Article+Summaries

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Rosa M. Granado // **Research and Responses Related to “On the Record: The Report of the Library of Congress Working Group on the Future of Bibliographic Control** // This is a collection of responses to “On the Record: The Report of the Library of Congress Working Group on the Future of Bibliographic Control”. It features five responses by librarians and catalogers all over the U.S. In the main, every writer has responded because of easily identified problems related to the LCSH. Among which is the fact that LC terminology is often outdated and not easy for inexperienced users to use. And while the LC does update its subject terms, the results do not often meet the perceived standards of the library and cataloging communities. Some solutions include separating terminology from application by creating two different files with different purposes, updating technology to more easily be able to reference between different sources of controlled headings using the 7XX, 4XX, and 5XX fields, and using technology and distance learning to provide increased education for library staff. All these responses offer some solutions in alleviating the problems caused by outdated terminology in the LCSH. (2008) ‘Cataloging News’, Cataloging and Classification Quarterly, 46:4,431 – 446. In this article, Theresa A. Strottman uses Antonio Gramsci’s book, //Some of our Fifty are Missing//, as a jumping off point for discussing how outdated or flawed structure of LCSH makes it impossible to catalog Southwestern collections. She explores what the implications of these biases are for students, researchers, library patrons, and, more importantly, ethnics groups such as Hispanics and Native Americans. Strottman charges that since the LCSH is such a major cataloging source for the United States and internationally that it has a responsibility to be a leader in its technology, social, and political growth. She also suggests that more submissions to SACO and the development of a Southwest Funnel Group would be more effective in helping LCSH in developing terminology that will aid in getting rid of these kinds of bias. Strottman, Theresa A. (2007),’Some of Our Fifty Are Missing: Library of Congress Subject Headings for Southwestern Cultures and History’, cataloging & Classification Quarterly, 45:2,41-64.
 * Some of Our Fifty Are Missing: Library of Congress Subject Headings for Southwestern Cultures and History**

Shireen Kolarik - School and Public Library Partnerships

//School and Public Library Relationships: Essential Ingredients in Implementing Educational Reforms and Improving Student Learning// (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. Fitzgibbons 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. Fitzgibbons also 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.

//What Makes a Joint Use Library a Community Library?// (McNicol, 2006) related both positive and negative factors for joint use libraries. The positive factors included 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. The article also discussed some negative factors that should be considered before developing joint use libraries. 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. This would include providing space for studying and classes at the same time as recreational reading and community activities.

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 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.

Kim Walter 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.

This article discusses the advantages and disadvantages to blogs for the library from many perspectives. Librarians from multiple levels and areas of expertise, community colleges, and universities offer their perspective on blogging and the future of blogging as it relates to the library. All the contributing authors offer a different perspective on the use of blogs. Some commonalities do exist. Many of the authors suggest it is a creative and interesting tool that offers many opportunities for communicating with students, professional development, reviews and marketing for example. With a specific purpose guiding the blog they can be beneficial.

Cowan, J. (2008). Diary of a blog: Listening to kids in an elementary school library. //Teacher Librarian//. 35(5), 20-26.  Cowan discuss the use of blogs in for the elementary school library and the results. Upon introduction of a blog for the library, Cowan received early teacher buy in and participation on the blog. More importantly she found students willing to participate to posts on the blog both in and out of school. Students discussed book preferences and book titles they would like to see in the collection as did staff. In addition to blog participation Cowan noted increased circulation of the collection, book discussions increased, an increase in student participation, and greater visibility of the web page.

Stacey Sweet - Topic: Dewey or Not? *Associated Press. (2009, June 8). Adams library checks out new filing system. //The Denver Post.// Retrieved from [|www.denverpost.com] The Adams County library district is opting out of using the Dewey Decimal System in favor of a more “user-friendly” system called WordThink. WordThink is a system that takes the focus away from numbers and puts it more on browsing by categories. WordThink is said to be more intuitive and to encourage browsing by breaking down books into 45 alphabetical categories. A representative from the Rangeview Library District, Sandlian Smith, claims that this district is the first district in the country to convert all of its libraries from DDC to WordThink, although this statistic isn’t supported because the American Library Association doesn’t keep track. When asked why the district is taking this dramatic step, Smith related that for years, librarians in the district have heard comments such as, “I can’t figure out this library.” Of the six major libraries in the district, those already using the system say that it has been successful (the exact number of libraries that have already implemented the system is not mentioned). However, there are strong proponents of the DDC. They state that the system translates well overseas, in both print and electronics, and that the DDC is already being used by over 200,000 libraries world-wide, and that it has been translated into more than 35 languages. A comment about the article left by Dave Chandler claims that the Rangeview Library District is merely “dumbing down” the use of libraries.

