useful technological tool, and have the ability to access a wealth of recorded resources through the podcast. For all of its advantages podcasts are not without some drawbacks. Searching for information within voice-recorded podcasts as well as storing information in a legal manner provide the two leading challenges (Russell, 2007). In regard to researching information through podcasts, keyword searching is almost impossible. Unless a text version of the podcast exists, there is no way to sift through the informational recording aside from listening to it in entirety. Learners would have to listen for specific content and transcribe the information in order to garner the research they desire. Legal concerns also provide some potential gray areas. For example, if a student voice records a copyrighted text, they may want to distribute this recording or share it with others. However, to record a copyrighted work, you need a publisher's permission (Russell, 2007). Before the distribution even occurs, the recording itself has become an infringement of the copyright law. Yet teachers are willing to ignore the legal ramifications of both the recording and the distribution of the published work since it benefits their educational goals. Staying on the right side of the law with some podcast projects can pose a significant challenge. Storing podcasts is another concern for libraries. If they are published on the Internet, then every time a learner accesses it, the school’s bandwidth is employed. With limited bandwidth available per school, this could hinder other classroom activities. If podcasts are stored using a burned CD, then the recording will last only as long as the users take care of it. CDs can easily be scratched, broken, or stolen. Since podcasts are still relatively new to the world of education, there are a number of considerations that do not have a universal protocol. If podcasts are made into hard copy CDs, should they be checked out from the library? Are users allowed to make copies, and, if not, how can they be prevented from doing so? Should podcasts be available online? Are libraries prepared for the legal challenges inherent in the distribution of voice recordings? Until a consistent protocol is established for this new technological trend, educational institutions may be treading on thin ice if they do not take the necessary steps to ensure that material is used appropriately. Any time a new trend changes the way information can be used and accessed, the ramifications must be considered. At this point podcasts are utilized for their advantageous educational experiences without taking the appropriate precautions because they enable learners to be easily engaged and they enable instructors to choose from a wealth of project possibilities. Yet the issues surrounding copyright infringement have the potential to surface with each voice recording. The future may provide strict requirements and consistent protocol with the employment of podcast recordings at school but this will hopefully not restrict any of their positive qualities.

Bibliography

Lamb, A., & Johnson, L. (2007). Podcasting in the School Library, Part 1: Integrating Podcasts and Vodcasts into Teaching and Learning. Teacher Librarian, 34(3), 54- 7. Retrieved 25 July 2009, from Education Full Text database.

Russell, C. (2007). The Problem with Podcasts. School Library Journal, 53(4), 30. Retrieved 25 July 2009, from Education Full Text database.

Stacey Sweet SL 5040 Future Trends Research Paper July 2009

Dewey or Not? Storing Library Items in a More Book Store-like Fashion

One of the more controversial trends that libraries are facing is the ridding of the Dewey Decimal System in favor of systems that store items based on subjects and author’s last names. Both Arizona and Colorado are pioneers in this trend, opting to change entire library districts to more user-friendly systems such as WordThink, and to change the entire look of their libraries so that they more reflect the look of popular book stores like Barnes and Noble and Borders. But not all librarians and patrons believe that this is the best road for libraries to take. There are many opponents to this trend, stating reasons that are both logical and nostalgic. So why change a system that has been in place for more than 130 years? And what benefits come from the library make-over? The Adams County Library District in Colorado is one of the growing number of library districts choosing to move away from the Dewey Decimal System. Sandlian Smith, a representative from the Rangeview Library District, stated, “For years, we’ve had focus groups and people consistently tells us, ‘I cannot, for the life of me, figure out how this library works,’[…]so we decided to turn things upside down, and so far it seems to be working,” (“Adams Library Checks Out…” 2009). The general attitude of library districts changing to more user-friendly systems is that the Dewey Decimal System is outdated, hard to keep updated, and, most importantly, a majority of patrons to public libraries have had little to no exposure to the system, leading to frustration, confusion, and helplessness. Systems like Rangeview Libraries’ WordThink, which breaks down materials into 45 alphabetical categories is said to, “encourage browsing and is more intuitive than the classification system developed by Melvil Dewey in the 1870s” (“Adams Library Checks Out…” 2009). Following the same ideas, the Maricoupa County Library District in Arizona was one of the first in the nation to do away with the Dewey Decimal System, choosing to shelve items by topic and author’s last name. Again, when asked why the change occurred, Marshall Shore, the coordinator for adult services for the library district pointed to polls and focus groups, “The reason for the bold move is that the vast majority of those surveyed say the main reason they visit the library is to browse. ‘So we’re trying to make it as customer-friendly as possible,’ says Shore,” (“Librarians Weigh In…” 2007). Lisa McMahon, the librarian at Rice University, agrees, stating that the main goal of public librarians isn’t to teach their patrons, but to give them what they want. This new trend does have its opponents, however. Adversaries to the trend point out the fact that the Dewey Decimal System is, in fact, workable, and that it allows for librarians and patrons to walk into any library in any country and easily find the materials they are looking for. In fact, the Dewey Decimal System has been translated into over 35 languages and incorporated into over 200,000 libraries world-wide. So, is changing to new user-friendly systems working? Dave Chandler, a patron of the Rangeview Library District believes that doing so is merely “dumbing down” how patrons use libraries, stating that, “librarians should be less interested in marketing and more interested in storing and retrieving information,” (“Adams Library Checks Out…” 2009). He has chosen to no longer visit the Rangeview Library District and instead uses a near-by district that continues to store its materials using the Dewey Decimal System. But Jennifer Miele, the manager of the Perry Branch Library in the Maricoupa County Library District, disagrees. She has noticed that since the library’s switch to a more book store-like system, more and more patrons, especially teenagers and younger students, are visiting the library every week. Miele says, “[Patrons] are enjoying browsing and the easy-to-read signage and lower book shelves,” (“Students Not Fazed…” 2007). Deciding to rid your library of the time-enduring Dewey Decimal System is a tough call. Based on my research, I believe that the trend to store materials more like book stores is quickly catching on and will be in place in thousands of libraries across the country before the end of this decade. With the popularity of stores like Barnes and Noble and Borders on the rise, it seems to make sense to model public libraries after such often-visited locations, but what are we losing in doing so? The time-honored job of classifying materials using numbers and shelving materials in similar places in all libraries will be replaced with decisions on what books belong under what categories (what if they fit into more than just one category, then what do we do?), and what books should be put up front to grab more people’s attention. I believe, though, that there is a happy medium between these two dramatically different approaches. For example, libraries can adopt a program like WordThink for fictional materials, while maintaining a Dewey Decimal System for reference and research materials. While many library districts are deciding to take the Dewey-less road, I think that it’s just too early to see if these systems will hold up to one that has been successfully in place for over 130 years.

<span style="text-align: center; line-height: 200%; display: block; font-family: Calibri; font-size: 12pt;">References *Associated Press. (2009, June 8). Adams library checks out new filing system. //The Denver Post.// Retrieved from [|www.denverpost.com] *Whelan, Debra Lau. (2007, June 6). Librarians weigh in on Arizona’s Dewey-less library. //School Library// // Journal. // Retrieved from [|www.schoollibraryjournal.com] // School Library Journal. // Retrieved from [|www.schoollibraryjournal.com]
 * Whelan, Debra Lau. (2007, September 11). Students not fazed by Dewey-less library in Arizona.

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This is a link to my future trends paper. Mary Olson



The Future of Wikis, Embedded Videos, and Education

Jonathan Almon

University of Colorado Denver

When entering a library or classroom, one notices the increasing amount of computers designed to enhance student performance and achievement. How do we, as educators, utilize this equipment? How does the equipment help librarians perform their job? One trend evident in educational technology is wikis, which are editable web sites and require little technical skill from the user. The wikis allow users to collaborate, collect and store materials, and have access from any computer connected to the web. They also have down sides, but overall, the wikis provide an avenue of communication that allows educators and students access to a wide variety of information. The first wiki began in 1995 to provide a place for users to have open discussion forums on the web. Instead of trading emails back and forth, it allowed for a user to simultaneously become a reader and a blogger in a single online space (Dietrich 79). The user joins and logs into a wiki web site and actively engages in an ongoing conversation. Anyone can view the wiki, but you must log in and belong to the group to edit the existing information. Today, there are numerous instructional applications for a wiki, and if used creatively, educators could see positive results from them. One type of wiki is a resource wiki. Resource wikis, like Wikipedia, is a knowledge building forum where students or faculty could explain what they’ve learned. For example, parents could ask questions about what was learned in class, and the students could be the ones responding. Presentation wikis are a communication form for drafts of documents to share with a group in order to improve an individual's project. For example, students could post drafts of a paper, and other students could give constructive criticism. Gateway wikis allows for communal discussion on the different ways to make sense of a set of data. For instance, the instructor could post a math problem, and the students would collaborate on how to solve and make sense of the problem. Simulation wikis allow students to collaboratively work through real life situations, so they must decide as a group the best possible way to solve the problem. Illuminate wikis allow students to split a text into parts, and each student explains the part of the text he or she read. (Caverly 36-37). Ultimately, the students become the experts. A wiki can become extremely helpful to anyone hoping to have an ongoing online discussion, which is why it has become popular amongst educators and librarians alike. Wikis are another way for librarians to communicate with other librarians, the faculty, the students, and the community. The librarian could create wikis for the students by posting embedded videos on how to function in the library. How do students search for materials? Where would students find specific materials? All this information would be posted to the wiki, and students, faculty, and parents could comment on the effectiveness of the videos. Every year, someone could express concern about one of the videos and it would improve the library program. The idea of having outside voices and opinions is very powerful. The wiki could be described as a “virtual field experience” where students learn, or refresh their memories, how to function in the library (Dietrich 80). Parents learn what the library has to offer. The faculty sees the benefits of the library program, and every group can comment and have a voice. Another great use wikis could have for the library concerns other departments in the building. The library needs to have a presence in every department, and having a wiki wouldn’t take the place of attending meetings, but the wiki could bridge the gap between each meeting. It could be the continuation of the conversation. The librarian creates the wiki and updates it with notes after each meeting, and those in the department will have access to add comments and continue the conversation. As a librarian, I’ve always had to refresh everyone’s memory on the prior meeting, and if I misplaced my notes, refreshing everyone’s memory will be a difficult task. If the department reviews the wiki before the meeting, everyone is ready to begin where we left from the prior meeting. Unfortunately not everything about wikis are this positive. According to the research, there are a couple of disadvantages or negatives associated with a wiki. Again, wikis were designed for collaboration among a group of users, but unfortunately, they can be misconstrued as presenting the truth (Ferriter 37). Wikipedia, for example, provides many hair-pulling moments for educators. It was created as a way for a group to present what they know and attempts to present what the “crowd” believes to be the truth (Caverly 36). Unfortunately, many people, including our students, believe most of the material presented in Wikipedia to be completely truthful and accurate. We can’t forget the original intentions of a wiki. They are a forum for people to collaborate and hold a conversation, so it should never be misconstrued as the truth or completely accurate information. The lack of participation can be another negative aspect of wikis and other educational technologies for that matter. How do we ensure the faculty, students, and the community are using the wikis? Unfortunately, many faculty members are terrified of computers and all the great innovations they have to offer. Participation, and appropriate participation, is vital to the success of a wiki (Johnson 49). The success relies heavily on participation that adds to the discussions in a meaningful way. With a wiki, the user has the freedom to post what he or she desires, so the moderator must actively proctor the discussion to ensure the integrity of the wiki is upheld. Today, our current learning environment is “hostile and inhospitable to many students” (Ferriter 34). As educators, we need to work on engaging our students. In the shadow of no child left behind, we focus mainly on student performance and forget about the connection performance has with engaging our students. Even with a couple of negative features, the wiki is an excellent tool for educators to create a unique and effective learning environment. With wikis, every student can have an opinion and express it. According to Ferriter, wikis are changing who we are as learners and preparing us and our students for a future driven by networked learning and communication. We just need to be willing to explore all the endless possibilities.