// Journal. // Retrieved from [|www.schoollibraryjournal.com] The Perry Branch Library in Arizona is one of the first in the country that has gotten rid of the Dewey Decimal System. Instead, the library’s 31,000-item collection will be shelved by topic and alphabetized by author’s last name. When asked why the library agreed to pilot this program, Marshall Shore, the coordinator for adult services for the Maricoupa County Library District, replied that a majority of patrons surveyed said that the main reason they visited the public library was just to browse. He states, “Dewey isn’t ‘fail safe’ and the classification system has often confused and frustrated patrons.” When asked their opinions about Arizona’s libraries doing away with the DDC, Francis Fourie (assistant librarian at Walker Grant Middle School in VA), Liz McMahon (media specialist at Messalonskee Middle School in MA), and Lisa Moellering (librarian at Rice University) all had differing ideas. Fourie thinks that ridding libraries of the DDC is ludicrous. She claims that the Dewey Decimal System is functional and workable and that it allows for you to walk into any library in the world and find what you’re looking for. McMahon agrees, stating that she has actually played with the idea of getting rid of the DDC in her library, she hasn’t because there are simply too many books that don’t fit into just one category. Moellering, on the other hand, understands Arizona’s motives. She states that the main goal of a public librarian isn’t to teach the customers, but rather to give the customers what they want.
 * Whelan, Debra Lau. (2007, June 6). Librarians weigh in on Arizona’s Dewey-less library. //School Library//

// School Library Journal. // Retrieved from [|www.schoollibraryjournal.com] As a follow-up to the above article, students at Perry High School, the site of the Perry Branch Library that recently rid itself of the DDC in favor of a more book store-like feel, were asked their opinions about the new system. For the most part, they neither noticed nor cared. Jennifer Miele, the manager of the branch speculates that this is because the younger ninth and tenth grade students have had very minimal exposure to the Dewey Decimal System. In fact, when she began presenting her library orientation to the students, they seemed much more interested in the fact that the library now allows food and drink and that there is a new Teen Oasis section that contains velvet lounge chairs and a lot of new computers. Miele did notice, however, that the library is drawing in more teens every week, but she is cautious to call the switch a success, warning that as the upcoming research project season approaches, the complaints may start coming in. But for now, the students are enjoying browsing in their new library, as well as the easy-to-read signage and the lower bookshelves.
 * Whelan, Debra Lau. (2007, September 11). Students not fazed by Dewey-less library in Arizona.

Jason Wooldridge Topic Gaming in the library Games... In the Library? The first article I read, //Games….In the library?,// covers some very good points on the changing of our world. Eli Neiburger focuses on expanding our definitions of what it means to be literate. By explaining the amount of reading that goes into playing some video game students have to be able to decode more and apply the knowledge to what they are reading. She gives some great supporting evidence including a study where doctors who played video games performed better in surgery than those who did not. Neiburger continues by giving examples of ways to tie video games into the curriculum and how it could look. A great article that opens up some ideas on how video gaming in the library could work.

Neiburger, Eli (2007,7,1). Games...in the library?. //School Library Journal//, Retrieved July 20, 2009, from [] Meet the gamers In this article Kurt Squire and Constance Steinkuehler focus on the learning communities of gamers. In their article they are talking about a variety of games and how the gamers and developers are communicating about concepts such as tactics, winning with out war, ethics and resource use. They go on to talk about how these can be connected to the real word and the applications there of. Squire and Steinkuehler go on to give ideas of games that would fit with curriculum and why they fit with in the library. They offer up ideas of things like Sid Meyers Pirates as this can connect to current standards based education. They end up their article with the hardest thing about games in the library being change. The change would be for the librarian and what they keep in the library or not. Getting past a mind set is the hardest part about change. Squire, Kurt & Steinkuehler, Constance (2005,4,15). Meet the Gamers. //School Library Journal//, Retrieved July 20, 2009, from []

Mila Sbrocca- Electronic books and other technology  Cavanaugh, T. (2005, Feb). EBooks: Expanding the school library. //Library Media// //Connection, 23, //56-59. This article explores the advantages to have electronic books available via a school library and some of the steps required to construct an e-library. Cavanaugh discusses advantages such as access from home, saving shelf space, and low investment. He explains that “books that have passed into the public domain” can be accessed at no cost. He then goes into great detail regarding the “Big 5” formats for e-books and their features. Finally, he discusses the options for creating an e-library depending on your school’s internet access and web space.  Larson, L.C. (2008, Oct). Electronic reading workshop: Beyond books with new literacies and instructional technologies. //Journal of Adolescent & Adult// //Literacy, 52, //121-131. This article discusses practical ways to incorporate technology into classroom literacy activities. Larson takes the ideas of Atwell’s reading workshop and converts them to an //electronic// reading workshop. Rather than print materials, e-books are used; rather than a reading response journal, students create blogs; and rather than making a poster or paper product at the end, multi-media/technology based projects are assigned. She explains the advantages of using electronic resources as well as the benefit to students who have more experiences with applying technology to their studies.

= __By Mary Olson__ = SL 5040 July 20, 2009
 * Summary 1 **
 * Journal: ** Internet Wire
 * Article Title: ** Web Wise Kids Applauds House Introduction of Historic Internet Safety Legislation

In May, 2009, Senator Robert Menendez introduced a bill to provide funding to programs and grants to educate children in safe, ethical internet and mobile device use. The bill is called the AWARE act (adolescent web awareness requires education). This goes beyond a 2008 measure that required schools to teach internet safety, but provided no funding or professional development for teachers. This bill includes funding for teachers to be taught themselves about internet safety before requiring them to teach it to students.

Web Wise Kids is a non profit organization that emphasizes interactive internet safety programs. = Citation: = Web Wise Kids Applauds House Introduction of Historic Child Internet Safety Legislation; Bill Would Provide Funding to Programs Educating Children and Teens on Safely Using the Internet and ( (. Gale. . Gale. Denver Public Library. 20 July 2009 <http://find.galegroup.com.ezproxy.denverlibrary.org:2048/itx/start.do?prodId=ITOF

Summary 2

 * Journal: ** The Economist (US)
 * Title: ** Megan’s law; Cyber-bullying and the courts__.__

Megan was a 13 year old girl who hung herself after her online boyfriend turned mean and wrote hurtful messages. The online boyfriend turned out to be a school mate’s mother, who was spying on Megan to see if she was saying mean things about her own daughter. No laws had been written or ratified that could make a case against this mother, Lori Drew. In Los Angeles, CA, (where MySpace is based) she was charged with fraud and criminal conspiracy.

The case has not been decided. The death of the teenager was the impetus for new laws both at the state and federal level. = Citation: = Tonn, J. (2006, August 30). CYBER BULLYING. //Education Week//, //26//(1), 19. Retrieved July 20, 2009, from MasterFILE Premier database.

**Journal:** New Media Age

 * Title ** : Online Giants Unite to Combat Cyber-Bullying

Fourteen internet companies that include Facebook, MySpace and Google are joining together to combat mobile phone bullying and abuse. This is the first time the companies have come together to develop a strategy against cyber-bullying. They met in Brussels on April 28, 2009.

They will provide a digital resource to help teachers teach responsible use of the web and cell phones. They will also show teachers how to integrate cell phones into teaching and how to deal with the abuse of the devices.

A web site, safesocialnetworking.com has begun to encourage discussion between teachers and students and their responsibilities in web usage.

Cooper, W. (2008, April 3). Online giants unite to combat cyber-bullying. //New Media Age//, Retrieved July 20, 2009, from Business Source Complete database.
 * Citation: **

Summary 4

 * Journal: ** Europe Intelligence Wire (June 3, 2009)
 * Title: ** Cyber-Bullying to be Included in Schools’ Policy.

Schools’ anti bullying programs are being updated to include types of bullying that occur via instant messaging and social networking sites. Comments or images that may be posted can hurt, intimidate or embarrass another person. This is not done face to face and the identity of the perpetrator may not be known. This type of bullying can be as devastating as other forms of intimidation. Part of the policy intends to guide school communities on the process and procedure that should be followed to prevent and deal with cyber bullying as well as how to report such incidents.


 * Citation: **

“Cyber-bullying to be included in schools policy.” Europe Intelligence Wire (June 3, 2009): NA. General Reference Center Gold. Gale. Denver Public Library. 20 July 2009 [].

Summary 5 Journal: Consumer Health News

 * Title: ** Cyber Bullying Affects One in 10 Students

Many children have been bullied or bully others, particularly in grades 6-10. Along with the traditional hitting, yelling, insulting behavior associated with bullying, it may also occur online or via cell phone. A study done by the National Institute of Health based on surveys from the World Health Organization survey of middle school aged children. While 54% of children reported being a victim of verbal bullying, only 14% reported cyber bullying. Influential factors include age, gender and economics. Boys are more likely to be bullies, girls tend to be the victims. Affluence increases the risk. As students progress out of middle school, bullying seems to be less of a problem.