References

Caverly, David C., Ward, Anne. (2008). Techtalk: wikis and collaborative knowledge construction. Journal of Developmental Education. 32(2). 36-37.

Dietrich, Nannette I., Dreon Jr., Oliver. (2009). Turning lemons into lemonade: teaching assistive technology through wikis and embedded video. TechTrends: linking research and practice to improve learning. 53(1). 78-80.

Ferriter, Bill. (2009). Learning with blogs and wikis. Educational Leadership. 66(5). 34-38.

Johnson, Larry, Lamb, Annette. (2009). Wikis and collaborative inquiry. School Library Media. Activities Monthly. 25 (8). 48-51.

Games in the Library As we move into the future we know that the way students learn is consistently changing. The way we define literacy is part of this. We as the leaders need to offer items to keep learners on top of this need and to consider all possible topics. Adding games to our collection is going to be part of this future. Video and tabletop games should be added to the selection of our collections and supported by librarians. Gaming in the library comes out of a few key ideas. The first is how to get older students into the library and improve circulation of teen books (Oakley, 30). The second is redefining what it means to be literate (Neiburger, 28). These two elements are driving the gaming movement in libraries today. As the librarian we have to take this idea and apply it to our best ability and understand that there are also negatives that come with the good. Getting patrons into the library is how libraries stay in business. Often it is harder to find out what brings in those hard to reach kids. According to Trevor Oakley, who runs the Guilderland Public Library in upstate New York,  found that by advertising they had video games to offer patrons also checked out books (Oakley). In fact the first year of the program they saw a 20% increase in the teen circulation. Other libraries have seen the same sort of improvement such as in Bloomington Public Library in Idaho (  Czarnecki, 34). To promote this type of program does not stop at just having the materials available to the students. The librarians had to do research on what was popular in the community (Howerton, 217). By doing this there are several things to look at such as what is popular, how it impacts culture, and games themselves (Howerton). By doing this we find out what would best fit in the area we teach in and what is appropriate to our communities. This in itself is a large downfall to starting the program. Many of us do not have the time to spend on this research. The research though could work to support our groups and help us locate new books that will support the gaming aspect of the collection and allow patrons to have access to other resource and pursue more information on a topic. This is a great way to support the 21st century learning standards. To support the 21st century learning standards we need to be looking at what makes a student literate. Looking at games as the preferred medium of choice (Squire) for teenagers should not be ignored. In many games students are given a small amount of information, or a coded type of information, and than are required to use the information directly to move forward in the game (Neiburger). This is straight from the standards we look to hold our students accountable for. Defining what it means to be a literate person in the future is not easy to tell but many believe that being able to collaborate in a virtual world as well as real world is essential (Squire). We need to see that literacy as the ability to rapidly decode abstract meaning from symbols (Neiburger) and be able to do it quickly. Training students for jobs in the future can be difficult as we are not sure what the jobs will be. According to Dr. James Rosser, Chief of Minimally Invasive Surgery at Beth Israel Medical Center in New York City, p  laying video games can  develop spatial reasoning and interface literacy  skills, both being essential in a myriad of jobs of today’s market (Neiburger). Collaboration is key to success in today’s job market as well as in the library. To have the ability to interface with people is a tough skill to teach in the classroom and it is taught daily in the gaming realm. We need to have the support of others to help make this work. This is a tough sell to many traditional type teachers and librarians. By gaining their support and having them join in would help a lot in the selling of adding games to the library. By doing staff development to pull them on board with the benefits and data laid out for teachers would help support why gaming can be used to support our standards (Czarnecki). Having ideas ready to share will help with the getting each teacher on board and show them how the library is there to support them. To support the curriculum should be on the forefront of our minds. Finding materials that support what we do everyday can be a large struggle in my mind with adding games to the library. To help with this there are many sites and ideas given by Neiburger to show how games can connect. //Civilization III// is suggested, as it has been reviewed as a game that helps to teach history through the game itself (Neiburger). Bill MacKenty, a teacher at Hunter College High School in New York City, successfully used //Revolution// to help teach about the American Revolution and the politics around it (Neiburger). By placing games like these in circulation, libraries see students begin to look up information about the time period to find ways to “beat” the game (Squire). These are only a the tip of the iceberg, but to find other ideas one needs to explore the many options available. All of the information sounds great, so what is the down side. Some have already been mentioned, such as time, buy-in by those patrons, and collaboration with teachers. We also have to realize that we have to examine the downside of; having the money to build these collection; the risk losing other materials due to budget shifting; losing these high cost materials; and the personal beliefs of librarians. All of these are real concerns but many are addressed to help us feel better about what is to come. One library applied for a grant to help offset the initial cost of starting the collection (Oakley). Although this is a great way, it still takes time and research to find someone who is offering a grant to add games to a collection. One must also be concerned with the idea of losing materials. Oakley stated that they only lost six video games their first year (Oakley). As this sounds like a great number I wonder if we all would be so lucky. In all the financial aspect may be enough to waiver many librarians away from adding games to their collection. Personal beliefs came up in many of the articles that I read. A common idea was that we think of video games doing the opposite of promoting reading and think that many students are lead astray into the video game black hole (Squire). This is said to be untrue as much of the research that was done was not adequate and the data was based on television watching, which are a passive activity, and video games are an active activity (Oakley). No matter what our personal beliefs place us we do have to begin to think towards the future and realize that we may have to change our own ideas. Even with the downside of including gaming in the library, I feel that the need to move forward into the future of literacy is a necessity. The idea of adding games to the collection and trying to pull in patrons who would not normally use the resources available to them is huge. Helping students who either struggle to read or choose not to, is another advantage of looking at defining literacy in the coming years to include games as an element it. Czarnecki, Kelly   (2007). "The Gaming Life - A Revolution in Library Service - Gaming is more than just a lure into the library.". // School library journal (New York, N.Y.  //  //)//   //(0362-8930)// ,  53   (5)  ,  p.   34. Howerton, E D   (2008). "So You Wanna Play Games? A Start-Up Guide for Gaming in the Library". //Voice of youth advocates//  //(0160-4201)// ,  31   (3)  ,  p.   216. Neiburger, E   (2007). "Games... in the Library?". // School library journal (New York, N.Y.  //  //)//   //(0362-8930)// ,  53   (7)  ,  p.   28. Oakley, Trevor   (2008). "The Gaming Life - Circulating Video Games - The Next Step in Public Library Service.". // School library journal (New York, N.Y.  //  //)//   //(0362-8930)// ,  54   (4)  ,  p.   30. Squire, K   (2005). "MEET THE GAMERS Gamers research, teach and collaborate. So far without libraries". //Library journal (1976)//  //(0363-0277)// ,  130
 * Refrences**



Karen Olson SL 5040 Final Paper

Here is the link to my paper: Networking Through Social Software in Today's School Library



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LibraryThing's Tags and Applications in School Libraries Chris Hays SL 5040 Summer 2009