West, P. (2009, June). Cyber Bullying Affects One in 10 Students; But researchers find supportive parents help keep abusive behaviors at bay. //Consumer Health News,// June 29, 2009. Retrieved from General Reference Center Gold. Gale. Denver Public Library. 21 July 2009 <http://find.galegroup.com.ezproxy.denverlibrary.org:2048/itx/start.do?prodId=GRGM
 * Citation: **

Paper topic: E-books
 * Hadiya Evans**

In the article, "E-books offer 'huge potential' for young readers 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 favourite 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. Mick Landmann, speaker at the The Future of Children's Books debate, suggests "books have to be high quality and good enough to catch their attention, otherwise they will move on to something else." The potential for e-books is very large and with creative means publishers could encourage children to read more. Partnering with social media like facebook and Twitter is an highly anticipated partially tapped resource that can also introduce and encourage reading. Bookseller. (2009). E-books offer 'huge potential' for young readers. Library, Information Science & Technology, 5377(10). EBSCO. Auraria Library Retrieved July 22, 2009, from []
 * Summaries:**

The article "The truth about ebooks: The next big thing, by Christopher Harris explores the reality of e-books. Harris is a coordinator of the school library system of the Genesee Valley (NY) BOCES. There has been several misconceptions about e-books, it is believed that 1)the print is too small, 2) the devices are too heavy for comfortable reading, and 3) the screen will strain your eyes. However if you were to measure the font size of the reader i.e. The Sony PRS-505 ebook reader the default font is the same size as a paperback book. On this devise you can you can adjust the size of the font as large as the standard large-print size. E-books are not going to take the place of books in libraries, but can be used along side in a complimentary feature. The future outlook for e-books is bright with the possibilities for students ranging from "book clubs sharing highlighted passages from a book to teachers and students exchanging notes for a reading assignment, complete with links to additional selections for further exploration." The e-book reading technology is in place but is expensive averaging around $350. For around the same price a notebook can be purchased close to the same amount making reader devices not as accessible to wide verity of constituents. However, the digital evolution points toward reader devices becoming the normal rather than a luxury few can afford. 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 []

__Christy Meredith -- Web 2.0__
Reed, Stacy. (2006, Mar. 20). The pros and cons of web 2.0. //Tucows//. Retrieved July 24, 2009, from [].

=
In her article, “The pros and cons of web 2.0”, Stacy Reed addresses only a few issues of relevance to the typical internet user. She begins with her reasoning on why she is such an internet-addict and lists her favorite sites. The interesting thing behind this is that the article was published just over three years ago, and I have only heard of two of the seven sites she frequently visits. It took me a second to explore them to find that they are simply original versions of applications I’m more familiar with (for example, she calls “Writely” what is now GoogleDocs). Once she gets over critiquing another author who believed that web 2.0 was an abomination (insert laugh here), she makes a very good point when she says,=====

“Surfers demanded better ways to find the information they wanted. They demanded multimedia the way //they// wanted it. They demanded a voice and were given one. They demanded better communication, 24 hour Internet access to their data and simplicity fit for a mobile. Developers everywhere scrambled to meet their demands and the majority offer their services for *gasp* you guessed it – //free.//”

=
As Reed continues, she again makes good points about the availability and access that is important for its users. She combats it, however, with the fact that not everything is permanent and relying solely on the internet to keep your stuff may be a mistake. What happens to your information if the site you’re registered to is bought out, or the server crashes? She recommends backing up all that you feel is important.=====

Hargadon, Steve. (2008, Mar. 4). Web 2.0 is the future of education. Retrieved July 24, 2009, from []. Steve Hargadon brings up ten trends that are a part of web 2.0 and seven steps that educators can take to make a difference in his blog (In this summary, I will only cover the ones that I felt were important in relation to the assignment). Trend one discusses the fact that web 2.0 is a two-way street. We are no longer people who go to the internet to get information and then log-off. Now we are 2.0 people who participate and create and collaborate and network. Trend three discusses the amount of participating we do on the internet, specifically, he discusses amazon.com. Through amazon, we can now read reviews, see what other books people have purchased, and for Hargadon, it has become the driving force to deciding on what book is good to read. This brings up an interesting point in relation to the library: Should we link to sites like Amazon or GoodReads, so that our students can read what others had to say and what books are similar to one they just read? In trend eight, Hargadon is explicit on the fact that more learning takes place after students leave the classroom and discuss with peers. He says, “study groups using electronic methods have almost the exact same results as physical study groups”; therefore, social networking should be very important to educators. In closing, Hargadon’s seven steps for educators simply begin with exploring, watching, and slowly entering the discussions. Through our on-hands learning, we can learn how to teach our students.

Chris Hays Looking at tagging and subject headings in catalogs and how this might apply to school libraries. Summaries

Peter has written an in-depth study on library tags created by users and controlled subject headings. With research he discusses the use of language of tags and common words used in everyday language. He refers to studies noting improper language and spelling. Peter then compares the number of tags on a book versus the controlled subject headings. There are vastly more tags which offer a lot more information to the user. The downfall with the copious amount of tags deals with lack of control, overlapping words whether hyphenated or compound, and information glut. Peter notes how libraries might benefit from the service even if it is not used. The names and tags provide for books might allow LC to review and change some their under and never used language which was created in an age of simpler is better due to typing multiple cards. Peter uses the overall message that with both the subjects and tags having pros and cons, library patrons will get the most out of using both or a little of each. 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.

Breeding reviews how ILS (Integrated Library Systems) are changing with a focus on OPACs. He briefly describes Polaris, Koha, Evergreen and LibraryThing. Polaris started in 1997 and continues to develop new features such as their queries and how it links with RSS feeds. Evergreen is open source software created in Georgia. Breeding discusses the search features this catalog provides. Koha is barely mentioned for its innovations. The focus I would use is LibraryThing. Books records were originally created from Amazon.com, Library of Congress, and 40 major participating libraries. Breeding discusses how individual users can create their own library collection and provide tags which go along with subject headings. He also notes the features from Amazon were the system compiles your information and suggest reads or popular books that would match your record. Libraries can also log into use this service, but patrons of said library are not able to add their tags and individual information yet. Using LibraryThing patrons are given the ability to browse tags. The service will search the complete database and offer up what is available in the library where the search was conducted. Task are noted to be simple without major software download and can be done without the help of a vendor. 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.

Nancy Milliken Current Trends in Library Automation Systems Paragraphs

One trend seen in today’s library automation systems is growth of Software as a Service (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 taken care of by 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. Breeding, Marshall (2008).Opportunity out of turmoil. //Library Journal//, //133(6)//, 32-38.

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. 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). 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, Marshall (2009).Investing in the future. //Library Journal//, //134(6)//, 26-30,32-4, 36, 38-9.

This article goes into depth about how Web 2.0, and Twitter especially, has changed the face of academia. One of the great things about the article is that it gives librarians tips on how to use Twitter effectively for the library’s goals. It goes into great depths about how Twitter is effective in reaching the academic library’s target audience (18-24 year olds), but is equally applicable to high school students as well. 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
 * //Higher Ed Wakes Up to Twitter; Is Twitter a must for academic libraries//** **from Library Journal 5/21/2009**

This article goes into the basics about what Twitter is and how to use it. This is the perfect article for a librarian who has no idea exactly what Twitter is, much less how to use it for their library. I will, most likely, use this article for information to begin my paper to effectively communicate the basics of what Twitter is and how it is used.
 * //Working the Social: Twitter and FriendFeed//** **from Library Journal 6/15/2009**

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

This is the article that was posted under the topic concerning how Twitter can be used in catalog work for libraries. It has a link to a blog from a woman who has used Twitter to start updating patrons about catalog changes, downtime, etc.. The article is really just about how great and forward-thinking Clasper is, but the real valuable information comes from her website and interview (http://socialmediaanswers.com/using-social-media-in-a-major-library-system/). 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
 * //Twitter Meets the Library Catalog//** **from Library Journal 4/17/2009**

This article mainly focuses on using Web 2.0 tools in libraries, but does talk about Twitter as a means of disseminating information quickly and efficiently using Twitter **.** to All Users. **//Journal of Library Administration, 49//(1), 97-109. doi:** 10.1080/01930820802312854
 * //Beyond the Library’s Walls: Using Library 2.0 Tools to Reach Out to All Users//** **from Journal of Library Administration**
 * Sodt, J.M., & Summey, T.P. (2009).** Beyond the Library’s Walls: Using Library 2.0 Tools to Reach Out

Jesica Mandrioli Podcasts in the School Library

Article 1 This is a practical article that details ways of using podcasts in your school library to enhance student learning. The authors take the stance of using podcasts as instructional resources that should be kept in all library collections. The authors give practical advice on locating high quality resources and how to manage student use in the library. They also give ideas on connecting the academic curriculum to podcasts both professionally and personally created.
 * Podcasting in the School Library, Part 1: Integrating Podcasts and Vodcasts into Teaching and Learning**

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.

Article 2 This article explores copyright issues related to podcasts. The author focuses on the implication of podcasting within the school library setting. Questions abound regarding intellectual property. Such concerns as to whether or not a librarian must gain permission from publishers to record their copyrighted work, such as recording a reading of their book, selling a CD of this recording to raise money for the school, allowing students to take home this recording to practice their oral reading, and whether or not it is okay to put this recording on a library or school website. Russell, C. (2007). The Problem with Podcasts. //School Library Journal//, //53//(4), 30. Retrieved 25 July 2009, from Education Full Text database.
 * The Problem with Podcasts**

Karen Olson Article Summaries for: Social Networking in School Libraries SL 5040 July 25, 2009

Article 1:

Bourke, Carolyn. (2005) Public Libraries: Building social capital through networking. //Austrailia’s Public Library Information Service//, //18//, no. 2, 71-75.

In this article, Bourke looks at the role that librarians play in today’s world and discusses how that role is ever-changing. Bourke says that, “…we need to rethink the way we operate our services…to ensure that the community is aware of and can use…resources”. She also says that librarians need to be facilitators in a knowledge society and to look beyond librarians as purely custodians of knowledge (71). To keep up with the evolving library technologies available she stresses the importance of regularly attending meetings to building partnerships and learning new technologies. She stresses that it is important for the librarian to build relationships with the community and lists several ways to accomplish this. She also states that libraries need to offer opportunities that allow all people equal access to resources. Finally she addresses that libraries need to be actively involved in building social networks and partnerships to adequately provide continued equitable services for all library patrons.