LibraryThing is a Web 2.0 site based on an idea in which users could catalog their personal library. For an information base, LibraryThing uses publication records from Amazon.com, Library of Congress, and 40 major libraries around the world. When a user logs into to create their personal library, they can use a book’s ISBN and pull publishing information from the database. Users even have a chance to display a cover. One of the biggest discussions has come from a user’s ability to tag a book with a word or phrase of their choice. LibraryThing has allowed this from the beginning in August of 2005. The future of cataloging and subject headings has become a little more muddled. Tagging is a large part of social networks, photo sites, and blogs. It allows readers or users to quickly find out more about a given subject or item they enjoy. In a book sense it allows users to share their interest and network with others of similar interest. It also opens avenues to new authors of similar or different genre when the works have comparable tags. Library of Congress uses subject headings to help catalog books of similar subjects so patrons can easily find them. Through the years Library of Congress has created a set of rules to guide this process. They also have specially trained catalogers who know the rules and read the first portion of a book before it is released to the masses. The debate circles around which is best for the future of libraries. There are two major differences between subject headings and tags. The first is quality control. Library of Congress use their rules and keeps the language simple. With rules there are no worries, there is a controlled vocabulary. Tagging has no rules and is uncontrolled. Spalding (2007a) states, “To do anything useful with tags, you need numbers. With only a few tags, you can't conclude much.” (Numbers matter, para. 1) I might want to tag a book in my library with the word sister, because she lent it to me. This is acceptable in LibraryThing, but other users might search tags for sister and find a book about elephants with my tag. The founder acknowledges the importance of numbers to prevent random tags that are only meaningful to one user. The second difference is based on numbers. In a study Peter Rolla (2009) found, “Even disregarding these personal terms, there was an average of 35.16 user tags per record, still much higher than the average of 3.80 LCSH per record.” (p.178) Rolla’s random sample shows exactly how much more data is available with a community of readers. In his conclusion Peter discuss how tags allow more information to users and could be population language specific. When patrons use a subject search there is less likely a chance of using obscure words like ‘cookery’, however with a tag search cookery and many others will appear. Can tags be useful in libraries or will they create the same information glut which is on the internet? In 2007 Danbury Library in Connecticut linked their on-line catalog to LibraryThing. I went in search of my favorite book using their site. The display was simple and had the standard information first. Near the bottom of the record the library did not post subject headings from the Library of Congress. Instead they listed seven similar books and had a tag cloud underneath those. Clicking on a term in the tag cloud allowed me to see twenty other titles with authors which were similarly tagged. It was simple, practical, and straight forward for the common patron. With a large amount of users LibraryThing can avoid the information glut by displaying a tag cloud. All the tags are displayed, but the popular tags are larger. The personal or malicious tags will not jump out to the patron, eliminating the information glut. If a library were to link their catalog to LibraryThing, they would not experience too many issues with awkward tags. This would be great for students grades four and up since their language is often very different from Library of Congress’s controlled vocabulary. The problem is this method does not allow library patrons to create individual tags through the library site. LibraryThing is in the process of testing new ideas such as allowing library patrons to tag books. This would allow a library to have a personal set of tags. This would allow books to have tags matching the language of the population. I foresee two problems for school libraries. The first is many school libraries serve small populations in comparison. This lends to fewer tags and the unfavorable results stand out. The second has to do with a young person’s idea of humor. It would only take one or two students armed with ill-favored phrases to create many problems. A school librarian does not have time to clean up or deal with individual students having fun. Having the ability for personal tags in a school library could allow teachers to create tags about books which were not used in class, but on similar subject. This would allow students further study on the subjects of interest individually. However, it seems like a small benefit for major costs noted above. I would recommend the teacher to create a separate account on LibraryThing which would allow students to network. I think LibraryThing’s tags should be used as a portion of all libraries electronic catalogs. In the school setting I would discourage individual patron tags unless the student body was large and mature. The common language and sharing of similar books would be a great asset for upper elementary students. This might be especially helpful for the boys who start to become discouraged when they can’t find materials which meet their interest. Helping a target group of boys could be a separate project for a teacher and librarian to use with individual classes and accounts. Using popular language and tagging can expand library usage and benefit the patrons, but it is not ready to replace the controlled vocabulary subject headings of the Library of Congress. References Breeding, M. (2007, July). Next-Generation Flavor in Integrated Online Catalogs. //Library Technology Reports//, //43//(4), 38-41. Retrieved July 25, 2009, from Advanced Placement Source database. Danbury Library (n.d.)Library Catalog. Retrieved July 27, 2009 [] Rolla, P. (2009, July). User Tags versus Subject Headings: Can User-Supplied Data Improve Subject Access to Library Collections?. //Library Resources & Technical Services//, //53//(3), 174-184. Retrieved July 25, 2009, from Advanced Placement Source database.

Spalding, T. (2007, February 20). When tags work and when they don't: Amazon and LibraryThing. Message posted to [] Spalding, T. (2007, November 10). An academic take on LibraryThing tags. Message posted to []

**Effect of Web 2.0 on a School Library**

**Definition & Background**
==== If you are curious see some examples of Web 2.0, simply go to the following website and be overwhelmed with the vast amount of links that //are// Web 2.0 tools: []. But simply exploring those sites may not give you a clear definition of what Web 2.0 is. According to //Wikipedia//, itself an example a Web 2.0 tool, Web 2.0 “refers to a second generation of web development and design which facilitates communication, secure information sharing, interoperability, and collaboration on the World Wide Web” (“Web 2.0,” 2009). So what does that mean exactly? Well, originally, “the Web that we've known for some years now has really been a one-way medium, where we read and received as passive participants, and that required a large financial investment to create content” (Hargadon, 2008). We all logged on to the computer, did a quick search, checked emails and logged off: that was known as Web 1.0. Now in Web 2.0, we are interactive. We do not need to know XML script and how to create a webpage with a whole lot of confusing symbols and letters. We can now to go web sites that allow the user to create…nearly anything. That’s Web 2.0: a place where the user //interacts// with the information, creates it, changes it, and publishes it. The user becomes the owner and contributor of information on host sites. ==== ==== The term “Web 2.0” was originally coined in 1999, but it did not boom until O'Reilly Media and MediaLive hosted the first Web 2.0 conference in 2004 (“Web 2.0,” 2009). Two years following that conference and I am sure thousands of blogs about it later, //Time// magazine recognized “You” as the Person of the Year: the masses as individuals were recognized for their contribution and participation “in content creation on social networks, blogs, wikis, and media sharing sites” (“Web 2.0,” 2009). ====

==== Web 2.0 appears to be the newest form of sharing information and it blends into the educational field seamlessly. It is a tool that allows students to create, the highest level of Bloom’s Taxonomy. And “results of a 2007 national survey conducted by the Pew Internet & American Life Project show that 55 percent of all online American young people between the ages of 12 and 17 use social networking sites for communicating about everything from school-related issues to where the next party is taking place” (McLester, 2007). Doesn’t it make sense for school libraries to adapt various forms of Web 2.0 tools into the schools? The following is a list of some Web 2.0 tools and their positive applications in the school and library: ====
 * Uses of Web 2.0 Tools in the Library and its Positive Aspects**

Blogs : ====__allow teachers and students to communicate via the web. Teachers can post their daily objectives and homework for students to see. They can create forums with essential questions to the day’s or unit’s lesson and students can blog their thoughts to participate. Students can blog their thoughts on a book their reading or participate in a book club discussion via a blog. Librarians can also post new books that are available in the library via the blog with links to authors, or information on internet safety for both students and parents.__====

Wikis: ====__ allow users to collaborate online. The document can be modified by all registered users, and possibilities are endless for its uses: posting essays, planning for a club trip, designing the new emblem for the library, modifying the monthly library newsletter, posting photos of library events, uploading projects, posting the research process for students and teachers to view online, etc. __====

Social Bookmarks: ====__ sites like delicious allow users to bookmark their favorite pages online so that they’re accessible from anywhere, rather than just on your own computer. One main use in the library includes creating a page of bookmarks that revolve around a specific subject that students are studying for a research paper in collaboration with the classroom teacher. __====

Book Sharing Sites: ====__ a form of a social network that allows students and teachers to create an online bookshelf that is in collaboration with the Library of Congress records. Students can post what they’ve read and their reviews, what they’re currently reading and thinking, and what they’d like to read. Options include LibraryThing.com, GoodReads.com, and Shelfari.com. __====

Social Networks: ====__ sites like myspace.com, facebook.com, and ning.com are frequently blocked by school technology departments, but that doesn’t mean that they can’t be used. Considering the fact “that 55 percent of all online American young people between the ages of 12 and 17 use social networking sites for communicating”, it makes sense for a library to have its own site where students can communicate with others from their school, the librarian, and teachers, about issues that are relevant to them (McLester, 2007). They can ask questions, post photos, and participate in a safe environment online. A social network can even be utilized as an online book club where everyone can participate, even if they can’t attend meetings at the school. __====

Screencasts: ====__ are a visual way to teach staff and students how to use a computer application. This can be ideal in teaching students how to access the online catalog, or learning how to navigate the school’s website, or performing a search on the school’s databases. __====

Podcasts: ====__ are audio accessed via the web. Librarians can have students read chapters or whole books to post to the library page, or have their announcements read via a podcast with upcoming events. They can also collaborate with teachers and have students read their presentations out loud and publish to a podcast instead of presenting in class. __====

Vodcasts: ====__ are video casts on the web. Librarians can have students create a video of appropriate behavior in the library, how to check out a book, where to find information on the bookshelves, what the school book club looks like, or a welcome video to the school itself. __====

==== To create every single one of these applications the first year would be overwhelming to the librarian. But being aware of the different uses and deciding which ones will best benefit the school population is extremely important. It makes sense that since most students are using these applications at home that librarians would address their interests through the school in a safe environment. Otherwise, as Susan McLester notes, “for education not to step up and maximize these resources for teaching, learning, and driving innovation is to risk becoming marginalized as a viable influence in helping to shape the 21st century” (McLester, 2007). ====

** Negative Aspects **
====Fortunately, there is not a lot of drawback to Web 2.0, but there are a couple concerns to be aware of. Stacy Reed, a writer on //Tucows//, questions about what happens to your information if the site you’re registered to is bought out, or the server crashes? She believes that since not everything is permanent on the internet, it is important to back up your information (Reed, 2006). Her point easily correlates to the library field. Librarians rely so much on the information they possess, and putting that information on the internet needs to be trusted to never disappear. What if the entire Follett system crashes? How many schools would lose their online collections? What promise is there that someone would be able to fix it? There are a lot of questions there and that is with a major company. What could happen if the library relies on a smaller website to host its bookclub, like ning.com? Does all that time and effort that went into creating the social network just disappear and need to be redone, or is there the potential for salvation? These are the questions that the host librarian needs to ask herself prior to putting information on the internet.==== ====Another concern with Web 2.0 is its ability to blend fact and fiction. Students often believe that if it is in print, then it must be true, especially the younger students. Oftentimes, information that is sought is not easily identifiable as opinion unless the students have been taught how to determine the differences. Wikipedia.com is sometimes seen by educators as a poor source of information, yet students continue to use it as a secondary, and sometimes a primary source. Carol Tenopir says “When anyone can add unfiltered, unvetted, and unattributed information to a growing array of social networking sites—sites some people rely on for their news or research—we have a dangerous dumbing-down of culture and a world where truth is hard to differentiate from falsehood” (Tenopir, 2007). When using Web 2.0 tools, it is important for all educators to teach students about proper use of the internet and how to identify fact and fiction. This can be quickly overcome with some Web 2.0 tools if they are run by the school or the librarian; creating and monitoring a site will allow the students to view factual information in a safe environment.====