Article 2:

Klein, Jim. (2008) Social Networking for the K-12 Set. //Learning & Leading with Technology//, //February//, 12-16.

In this article, the Klein discusses the need for school libraries to “eliminate the traditional social and geographic boundaries that can hinder communication and collaboration” in order to equalize information access for all students, in all grades in all schools. He suggests that libraries set up RSS feeds, web logs, and podcasts to open communication with the library patrons. He suggests setting up websites where students from across the district can review the work of their peers. He also lists group projects as an important form of social networking in the library in that there is a possible connection with higher test scores and group work for students. He closes by saying that libraries should embrace social networking or Web 2.0 because they can foster excellent environments for collaboration to bloom.

_ Diana Carlill Journal article summaries--study is e-Learning and the library July 26, 2009 The first article I reviewed, //Training and Support, Obstacles, and Library Impact on e-Learning Activities// is from //College Student Journal// written June 15, 2008. The article describes a study done at a US university regarding the trend of eLearning, also known as distance learning or online learning. The study, concentrating on areas of faculty and student training and support, challenges, and online use of library resources, gathers data from groups of faculty and students who are involved in traditional courses, web-enhanced courses, and fully online courses. The data is broken into sections for ease of understanding and presentation showing each question asked in the study and the results. Of primary interest to me is the data on library impact in which the use of the library and the library collection is discussed. References are included that lead to further resources for my study.

Dempsey, J., fisher, S., Wright, D., & Anderton, E. (2008, June 15). TRAINING AND SUPPORT, OBSTACLES, AND LIBRARY IMPLACTS ON ELEARNING ACTIVITES. //College Student Journal, 42//(2), 630. Retrieved July 25, 2009, from MasterFILE Premier database. 
 * References**

JUST WHAT IS 'LIBRARY 2.0,' AND IS IT REALLY REVOLUTIONARY? By Janet L. Balas

This article is about libraries and librarians and the way in which they are feeling threatened by the Internet and the need to keep up with the latest trends in technology as well as society including the bookstore “feel”, cafés, e-Learning and e-libraries and the quick and easy access of Google and other such search engines for answers to research. The history of Web2.0 and Library2.0 is discussed and the author attempts to find a definition of each. There are many references to other articles and websites that are listed at the end of this article and offer more in-depth information about Web2.0 and Library2.0. It is suggested that the implementation of the concept and principles of Library2.0 should be in all libraries including school libraries where it should be considered in benefiting students, enhancing the curriculum, and increasing library traffic and use. The focus of Library2.0 is service to the community, whatever that community is, and the way in which all libraries must accommodate the population served. A few of the resources mentioned in this article are: Wikipedia, Librarycrunch([|www.librarycrunch.com]) and School Library Journal([|www.schoollibraryjournal.com]).

Balas, J. (2007, January). eLearning About Library 2.0. //Computers in Libraries//, //27//(1), 39. Retrieved July 25, 2009, from MasterFILE Premier database.

Article Summaries - Tracie King Voice Thread

Summary

In the article New Ideas Take Flight by Jane Lofton she talks about how she has changed her library based on a seminar she attended presented by Joyce Valenza on Web 2.0 tools. One of the tools introduced in the seminar was Voice Thread, which is a web-based software that allows the user to create online files that are called Voice Threads. The user uploads and displays one or more images, videos, or documents and then records or uploads oral comments or adds text comments. Lofton has implemented this Web 2.0 tool in her library as book talks and trainings tools for both students and staff.

Lofton, J. (2008, Spring2008). New Ideas Take Flight. CSLA Journal, 31(2), 14-15. Retrieved July 26, 2009, from Academic Search Premier database.

Summary

The Pimp Your Library article written by Lauren Barack after attending an Educon 2.0 session at the Science Leadership Academy which covered 21st Century methods to ramp up our library. Again, Voice Thread was one of the tools shared in this session. Voice Thread is meant for student participation and sharing of information. How we do that in our library is important. The more we get our students involved in the promoting of books and materials the more vibrant our library becomes. This seems to be a major concern for a lot of librarians and a key issue to keep our libraries up and running.

Barack, L. (2008, March). Pimp Your Library. School Library Journal, 54(3), 27-27. Retrieved July 26, 2009, from Academic Search Premier database.

** Article Summaries ** // Jonathan Almon //

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

The article discusses considerations concerning //Wikis//, which is defined as Web sites which provide tools for creating, editing, and sharing digital information. It highlights the elements of good Wiki including its structure and flexibility for additional information. It also explains how //Wikis// can become a collaborative learning among schools, students, parents and communities.