**Conclusion**
====Web 2.0 tools are essential to the school and library. There may be a couple drawbacks to be aware of, but in the face of adversity, the library must be the one to prevail and succeed. Librarians need to select which tools will best benefit their school and students, and utilize those tools to enhance communication and learning. As Rick Anderson said, “It’s going to have to happen one library—one little boat—at a time” (Anderson, 2006). Simply getting your school geared towards the 21st century skills is the first step, then helping others is the next, and eventually, all schools will be informing and teaching students through Web 2.0 tools.====

“Web 2.0”. (2009, July 27). //Wikipedia//. Retrieved July 29, 2009, from [].
_ Running head: DIGITIZING BOOKS

Digitizing Books: What is Happening Now and What are the Implications for the Future? Robyn Miller University of Colorado Denver

SL 5040 Professor Kathy Hayward July 29, 2009

The digitization of books and other print materials is in full swing behind the scenes as the technology age continues to boom. Digitization involves the scanning of print materials into an image and then using optical character recognition (OCR) to convert the image to recognizable text. The digitization of books began more than a decade ago even though the public may have just begun to hear about it on a larger scale. This trend is alarming to some due to copyright and fair use issues that arise out of taking one’s work and ‘copying’ it into another format. The hope is that these issues be worked out so that the goal of the project can be realized and information is more readily accessible to all. The positive and negative aspects of digitizing books on learning and the library of the future are being debated as we speak and the legal issues ironed out in court, but this process will take years and it should due to its importance for academia. The process of digitizing books has come a long way since its inception over a decade ago. Google actually began as a digitization project and morphed into a search engine (Said, 2004). The advances in equipment have allowed the process to become faster and more accurate. To digitize a book or print material a scanning machine is needed. These can be completely automated or used with the assistance of humans. Obviously the automatic machines are faster than humans; however humans have proven to be quite adept at the process even though it may be laborious at best. To view digitized works you also need optical character recognition software. This is the means by which the image is transformed into readable text. There are numerous digitization ventures underway, both by large companies and smaller nonprofit companies. The largest and most recognized being Google’s effort in conjunction with Stanford, Harvard, Oxford, University of Michigan, and the New York Public Library. In exchange for the process of digitizing their collections, these libraries will receive a digital copy of all their works. This is called mass digitization due to its large scale. In this arena is also the OCA or Open Content Alliance which avoids the copyright issue altogether by only digitizing works in the public domain. There are also large scale projects underway that involve smaller collections and non-mass projects that involve a very focused collection or group of works and these are typically undertaken by smaller nonprofit organizations. Why is it necessary to digitize books if there are so many issues involved and so much debate? Digitization seems a natural progression in the preservation and access of information. If we look back in our culture information evolved from oral to print over centuries and there were the inevitable concerns of the accuracy and authorship even then (Hahn, 2007). Consider what happens to print materials in a time of calamity such as Hurricane Katrina, or on a smaller scale more locally, the flood that affected the Colorado State University Library. Materials are lost or damaged beyond repair. Some of these materials will unavoidably be originals that are not replaceable. Digital copies of print materials will safeguard collections for all time. The implications for researchers are enormous. No longer do researchers need to spend years combing the archives of academic libraries to obtain the information they need. A simple search and click is all that is needed. According to Susan Wojcicki, the overseer of Google Inc.’s plan to digitize collections falls under their overall mission “to organize the world’s information to make it universally accessible and useful” (Said, 2004). Putting aside the legal implications for a moment, the mission of Google’s project to mass digitize all print materials is a brilliant idea. This does not mean that there are not problems with the process and the ethics of the various projects. Although the equipment and process have advanced over the years there are still problems. The equipment alone costs in the hundreds of thousands of dollars creating funding dilemmas for even the largest, most prestigious universities. It may be easier to grasp if you consider that it takes $10.00 to digitize each book and there may be millions in a large university collection. The accuracy of the process seems impressive at 99.9 % but when you look more closely this means one error per book page (Coyle, 2003). The largest predicament remains the copyright and fair use legal issues. Some authors and publishers argue that scanning a book in order to digitize it is an actual reproduction which violates copyright laws unless permission is granted. Some publishers are now giving permission as works are released but others are not so quick to share fearing a hit to their profits. For now Google has chosen to forge ahead and iron out the legal woes as they arise. Others in the field are taking a conservative approach and waiting in the wings while these issues are resolved (Koehler, 2008). The implications of the digitization trend for libraries and learning as we know them today are enormous. As with any new venture of this scale there are positives and negative aspects. Will we even need libraries and librarians in the future? Yes, the need for librarians and libraries will still be there. Avid researchers are well aware of how to locate materials, print or non-print, that they require, however students, the average researcher and the general public still require assistance to find the information they desire. Our jobs and collections are safe for many years to come as the need for the public to gain access and use this information remains. Librarians are also needed to help set and ensure guidelines and standards are met in the access and use of information. It is simply put an enormous aide to also have digitized works available to more readily search for what we need. This makes the learning process more efficient and thus may allow time for higher level thinking as is required of today’s learners. As we move forward there are inevitable stumbling blocks. Inaccuracies and copyright issues must be worked out and they will. Advances are not made without risks. If the goal of libraries and librarians is to get information into the hands of the patrons then the move to digitize works is a giant step in the right direction. We are not in competition with this new technology. We need to absorb it into our current knowledge base to assist the public. I feel privileged to be a part of this wave of the future!

Bibliography Coyle, K. (2003, October 16). E-Books: It's About Evolution, Not Revolution. //Library Journal//, //128//(17), 8-12. Retrieved July 27, 2009, from Academic Search Premier database. Foster, A. (2006, February 17). U. of Michigan president defends library's role in book-scanning project. //Chronicle of Higher Education//, //52//(24), A40-A40. Retrieved July 27, 2009, from Academic Search Premier database. Hahn, T. (2008, January). Mass digitization: Implications for preserving the scholarly record. //Library Resources & Technical Services//, //52//(1), 18-26. Retrieved July 26, 2009, from Academic Search Premier database. Herring, M. (2005, March 11). Don't Get Goggle-Eyed Over Google's Plan to Digitize. //Chronicle of Higher Education//, //51//(27), B20-B20. Retrieved July 27, 2009, from Academic Search Premier database. Koehler, W. (2008, June). Good and evil in the garden of digitization. //Searcher, 16//(6), 24-57. Retrieved July 27, 2009, from EBSCO database. Poremba, S. (2008, March). Take a look at today's vibrant ebook market. //EContent//, //31//(2), 32-37. Retrieved July 27, 2009, from Academic Search Premier database. Said, C. (2004, December 24). Digitizing books: A mountainous task for Google. //Seattle Post-Intelligencer//, business. Retrieved July 27, 2009, from http://www.seattlepi.com/business/205092_googlelibrary24.html Umbach, J. (2007, October). Digitizing books debated. //Feliciter//, //53//(5), 228-228. Retrieved July 26, 2009, from Academic Search Premier database. <span style="font-family: 'Arial', 'sans-serif'; font-size: 8.5pt;">

Running Head: Future Trends Study

Future Trends Study: Student Access to Information

Kristen Donegan

University of Colorado at Denver

[|SL 5040 OL1Information Storage and Utilization - OL1] Professor Kathy Hayward

July 26, 2009


 * Future Trends Study: Student Access to Information**

The first amendment right is one that many would say is most important to the identity of the American people, but the way in which that right is interpreted and modified for students in our public schools could change the way that future generations understand and appreciate that value. One arena in which this value comes into debate is in the area of students’ access to information. With the ways in which students access information adapting to new technologies, educators, administrators, parents, students, and legislative bodies have been forced to questions the standards of yesterday, practices of today, and visions of tomorrow. On either extreme of the spectrum of opinions is the topic of balancing safety and the autonomy of free thinking. In all reality, though, these two priorities need not be in opposition. Students can be best served through a series of safety measures that allow students to explore, practice, and refine without danger, all the while building skills that will support students’ abilities to access information in an environment that is free of the safeguards that schools offer. Information access is really a topic that has been important to libraries for as long as libraries have been in existence. The current trend in this area, however, is to evaluate the impact that the internet has had on the debate. With the added tool of the internet, new issues of safety have surfaced, making educators, parents, students, and legislators question how much the internet should be limited and with what cost on personal freedoms. Information access could easily trigger multiple visions dependent on the audience. Sarah Wolf did all involved parties a valuable service when, in her 2008 article “Coping with Mandated Restrictions on Intellectual Freedom in K-12 Schools,” she outlined legislation, selection policy, acceptable use policies, and circulation policies as the primary ways that we determine the rights of students in regards to information access. In the purest sense, selection policies, acceptable use policies, and circulation policies can all inhibit students’ access to information. By simply deciding what items to include in a library, a librarian limits the options available to students, and he or she inherently allows personal biases to color judgments to a certain degree. Growing emphasis on e-texts complicates selection policies further. Many selection policies do not address e-texts, and if they do, subscription databases are generally what are mentioned. Websites and other e-tools are often neglected, and the ambiguity leads some educators to err on the side of caution. Acceptable use policies generally require a parent signature; any parent signature refused is one that blocks that student’s access to information. Schools can influence this decision by wording the documents in such a way as to emphasize the dangers, and thus they guide a parent’s hand in limiting students’ rights. Finally, circulation policies can limit student choices by determining certain areas of the library appropriate to only select age groups (Wolf, 2008). Some critics, those like Hannah Adams, believe that current legislation does very little to protect students’ rights because it emphasizes filters rather than education (Adams, 2008). Some of the most important examples of legislation in the debate over student access to information are the Children’s Internet Protection Act (CIPA) and the Neighborhood Children’s Internet Protection Act (NCIPA). Passed by Congress in December 2000, the Consolidated Appropriations Act made government guidelines for protecting students using the internet explicit. Both acts mandate filters on internet to protect so that they do not encounter offensive visual content. They also require schools to create and implement and internet safety policy that addresses five tasks: Adams explained in her 2008 articles “Filters and Access to Information, Part I and II” that the government leaves it up to local school decision makers to determine what is “inappropriate” or “harmful” (and this vagueness in defining inappropriate or harmful leaves students’ rights at the mercy of school boards and other decision makers). Most schools use a combination of internet access policies and filtering software to address the tasks. Adams worries that the emphasis on filtering software and neglect of education will fail to prepare students for citizenship in a digital world outside of school where they will need to know how to navigate safely without the filters to which they will have grown accustomed. In her quest for a better system, Adams has discovered a model from Scandinavian countries in which filters have been completely replaced with education, and the only filters that exist are those that exist within the children’s minds (Adams, 2008). While filters may be a support unavailable in the real world, schools have historically sacrificed reality for safety in the environment in which they foster students. In the areas of discipline, lunch monies forgotten, and deadlines we offer students leniency in recognition of the spectrum of readiness for autonomy and responsibility. Why not then extend this safety net to include fostering students’ online information access skills? The federal government’s development of acts to define and protect students’ rights to safety provides minimum standards of safety. Even if these standards of safety are unrealistic, educators might argue that the artificial environment is necessary in order scaffold the complexity of skills that will lead to independent digital citizenship when students leave school, and their technology training wheels behind. What then is needed to help schools move beyond striving for the minimal standards established by the federal government? Schools should be striving for a careful partnership of education and software filters. Educating students about the literacy skills required to navigate the crowded waters of information on the internet is the only way to ensure that students will make the transition from the refuge of our filter-protected on-line environment to the filter-free environment they will experience at home. Education will also enable the students to be more efficient and demonstrate stronger ethics while using the filtered version of the internet. Additionally, educators should emphasize the overall goal of independent online information access through a systematically reduction in the filters with which they constrain students. While neither education nor filters alone hold the solution to students gaining information access skills safely, the partnership between the two is the best support for students. Librarians may be one of the best resources beyond filters and programs designed to educate students about the online environment. Sarah Wolf detailed some ways that librarians could establish themselves as valuable resources (Wolf, 2008). Librarians can help students legitimately remove filters for research that is informed by resources normally blocked. Librarians can also advocate for revisiting and revising district selection policies so that the policies best support students’ rights to access in regards to the newest modes technology offers. Selection policies also require input from the librarian’s perspective so that not only school boards are protected in the wording, but also students’ rights. Whether the audience is administrators, staff, or parents, the librarian should help to dispel fear about students’ access to online materials at school. Librarians also are given the charge of protecting access rights with input on student access to computer labs, library materials, library staff, and appropriate passwords. The librarian’s influence does not stop with his or her school, or even district. Librarians should maintain awareness of policies in order to be a voice for students and staff so that each person may exercise the rights that protect intellectual freedom. Balancing a student’s right to safety and his or her right to intellectual freedom is indeed a complicated debate. Parents, law-makers, administrators, staff, and librarians make the decisions they do because they care for students and want what is best for them. However, what is best is not always clear. When it comes to protecting intellectual freedom, it is important to take the middle ground, affording students both the safety that computer filters offer and the freedom that education insures for the future. Librarians must advocate for a partnership of these two approaches in order to best meet the needs of our students.
 * guarding against minors accessing inappropriate material
 * protecting minors in the use of email, chat rooms, and other forms direct electronic communication
 * preventing access without authority and other unlawful activities
 * restricting access, use, and dissemination of minors’ personal information
 * “measures designed to restrict” minors’ access to harmful content

Resources

Adams, H. (2008, September). Filters and Access to Information, Part I. //School Library// //Media Activities Monthly//, //25//(1), 55-55. Retrieved July 25, 2009, from Library, Information Science & Technology Abstracts with Full Text database.

Adams, H. (2008, October). Filters and Access to Information, Part II. //School Library// //Media Activities Monthly//, //25//(2), 54-54. Retrieved July 25, 2009, from Library, Information Science & Technology Abstracts with Full Text database.

Wolf, S. (2008, November). Coping with Mandated Restrictions on Intellectual Freedom in K-12 Schools. //Library Media Connection//, //27//(3), 10-12. Retrieved July 26, 2009, from Library, Information Science & Technology Abstracts with Full Text database.

Future Trends Paper: The Extinction of Libraries SL 5040

Jennifer Sims

July 30, 2009

The Extinction of Libraries What are the thoughts that come to mind when reading this word? I suppose that for most, it conjures up images of dinosaurs or other creatures that once lived on the earth. For others it may be the thought of the remains of once-living creatures and the bones left in the ground. Maybe it’s the thought of the desolation of something on a worldwide scale. Whatever the image, it generally has to do with living organisms… or does it?
 * Extinction. **

If you were to pull out the dictionary or go online and type in “extinction” what would you find? 1. Extinction: no longer active; extinguished; "the extinction of the volcano" 2. No longer in existence; "the extinction of a species" 3. Complete annihilation; "they think a meteor caused the extinction of the dinosaurs" (thefreedictionary.com) I suppose it might sound a bit strange to say that extinction is going on around us on a daily basis. While I admit that some of the things may not fall under the category of all of the exact definitions above (as some things can still be found in antique shops and the like), there have definitely been things that have become “extinct” even in my own lifetime. I think specifically of the typewriter and the record player. Things that were commonplace in my life growing up are now hard to find and have disappeared from my existence. Maybe they’ve not been annihilated as the definition states, but they are “no longer active” for the world that I live in. Depressing as it may sound, time is moving forward and the fact of reality is that there are things disappearing around us on a daily basis whether we realize it or not.

A couple of years ago, a man named Ross Dawson posted an “Extinction Timeline” on his blog. (2007) Beginning with the 1950’s and going through the year 2050, Dawson’s portrayal shows what he believes will be extinct within the upcoming years. Although some of the items are a little more comical, (Waistlines will be extinct in 2024 and Rocky Films in 2035) he does bring up an interesting point, that leads to the topic of this paper. It is his belief that in the year 2019, libraries will be extinct. (Dawson, 2007) Sure, the point is valid. We live in a digital age where technology is always being updated and improvised. We are all too familiar with buying a new electronic device and then going to the store a few months later and seeing the updated, “better” version. For most of us, we have let technology become our main form of communication with others. We make calls through hi-tech phones, e-mail from a portable laptop or set up networks online to fulfill our social needs. We have truly become a digital society. So, it only seems that it is a valid point that libraries will become extinct. With technology at our fingertips (literally), why do we need libraries anymore? And if the extinction timeline is correct and libraries are to be extinct by the year 2019, then why are there still so many of them that are not closing down but are thriving? I suppose one main factor the keeps a library from extinction is what the library is composed of: books. Despite new technologies to make books available in a digital format and even the recent push of Google to make a “Universal Library” (Kelly, 2006) books are what is keeping the library open. [A quick side note about the “Universal Library”: In the past few years, Google has made a goal to scan the contents of the books of the world and put them into a digital source so that all the works can then be linked, tagged and referenced in one ultimate source. It allows for books that have been lost to obscurity to be found and brought out into the light again and provides for someone to be able to access the content of the different books found in the world. It would make for the ultimate book resource, all online. If available, this resource would provide technical advantages over going to a library. Why hop in the car, when an interactive library experience is available from the comfort of your own home? This promotes a challenge for the libraries of the 21st century.] While it seems that this dream is on its way to becoming a reality, there is an important safeguard that is keeping all books from being digitized: copyright laws. As long as copyright laws are in effect, our libraries will still be the place to go to find books. While more books are being transformed to digital content through other available resources (Amazon, Barnes and Noble, etc.), the fear of having all books changed to a digital source will not happen until copyright laws change. (Kelly, 2006) So, what is the pull that books have that these digital means do not? One answer may be: the availability to read a book to a child before they go to bed. Or, the ability as an adult to crawl into bed with a book before turning out the light. Simply stated, a compact book with pages to turn cannot be replaced by crawling into bed with the computer. Printed books are keeping the libraries alive and research shows that there has been no shortage of books being printed to show any different. (Frischer, 2005) While the fact that books are still being printed and need a place to be shelved is a positive thing to keep libraries from closing, there are a few other things that are keeping libraries from closing as well. Although money plays an important role in all aspects of the continuing or closing of a library, some other areas such as the embracing of technology and architecture are important aspects of what closes a library, and what makes a library thrive. .