Knobel, Michele, Lankshear, Colin. (2009). Wikis, digital literacies, and professional growth. //Journal of Adolescent and Adult Literacy.// 5(7). 631-634.

The article discusses how //wikis// can promote digital literacy and professional development. The authors discuss the increase of Web 2.0 services allowing interactivity and participation such as blogs and social networking websites. //Wikis// are information resources that can be altered or updated by users. The authors suggest that the amount of hypertext markup language (HTML) code knowledge required for creating //wikis// may explain their lack of adoption in //education//.

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.

The article focuses on teaching assistive technology (AT) in the K-12 classroom as part of the Instructional Technology courses for pre-service teachers at Millersville University of Pennsylvania. However, the AT lab was closed for most of the semester when the entire School of //Education// was transferred into a new building on campus creating a serious problem for the K-12 students. They developed a solution through the //YouTube®// video after one pre-service teacher student demonstrated how such AT device functioned and helped the student in the classroom during a field placement experience. Then they created their class wiki by letting the pre-service teachers post //YouTube®// and TeacherTube® videos that demonstrated AT.

Jennifer Sims SL5040 **// Article Summaries //** //__ Topic __// : The Extinction of Libraries **//__ Article One __//** //__ Title: __// // **Knowledge for Sale: Are America's public libraries on the verge of losing their way?** //// By: Chris Dodge // //__ Summary: __// This article speaks about funding for libraries specifically and how the lack of funding has caused many libraries to close. Even though there are currently has more libraries than McDonald restaurants, the fear is that with the lack of funding to libraries is that this will trend with begin to change as more libraries begin to close. For those libraries that are receiving funding, they generally are being made into architectural structures that provide more “edutainment” than a place to gain knowledge. To make up for the lack of funding, many libraries are developing partnerships with big businesses or are even resorting to the use of fee based research services. With the need for funding from alternative sources, there is a concern that there will be standardization for what is expected out of a library. While this may allow funding for those resources that are more popular with the culture at the time, it makes the library cater to a select group of people, generally, the middle class. Another difficulty with relying on current trends is that media is selected because of popularity rather than correctness. This is seen especially on the internet. While a Google search will provide a lot of information, oftentimes the first website listed is not the most accurate information but that which has the most hits to the website. While there are concerns for what may happen to the library, not all is bad with the libraries today. With the collaboration of technology, librarians and library patrons, the library will be going strong in years to come. //__ Citation Information: __// Dodge, C. (2005). Knowledge for Sale: are America's public libraries on the verge of losing their way? //Utne Reader//, //130,// 72-77. **//__ Article Two __//** //__ Title: __// // **The Ultimate Internet Café: Reflections of a Practicing Digital Humanist about Designing a Future for the Research** **Library in the Digital Age** By: Bernard Frischer // //__ Summary: __// In his article located within the work “Library as Place: Rethinking Roles, Rethinking Space,” Bernard Frischer brings up a variety of points of the importance of the research library but the changes that need to be made to keep the library up to date.

In the first part of the article, he introduces a new technology that is a helpful resource to a library but is not very common to find. In the library found at the University of California, there is a special tool the library uses called the “Immersive Theatre.” The immersive theatre is a 3-D room where people can not only learn about a subject matter but can be interactive with the topic being researched.

In thinking of the new ways that technology can help research (such as the immersive theatre) he also pointed out what he believes to be the future of the printed book, and that of the of the research library. In regard to the library he feels that: “The research library will survive because of the introduction of ever more and newer digital technologies, not in spite of them.” (Frischer, 43) Even with the trend moving to online or digital books, the printed book is not in any danger. Even technological people feel that they prefer a printed book over a digital resource. Another thing keeping the printed book safe is the copyright laws and the difficulties that arise with trying to make every written work into a digital copy.

Frischer’s three important areas that need to be addressed for accommodations to promote the survival of a research library: Area 1: //Quality of experience.// // I // n the past, libraries were measured by the amount of books contained within. In the new digital age, information found online will be more easily prevalent than that found within the library. The quality of information found within the library and the management and presentation of it will be important to keep a library growing.
 * 1) The research library will not be special because of quantity of information but the quality of information in how it is presented.
 * 2) Those who produce digital content will still need research libraries.
 * 3) A real environment and engaging architecture will play an even more important role in the survival of a research library.

-As we live in a “hybrid” world where we gain from traditional yet new media, a research library provides alternative resources so as to be able to compare works.

-In thinking of quality over quantity, the use of technology can also allow for the freeing of library space. Where periodicals or other articles would previously take up space in a library, the availability of online resources allows for those areas to be used in other ways.

Area 2: //Digital products need to be preserved as well as books.// While new resources are often in the digital format, there is always the concern that a glitch in the software or program can ruin the book. Digital books and resources can often be more fragile as they are easier to delete or alter. Libraries can become the place to help keep original texts in a proper way even if presented in a new format.