Of all of the issues surrounding the closing or continuing of a library, this issue is the most important. Although funding is not always under the control of those within the library, money is what keeps a library open and thriving or makes a library have to close its doors. When thinking of library services, what terms come to mind? Loaning, borrowing, lending. In looking through these terms, most of them are present participle verbs. What this means is that the actions listed are occurring and continuing in the present time. In some contexts, these words could contain a monetary undertone. In a library however, they are more of an expected response. A bank requires a payment back for a loan; a library requires the return of an item. Libraries are places of complimentary services. While fees may be imposed for late or lost items, libraries are primarily run by outside funding. Many libraries have found alternate ways of funding, although some may not be the most beneficial. In looking in different, current libraries, there are things that have not been there in the past. Coffee carts and used bookstores are starting to make an appearance within the library and are useful for internal funding. Other libraries however, have resorted to joining with big business to keep funding in the library. (Dodge, 2005) Where this can be positive in keeping a library funded, it can also provide pitfalls as the library loses its self-governance when relying on a larger corporation to keep it running. New materials may be allowed to purchase, but many may be governed by what the company deems important. (Dodge, 2005) Money is also important when it comes to purchasing newer technologies. While we find that most libraries are in the process of moving to the use of more technology, the fact is that technology is often more expensive than the purchasing of books. (Whitmire, 2000) In the article //Are Libraries and (Librarians) Heading Toward Extinction,// Doug Johnson defines the technology that is used in the complimentary services that libraries provide: sorts of things kids are now getting online - paper magazines, current events sources, print indices, etc. It means buying more online resources since that is the format kids find most usable and convenient. It means having a very useable library webpage tailored specifically to meet the needs of the school curriculum that is accessible from the classroom, computer lab and home. It may mean providing online reference services. // (Johnson, 2003) Yes, a library is complimentary for those who use what is found within but the bill still has to be paid. For a library to truly survive, money may provide the largest challenge for the growth or closure of a library. The libraries with more innovative ideas for internal sources of revenue will have fewer challenges than those that are only expecting for funding to be provided by outside sources. Out of all of the trends that will keep libraries open, I believe that this area will play an extremely large role in whether a library will continue to thrive or will close. In the past, a library was the primary place to go and find book resources. Since the technological boom and progression of the internet, the library’s role has changed. Instead of being the place to find only books, the library is now a place to go search the internet, and find resources through an online catalog. In the past, periodicals and journals were found primarily taking up space on library shelves. Technology has allowed for these resources (and more) to be found within an internet database. (Frischer 2005) For a library to continue to thrive in a digital world, I believe that being able to access new technology and to know how to implement that technology will determine the survival of the library. Technology will only be useful however, if librarians are willing to learn new technologies. While a main concern of library extinction is that technology will take over the need for a library, a librarian who provides informative, technological information will be an asset to a library. In today’s age, it seems that we have become too familiar with the information found on the internet. While information found on various websites can be correct in what is written, there is always the concern that the information is not always accurate. When doing an online search, the listed order of websites is not always listed by the correct information. Most times, the first results given are those sites that have been accessed more times than the other sites under that topic. (Kelly, 2006) To find the information that one is seeking, it can often be a lengthy search for the information one is hoping to find. If librarians are up to date with technology and know the exact resources to use when someone is searching for a certain subject matter, they will provide a meaningful, important resource that can’t be found by just searching in a database. Librarians are so important to accurate searches, as we know how to promote the technologies and tools that will provide meaningful searches. A librarian who refuses to learn the new technologies that are being invented will only be a hindrance to the growth of a library. Technology should be embraced by libraries, but it’s the librarians who truly help people utilize it. Gone are the days of walking into a library with cluttered shelves, dark lighting and uncomfortable chairs. Or so it is, for those libraries that are thriving in the digital age. Growing up, I recall going to the library and loving the time I spent there. I loved looking at the brightly painted walls and felt adventurous sitting in the dark aisles as I looked through the books. Of course, I was primarily in the children’s section. In thinking back to the times I would have to go find my mom in the other areas of the library, my recollections are not as fond. Where I had been comfortable in the children’s area, I felt the exact opposite as I searched through the dark aisles and the endless rows of shelves of dusty old tomes that no one had probably touched for years. The library made for good memories as well as scary memories. Which is why, I can say that I felt a tinge of sadness when that library was demolished and a new one was constructed in its place. Full of brighter lights, wider spaces between the shelves and even sun lights to allow for more light to come in, the library was transformed from something dark and old, to a new and what seemed living, entity. The library of the past was transformed to fit into the 21st century. Architecture has become an important aspect that is keeping libraries open and thriving. If you were to look at a library that is successful with a large amount of patrons, there would be a number of things you might see. Instead of a “quiet only” zone, libraries have started to become an urban hangout place. Where the card catalog drawers used to be, there are now computer catalogues. Where shelves used to be, there may be tables with a nearby coffee cart area, or where stacks of periodicals once were is now a lounge area with couches. There may even be a used book store within the library or there may be rooms allowable for community activities. If our society was content with finding information within dark confines and cluttered shelves, the library of the past would have no concern of extinction; however, this is not the case for our modern times. Another way that architecture promotes growth in a library is by making the library an inviting place where people want to go. Life can often be tedious and stressful, but having the opportunity to go to a different comfortable place to read or research will help keep people desiring to go to the library. (Frischer, 2005)
 * Money **
 * // Complimentary use. //**// This means not buying (or buying less of) the
 * Embracing technology and seeing technology as a help rather than a hindrance. **
 * Architecture **

As far as trends in a library go, I suppose a number of trends can be seen in this paper. Whether the trend is that technology is driving libraries to close, or that there are many wonderful things going on that are keeping libraries open, there are many multi-faceted movements for the future library. I suppose that after researching the topic of library extinction, I have come to the conclusion that it won’t happen within my lifetime. While I feel that the main concerns of library extinction are valid, they are missing a key element. I feel that we often place too much value on the use of technology and we often forget what technology is for. Technology is a tool for human use, not an autonomous entity. As long as humans are living and breathing and are still able to make choices, we are ultimately in control of what happens in our libraries. We have the choice to let technology enhance a library or to drive it to extinction. In the long run, I hope that Ross Dawson is incorrect in his assessment of the extinction of libraries. Will libraries be different in the upcoming years? Yes. Will they no longer be in existence by 2019? Guess that depends on us. Let us make a goal to keep the library transforming, but not allow for it to disappear.

Citation Information: Dawson, R. (2007, Oct 14) Extinction Timeline: what will disappear from our lives before 2050. Message posted to http://www.rossdawsonblog.com/weblog/archives/2007/10/ extinction_time.html

Dodge, C. (2005). Knowledge for Sale: are America's public libraries on the verge of losing their way? //Utne Reader//, //130,// 72-77.

Extinction (n.d.) //Free Dictionary online//. Retrieved July 27, 2009, from http://www.thefreedictionary.com/extinction

Frischer, B. (2005). The Ultimate Internet Café: Reflections of a Practicing Digital Humanist about Designing a Future for the Research Library in the Digital Age//.// In Council on Library and Information Resources//, Library as Place: Rethinking Roles, Rethinking// // Space // (pp.41-55). Washington D.C: Council on Library and Information Resources Publication.

Johnson, D. (2003) Are Libraries (and Librarians) Heading Toward Extinction? // Teacher-Librarian //, Retrieved July 24, 2009, from []

// Kelly, K. (2006). Scan this book! //// New York Times ////, 42+. Retrieved July 24, // // 2009 from SIRS Researcher Database. // Whitmire, R. (2000). Libraries Shrinking As Schools Choosing Technology. //Gannett News Service,// Retrieved July 24, 2009 from SIRS Researcher Database.

Hadiya Evans
7-31-09

=** Ebooks: Advantages and Disadvantages on a School Library **= The desire to place the written word in an electronic format is not a new creation or idea. For over 30 years books have been digitized. The first to conceptualize and execute this format occurred in 1971, Project Gutenberg began the creation of a free library of public-domain electronic books (Chan, 2006). However a recreation of the electronic book or ebook has occurred much later to include e-readers and ebook software. As the evolution of the electronic book expands out from a few to the masses it will have both positive and negative impacts on the culture and design of a school library. The term ebook has several definitions. An ebook or electronic book is, “an enhanced book without the paper. E-books are books or other forms of text in digital form” (Read a E-book Week, 2009). In many cases, an eBook is an electronic version of a previously published and printed book. The book can then be read off a computer screen, a laptop, ebook readers, or palm pilots and organizers (Ellis-Christensen, 2009). Some programs try and make the ebook experience more natural, by have features with the ability to “turn pages,” as one would with a regular book (Ellis-Christensen, 2009). The ebook made its debut in the form of the Declaration of Independence, through the work of Michael Hart creator of the Project Gutenberg in 1971. Hart was given $100,000.00 worth of computer time with a Xerox Sigma V mainframe computer (Chan, 2006). He decided that the greatest value of a computer isn’t its function, but its storage capacity, retrieval and searching ability of stored information (Chan, 2006). Hart intended to make information, books and other materials available to the general public in formats the vast majority of computers, programs and people can easily read, use, quote, and search (Chan, 2006). Since the 1970s many types of hardware and software have been introduced including electronic books that can be read on desktop computers, laptop computers, handheld computers, or specialized hardware. As the popularity of the ebook format and software grow the splintering and divide of people who advocate for and against them become more and more defined. On one hand you have the individuals-a combination of school personnel who are wildly excited about the opportunity of complete access that ebooks provide, but on the other hand you have the rest of the constituency worried that ebook technology doesn’t address preservation issues and detracts away from the human shared experience (Kaplan, 2001). I am a glass half full type optimist. I’d like to see how ebooks and printed books could be used in conjunction with each other. Why have one and not the other when if used creativity both can be used to best serve, prepare and inspire the students. To some, technology can appear to take the place of the human/person to person relationships. In some ways it can. More and more human interaction is taking a back seat in the way we interact in the commercial and social sectors of life. However instead of letting the technology of ebooks scare and create a dislike and distrust, why not see how and where it could and will take the students. The current and future generations of students are inundated with the Internet and its many functions. To capture and hold the attention of students in the area of reading it is necessary to introduce similarities that already have their attention. Ebooks could possibly be one of many keys that revitalize reading in children by tapping into technology that they like and already use. The future trend of digitizing books appears to be gaining in popularity. Like many forms technology take, i.e. records, to tapes to cds the transition has a lot of speed bumps and dragging of feet in moving forward with what is fresh and current. Ebooks are not widely accepted and have issues in terms of cost to the consumer and the budget of a library and accessibly and durability in the hands of the student. However with time I think a merge of the print and electronic book format in school libraries will be successful and will create a new base of readership among current and future generations.
 * What are the benefits of ebooks?** Ebooks have the capacity to touch a range of issues from being environmentally green to being responsible for encouraging children to read more. Several pros of ebooks include: a) they can save shelf space, b) the book budget of a library is not impacted if free books are accessed, and c) books don’t have to be physically returned (Cavanaugh & Cavanaugh, 2005). They also have several advantages that include features like, a) Highlighting, b) Note taking, c) Interactive instant dictionary and d) Bookmarks that are part of the ebook software (Cavanaugh & Cavanaugh, 2005). In the article, "E-books offer 'huge potential' for young readers (2009) discusses the need to engage children in digital media to capture the attention of young readers. As more and more children are using the Internet to "fact-find and to explore and discuss their favorite authors and read reviews," publishers have realized that this generation of children are digitally connected and to maintain interest in reading it is necessary for books to be digital (Bookseller, 2009). To stay aware and current it’s necessary to follow the trends that interest the kids.
 * What are the disadvantages of ebooks**? Ebooks can be one track minded in terms of the present and or future attraction it has in helping and encouraging children to read. There are several disadvantages that ebooks and ebook readers present which include, a) Eye strain, b) battery life c) software bugs and d) scratches and dropping. They are also not accessible in terms of price to a large group of consumers. The e-book reading technology is in place but is expensive averaging around $350 (Harris, 2009). For around the same price a notebook can be purchased close to the same amount making reader devices not as accessible to wide variety of constituents. There is also the concern that ebook vendors are likely going to try and take advantage of the prospect of selling content over and over as the format of ebooks continually redevelop. This could easily eat away at a large portion of library budgets to repurchasing works in updated formats so that they are compatible (Dorman, 1999).


 * Works Cited:**

Bookseller. (2009). E-books offer 'huge potential' for young readers. Library, Information Science & Technology, 5377(10). EBSCO. Auraria Library Retrieved July 22, 2009, from http://0- search.ebscohost.com.skyline.cudenver.edu/login.aspx?direct=true&db=lxh&AN= 38024187&site=ehost-live

Cavanaugh, T and Cathy Cavanaugh. (2005). Ebooks: Expanding the School Library. Retrieved July 23, 2009, The entity from which ERIC acquires the content, including journal, organization, and conference names, or by means of online submission from the author. Library Media Connection. (ERIC Document Reproduction Service No. ED EJ717602). Retrieved from http://www.eric.ed.gov/ERICWebPortal/custom/portlets/recordDetails/detailmini.jsp ?_nfpb=true&_&ERICExtSearch_SearchValue_0=EJ717602&ERICExtSearch_ SearchType_0=no&accno=EJ717602

Chan, E. (2006). E-Book Technology and Its impact on Libraries. Retrieved July 23, 2009, from Collector 2006 Web site: http://www.collecter2006.unisa.edu.au/Paper%207%20Elsie%20Chan.pdf

Dorman, D. (1999, November). E-Book Conference Illuminates Issues. //American Conference//. Retrieved July 23, 2009, from ALA Web site: http://www.ala.org/ala/alonline/techspeaking/1999columns1/november1999.cfm

Ellis-Christensen, T. (2009). What is a E-book? Retrieved July 23, 2009, from Wise Geek Web site: http://www.wisegeek.com/what-is-an-ebook.htm

Harris, C. (2009). The Truth About Ebooks: THE NEXT BIG THING. School Library Journal, 55(6). General OneFile. Gale. Auraria Library. Retrieved July 16, 2009, from http://0- find.galegroup.com.skyline.cudenver.edu/ips/start.do?prodId=IPS

Kaplan, R. (2001). The Case Against E-books. Retrieved July 23, 2009, from The Book Reporter Web site: http://www.bookreporter.com/features/perspectives/edit010727b.asp

Read A E-book Week. (2009). History of E-books. Retrieved July 23, 2009, from Web site: http://www.ebookweek.com/history.html

David Shaver 7-31-09

Ladies and gentlemen, the future has arrived! No longer must librarians be tied to the old technology of stale cardboard cards held in an old wooden chest of drawers. No longer must announcements be written or typed out and put on brightly colored paper in order to attract patrons’ attention. I have seen the future and it is full of hope for keeping patrons informed as well as ensuring new material is on display both physically and technologically. Twitter is the wave of the future that will allow librarians to keep in touch with patrons about new material and happenings at the library. What exactly is this Twitter thing-a-ma-bob though? According to Carscaddon and Harris (2009) note that Twitter is an application that allows people to send 140 or less character text updates. These updates are available to be seen by people who subscribe, also called followers, to receive your text updates. The nice thing about Twitter is that followers can receive “tweets”, or brief text updates, by logging onto Twitter, through text messages, or through various external applications. “Librarians, information professionals, educators, and others have found Twitter a concise way to start conversations, to keep folks updated about their whereabouts when at industry conferences, and to post links to recent happenings in the field” (Carscaddon & Harris, 2009). Sodt and Summey (2009) characterize Twitter as a microblogging service. A microblog is one that allows users to quickly blog short messages. One of the great things about Twitter is that, like blogs, users can set up RSS feeds to their account so followers are notified when there is new information available. Librarians use this service to be able to communicate directly with each other and patrons. “This type of format has provided a great way for people to share information quickly and with a wide audience” (Sodt & Summey, 2009, p. 104). Twitter is a free service and anyone can go to www.twitter.com and set up an account. As would be the case for a library, you can make your Twitter account public and, thus, anyone can see tweets from the library. If you choose a private account, only people who receive your blessing can see your tweets. This, however, does not seem like the best option for a library that wants to get information out to the broadest audience possible. For busy librarians on the go, you can also text your tweet to 40404 and Twitter will automatically post your tweet for you (Carscaddon & Harris, 2009). This is perfect for librarians needing to get information to the rest of their staff quickly even while hundreds or thousands of miles away at a conference. The service has gotten to be such an important part of domestic and international education that some universities are offering a master’s degree that focuses on Twitter and its uses and implications. “For an extreme case of using Twitter in the classroom, Birmingham City University in the UK has started a master’s degree program in social media with a concentration on Twitter” (Bell, 2009). It is really interesting that Twitter has become that highly regarded in academia that people are willing to focus their study on how it can be used most effectively in classrooms. Steven Bell (2009), Associate University Librarian at Temple University in Philadelphia, noted that not only are academic libraries beginning to use Twitter as a great way of keeping in contact with, and informing students, even admissions offices are now using it as a way to get in contact with students. In his article, Bell (2009) relates several tips for making Twitter effective for libraries. One of the most important tips is that if libraries see Twitter as simply a mode of marketing and promotion, it will come across as lame to social networkers. It’s important to show some personality and build a sense of community (Bell, 2009). You cannot simply use Twitter as a way of getting out information about the newest collection to the catalog and expect people to continue to follow your Tweets. There has to be a personality behind the technology. Another important tip Bell mentions is that tweets should provide news stories and other non-library content so they are not solely about you and your library (2009). This is really important because, again, it goes back to the idea of trying to get people who follow the library’s tweets to be informed and entertained. In his article, Roy Tennant (2009) also mentioned how one librarian named Emily Clasper was using Twitter in her library consortium. Not only is Clasper using Twitter to update patrons and staff on catalog updates and new material, she uses Twitter to even alert followers to catalog downtime and other important information. Because she added Twitter to her blog, Clasper is able to get more people to subscribe to her tweets, making it easier to get information out to more people easily (Tennant, 2009). This, of course, is one of the most important advantages of using Twitter for librarians: to get information out to as many people as possible as quickly as possible. Clearly Twitter has revolutionized how librarians are able to communicate with their staff and patrons. It is important that librarians stay up with technology available to them to make their jobs easier and more efficient. Twitter allows librarians to get out small blurts of information quickly and directly. Best of all, Twitter is a free service, an important aspect in today’s economy.

References Bell, S. (2009). //Higher Ed Wakes Up to Twitter; Is Twitter a must for academic// //libraries?.// Retrieved July 20, 2009, from Library Journal.com Web site: http://www.libraryjournal.com/article/CA6659755.html?q=twitter Carscaddon, L. & Harris, C. (2009). //Working the Social: Twitter and FriendFeed.// Retrieved July 22, 2009, from Library Journal.com Web site: http://www.libraryjournal.com/article/CA6663770.html?q=twitter Sodt, J.M., & Summey, T.P. (2009**).** Beyond the Library’s Walls: Using Library 2.0 Tools to Reach Out to All Users. //Journal of Library Administration, 49//(1), 97- 109. doi: 10.1080/01930820802312854 Tennant, R. (2009). //Twitter Meets the Library Catalog.// Retrieved July 21, 2009, from Library Journal.com Web site: http://www.libraryjournal.com/article/CA6659755.html?q=twitter

<span style="line-height: 200%; font-family: 'Times New Roman', 'serif'; font-size: 12pt;">Tracie King VoiceThread a Future Trend What is VoiceThread? It is an application that runs inside your web browser which means you don’t have to download software to use it. The application allows you to have a collection of pictures, documents, videos, or images and make them into a presentation or a conversation that you can have when it is convenient for you. VoiceThread can be as secure as you want it to be and that is what makes it appealing to educators. There are several different types of accounts you can have for VoiceThread but the one I will discuss is the K-12 account. There are three choices within this account; a free account, a pro account which adds a few more features for a $10 one-time fee, or a class subscription which is $60 annually and offers unlimited VoiceThreads and 15 student logins. VoiceThread hit the Web 2.0 market in March of 2007 with the initial idea that making comments about a picture makes the picture more interesting to viewers and then having the viewers able to make additional comments which enhances the whole experience. Users are able to comment five different ways using VoiceThread, they can comment by text, webcam, telephone, microphone on their computer or an MP3 player. The user can also doodle on the image while they are commenting which makes the presentation even more interesting. Educators are using VoiceThread for many reasons, which include documenting classroom conversations, tutoring student’s online, professional development, presentations that students can go over and take notes to study for tests, and book talks/reviews. I am planning on working with my fifth and sixth grade students on creating book talks using VoiceThread that we place on our library webpage for students to view to see what their peers think about the books they are reading and to see what other students are reading. The students will work with me on these projects and make their own avatars and record their review by whatever tool they choose to use. I also want to make VoiceThreads of the instructional lesson I teach so the students can go back and review when needed. I will make several VoiceThreads to be used for professional development on how to use our catalog system, how to place a hold, and how to make a VoiceThread. These VoiceThreads will be stored on the internet but linked to my library webpage when needed or stored and saved to use as I need them. With any new tool there are positives and negatives. I would like to address a couple of the negatives of using VoiceThread. It is sometimes a little difficult to use depending on what browser you are using. It may be slow functioning and not perform correctly if you are having internet connection problems. If the images are not good that you are using to begin with the product won’t be of great quality. Students may erase another student’s comment or post something inappropriate, but the positives far outweigh the negatives in my opinion. VoiceThread is a great digital storytelling and collaboration tool that we can use with our students and encourage their creativity in many ways. This is something that students can use to tell a story that interests them and then allow critiquing by their peers which is very powerful for both the storyteller and the critiquee. It is something students can access at school and at home or anywhere they have internet available. This tool is certainly a 21st Century tool and one that I can see growing in popularity. With any new tool that you try as an educator there is always a breaking in period and I am sure I will learn as I go. I like that I can monitor what my students do within my account and that we can access VoiceThread from school unlike YouTube which is blocked. I am looking forward to trying this Web 2.0 tool in my library this year. <span style="text-align: center; line-height: 200%; display: block; font-family: 'Times New Roman', 'serif'; font-size: 12pt;">Works Cited <span style="line-height: 200%; font-family: 'Times New Roman', 'serif'; font-size: 12pt;">Barack, L. (2008, March). Pimp Your Library. //School Library Journal, 54(3), 27-27//. Retrieved July 26, 2009, from Academic Search Premier database. (June 2009). 7 Things you Should Know About VoiceThread. //EduCause Learning Initiative. //Retrieved July 27, 2009: []. Lofton, J. (2008, Spring2008). New Ideas Take Flight. //CSLA Journal, 31(2), 14-15//. Retrieved July 26, 2009, from Academic Search Premier database. Lowenshon, Josh. (March 19, 2007). VoiceThread: Photos, Voice, and Forums. //Webware Cool Web Apps for Everyone.// Retrieved July 27, 2009: [] Undefined. (June 2009). 7 Things you Should Know About VoiceThread. //EduCause Learning Initiative. //Retrieved July 27, 2009: []99117-2.html. undefined. (2007-2009). undefined. //In VoiceThread//. Retrieved June 24,2009: [].