Area 3//: New importance of architectural design//. Libraries need to be able to provide an experience that is not typical for our daily lives. Where we can sit at home to research online, the proper architecture of a library can provide a cultural hub, lead us to another place of further research or can just provide an exciting change in routine for what we may do in our typical life. A library is more than just a building because of the important way that it provides a power to build a community.

//__ Citation Information: __// 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.


 * Kristen Donegan**
 * Topic: Information Access and Intellectual Freedom in the Internet Age**

In this article, Adams discusses the balancing act that school staff and administration have to perform: keeping students safe on the internet vs. safeguarding their first amendment rights, “encouraging the use of the internet as a legitimate pedagogical tool” vs. filtering mature content. In addition to considering these issues, schools also have to meet guidelines mandated by the government in order to access specific types of funding. Congress wrote legislation that made these guidelines explicit in the Consolidated Appropriations Act, passed in December 2000. It outlined the Children’s Internet Protection Act (CIPA) and the Neighborhood Children’s Internet Protection Act (NCIPA). 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: The government leaves it up to local school decision makers to determine what is “inappropriate” or “harmful.” Most schools use a combination of internet access policies and filtering software to address the tasks.
 * 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.**
 * 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

In this segment of her article, Adams suggests that use of filters will likely not be able to replace education. She suggests that if we are educating students for citizenship beyond school years, we should recognize that a good part of this citizenship exists in the world of the internet. Relying only on filters that are only used in academic settings doesn’t prepare students for the searching and evaluation of accurate information on the world wide web without filters—a setting that is much more a part of their life outside of school and after a K-12 education. The skills needed to search and evaluate accurate information are not inherent, they need to be taught. The standards that outline these skills may not be met, Adams argues, if schools continue to put filters into place that are far beyond what is mandated by the CIPA and NCIPA. Beyond blocking the students’ ability to learn to make choices, the filters also bar students from valuable resources. She cites the American Library Association’s “Free Access to Libraries by Minors: An Interpretation of the Library Bill of Rights” describing children’s rights to locate information in print, non-print, or digital formats. The ALA postulates that these rights cannot be ignored simply in order to protect the children from what an outside body of people deems “inappropriate.” Some groups are taking note of Scandinavian countries were schools are use filters solely for protecting against viruses or spam, and the filters against content exist only in the students minds. Adams suggests that it is unfortunate that current legislation shapes schools decisions to the adoption of filters rather than education plans.
 * 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.**

In this article, Wolf provides some guidelines and reasons for thinking critically about federally mandated restrictions on access to information. Wolf suggests that legislation, selection policy, acceptable use policies, and circulation policies all place some sort of restriction on students’ and teachers’ access to information. Selection policies she says often do not allow for changes in technology that shape the format of information. Fro example, selection policies may address print materials and may even address non-print materials such as subscription databases, but they may not address resources such as web sites. Circulation policies may goes as far as detailing the parts of the library that may be used by specific age groups. Finally, acceptable use policies may be worded in such a way that they scare parents away from signing them on behalf of students, and they may describe the use as a privilege rather than a right—a linguistic strategy that Wolf suggests we would never apply to textbooks. She suggests that librarians begin to cope with these limitations by: Most importantly, though, Wolf suggests that librarians become acquainted with the district personnel who can override filters, or become that person in the building.
 * 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.**
 * Planning to review and revise any selection and acceptable use policies
 * Collaborating to develop district-level policies
 * Educate administrators, teachers, parents, and students to ensure all understand the policies
 * Model a commitment to intellectual freedom through work with students and teachers
 * Advocate for students and staff whose information needs may be limited by enforcement of policies and laws.

Robyn Miller Digitizing Books July 26, 2009 This article provides a summary of the activities of Google’s plan to digitize all books. The coinciding activities of participating libraries were also discussed. Issues that arise with the digitization of books were examined. The delicate condition of aged collections becomes an issue with the digitization process as well as moving the materials if necessary. There are inevitably mistakes that will be made but technology is improving everyday to minimize these. The biggest and most debatable issue with the digitization of books is copyright questions. Some have chosen to forge ahead with their work and see if the copyright problems work themselves out while others address them as they arise. The greatest benefit seen is works that were previously thought to be lost have been discovered and items that were difficult for researchers to access are now more readily available. Umbach, J. (2007, October). Digitizing Books Debated. //Feliciter//, //53//(5), 228-228. Retrieved July 26, 2009, from Academic Search Premier database. This article discusses whether or not the mass digitization effort by Google and participating libraries is beneficial. Again the issue of copyright is brought up. It is not known or understood whether or not the public or large companies will respect these laws as librarians and researchers do. It is the information professionals continuing job to ensure that print works are protected and preserved for the benefit of all and we must adapt as needed and continue this as we move toward digitizing books. 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.