<span style="line-height: 115%; font-family: 'Times New Roman', 'serif'; font-size: 12pt;"> _________________________ <span style="font-family: 'Tahoma', 'sans-serif';"> Running head: FUTURE TRENDS <span style="font-family: 'Tahoma', 'sans-serif';"> <span style="font-family: 'Tahoma', 'sans-serif';"> <span style="font-family: 'Tahoma', 'sans-serif';"> <span style="font-family: 'Tahoma', 'sans-serif';"> <span style="font-family: 'Tahoma', 'sans-serif';"> <span style="font-family: 'Tahoma', 'sans-serif';"> <span style="font-family: 'Tahoma', 'sans-serif';"> Future Trends:

Online learning and libraries <span style="font-family: 'Tahoma', 'sans-serif';"> Diana Carlill <span style="font-family: 'Tahoma', 'sans-serif';"> Colorado University, Denver <span style="font-family: 'Tahoma', 'sans-serif';"> <span style="font-family: 'Tahoma', 'sans-serif';"> <span style="font-family: 'Tahoma', 'sans-serif';"> <span style="font-family: 'Tahoma', 'sans-serif';"> <span style="font-family: 'Tahoma', 'sans-serif';"> <span style="font-family: 'Tahoma', 'sans-serif';"> SL 5040 OL1: Information Storage and Utilization Kathy Hayward <span style="font-family: 'Tahoma', 'sans-serif';"> July 23, 2009 <span style="line-height: 200%; font-family: 'Tahoma', 'sans-serif'; font-size: 12pt;"> E-learning describes any type of education that is computer enhanced but typically is associated with the classroom in conjunction with face to face teaching. It began when computers were first introduced into the schools with teachers finding educational games for students and requiring students to use word processors to complete assignments. Due to the cost of computers, they were usually housed in a computer lab or in the library and teachers scheduled students to use them. Enhancing the lessons and curriculum through technology continues to expand as the emergence of the “net-genners” into the school system increases and the technology improves. As computers moved from the classrooms to homes and more people had access to personal computers, some colleges and universities began to explore the idea of online learning, or e-Learning. Online learning is growing and moving into K-12 education. Although there are K-12 online schools in Colorado, few offer hybrid courses where students are required to attend daily, take face to face elective classes, and where the core curriculum is delivered online in as hybrid courses. No matter what the mode of delivery, the e-Learning movement is impacting libraries both public and in schools. Schools and educators are being challenged to meet the growing needs of learners by using the Internet and Web 2.0 tools in designing learning environments. Libraries and the job of librarian is changing as teachers and students use Internet for research, reading textbooks, and completing assignments. Librarians are now learning to be technology specialists in addition to an already demanding job. There are positives to this in that the librarians are no longer a passive participant in the learning process, but are required to be actively involved in all aspects of the education of students. Library 2.0 is the “buzz word” meaning libraries are stepping up services and analyzing user needs more regularly to keep pace with the online trend. With the onset of core classes online, the interface becomes the primary contact for resources and the library use in schools is lessened. How will libraries keep up with the challenges of online learning? How do libraries meet the needs of 21st century learners? The day of the stereotypical librarian is no more as librarians scramble to bring patrons. What is the relationship between the library and the online community? In her article, //Just what is library 2.0, and is it really revolutionary?// Janet Balas says, <span style="line-height: 200%; font-family: 'Tahoma', 'sans-serif'; font-size: 12pt;">   “Libraries and librarians are feeling threatened by the Internet and the need to keep up with the latest trends in technology as well as society including bookstore “feel” and cafés…the focus of Library 2.0 is service to the community, whatever that community is, and the way in which all libraries must accommodate the population served.” <span style="line-height: 200%; font-family: 'Tahoma', 'sans-serif'; font-size: 12pt;"> According to Online Computer Library Center (OCLC), there are several questions that librarians must ask when considering the status of their library and the connection with online learning. Three of them are: 1. How can libraries bridge the gap between their own services and systems of those in the e-learning environment? 2. What traditional services and what new services fit in and are of vital importance? 3. What are the libraries strategies for engaging with their particular institutions e-learning strategies? <span style="line-height: 200%; font-family: 'Tahoma', 'sans-serif'; font-size: 12pt;"> There are challenges and obstacles in school libraries as they explore the best way to serve the online learning community and there are benefits and rewards as well. In a recent interview with Mike McQueen, librarian at McLain High School in Jefferson County, he shared his frustration in getting students to go to the library and to find reasons to be in the library when their courses are online. He decided that a total makeover was necessary and with the support of the principal he began. This makeover primarily focused on creating an inviting environment for students. He developed a café where pancake breakfasts are served monthly, mic night for stand up and poetry readings, and redesigned the collection to be more inviting and useful. He surveyed the students and teachers and used the input in helping to develop a plan. The results were astounding. The attendance in the library skyrocketed—up by nearly 65% in one semester. Because students were now in the library, he had the chance to show them the tools available. This was two years ago and the library program continues to grow. E-Learning allows students to work at their own pace and be self-directed. For the library, this means moving to a truly flexible schedule having open time for students thought out the day as well as before and after school—both a pro and con. It gives libraries the opportunity to collaborate with teachers to create online courses incorporating literature—and the necessary books can be found in the library. The library website becomes a working document, changing often to be current, and librarians can offer assistance to teachers, students and staff through email, blogs, and other online communications. The future of libraries and online learning at the high school level holds exciting and challenging opportunities. However, without appropriate funding libraries cannot stay open longer hours and are unable to “recreate” the physical space. It falls on the librarian to become a leader in the school demonstrating the need to move forward in the online learning movement. <span style="line-height: 200%; font-family: 'Tahoma', 'sans-serif'; color: black; font-size: 12pt;"> <span style="line-height: 200%; font-family: 'Tahoma', 'sans-serif'; color: black; font-size: 12pt;"> <span style="line-height: 200%; font-family: 'Tahoma', 'sans-serif'; color: black; font-size: 12pt;"> <span style="line-height: 200%; font-family: 'Tahoma', 'sans-serif'; color: black; font-size: 12pt;"> <span style="line-height: 200%; font-family: 'Tahoma', 'sans-serif'; color: black; font-size: 12pt;"> <span style="line-height: 200%; font-family: 'Tahoma', 'sans-serif'; color: black; font-size: 12pt;"> <span style="line-height: 200%; font-family: 'Tahoma', 'sans-serif'; color: black; font-size: 12pt;"> <span style="line-height: 200%; font-family: 'Tahoma', 'sans-serif'; color: black; font-size: 12pt;"> <span style="line-height: 200%; font-family: 'Tahoma', 'sans-serif'; color: black; font-size: 12pt;"> <span style="line-height: 200%; font-family: 'Tahoma', 'sans-serif'; font-size: 12pt;"> <span style="line-height: 200%; font-family: 'Tahoma', 'sans-serif'; font-size: 12pt;"> <span style="line-height: 200%; font-family: 'Tahoma', 'sans-serif'; font-size: 12pt;"> References <span style="line-height: 200%; font-family: 'Tahoma', 'sans-serif'; font-size: 12pt;"> Aranda, N. (n.d.). //A Brief History of E-learning and Distance Education//. Retrieved July 25, 2009, from [] Distance-Education&id=496460  <span style="line-height: 200%; font-family: 'Tahoma', 'sans-serif'; font-size: 12pt; mso-fareast-font-family: 'Times New Roman';"> <span style="line-height: 200%; font-family: 'Tahoma', 'sans-serif'; font-size: 12pt; mso-fareast-font-family: 'Times New Roman';"> <span style="line-height: 200%; font-family: 'Tahoma', 'sans-serif'; font-size: 12pt; mso-fareast-font-family: 'Times New Roman';"> Dempsey, J., Fisher, S., Wright, D., & Anderton, E. (2008, June 15). TRAINING AND SUPPORT, OBSTACLES, AND LIBRARY IMPACTS ON ELEARNING ACTIVITIES. //College Student Journal//, //42//(2), 630. Retrieved July 25, 2009, from MasterFILE Premier database. <span style="line-height: 200%; font-family: 'Tahoma', 'sans-serif'; font-size: 12pt; mso-fareast-font-family: 'Times New Roman';"> //<span style="line-height: 200%; font-family: 'Tahoma', 'sans-serif'; font-size: 12pt;">E-Learning Software Training Courses on CD-Roms //<span style="line-height: 200%; font-family: 'Tahoma', 'sans-serif'; font-size: 12pt;">. (n.d.). Retrieved July 30, 2009, from [] //elearning//. (n.d.). Retrieved July 30, 2009, from www5.oclc.org/downloads/community <span style="line-height: 200%; font-family: 'Tahoma', 'sans-serif'; font-size: 12pt;"> //<span style="line-height: 200%; font-family: 'Tahoma', 'sans-serif'; font-size: 12pt;">Extreme Library Makeover | McLainHS.com //<span style="line-height: 200%; font-family: 'Tahoma', 'sans-serif'; font-size: 12pt;">. (n.d.). Retrieved July 30 2009, from [] <span style="line-height: 200%; font-family: 'Tahoma', 'sans-serif'; font-size: 12pt; mso-fareast-font-family: 'Times New Roman';">

//<span style="line-height: 200%; font-family: 'Tahoma', 'sans-serif'; font-size: 12pt;">JeffcoNet Academy Online High School //<span style="line-height: 200%; font-family: 'Tahoma', 'sans-serif'; font-size: 12pt;">. (n.d.). Retrieved July 30, 2009, from [] <span style="line-height: 200%; font-family: 'Tahoma', 'sans-serif'; font-size: 12pt; mso-fareast-font-family: 'Times New Roman';"> <span style="line-height: 200%; font-family: 'Tahoma', 'sans-serif'; font-size: 12pt;"> Kenney, B., & 1/1/2007. (n.d.). //You 2.0 - 1/1/2007 - School Library Journal//. Retrieved July 30, 2009, from []