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	<title>Librations &#187; information literacy</title>
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	<link>http://www.librations.us</link>
	<description>Get here fast and then we&#039;ll take it slow.</description>
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		<title>&#8220;People Like Me&#8221;</title>
		<link>http://www.librations.us/2010/08/11/people-like-me/</link>
		<comments>http://www.librations.us/2010/08/11/people-like-me/#comments</comments>
		<pubDate>Thu, 12 Aug 2010 01:02:27 +0000</pubDate>
		<dc:creator>megan</dc:creator>
				<category><![CDATA[by Megan Esseltine]]></category>
		<category><![CDATA[education & training]]></category>
		<category><![CDATA[information literacy]]></category>
		<category><![CDATA[librarianship]]></category>
		<category><![CDATA[programming]]></category>

		<guid isPermaLink="false">http://www.librations.us/?p=524</guid>
		<description><![CDATA[I was talking with a friend last night (one from my high school teachering days) and mentioned that librarianship was good for &#8220;people like me.&#8221;
When he asked me to elaborate on what I meant by &#8220;people like me,&#8221; (as we had both gone into teaching for similar reasons, and he is still fighting the good [...]]]></description>
			<content:encoded><![CDATA[<p>I was talking with a friend last night (one from my high school teachering days) and mentioned that librarianship was good for &#8220;people like me.&#8221;</p>
<p>When he asked me to elaborate on what I meant by &#8220;people like me,&#8221; (as we had both gone into teaching for similar reasons, and he is still fighting the good fight in a Michigan high school) I realized I had a number of answers.  Here they are, in order of realization and by no particular importance&#8230;</p>
<p>1)People who just CAN&#8217;T get up at 5am every day without needing a nap by 3pm.  We enjoy a leisurely post-8am start to our workday.</p>
<p>2)People who like helping out-we&#8217;re quick to give directions, share a recipe, or introduce you to a friend who might be able to help.  We often post articles or links on your FB wall after you mention a problem or curiosity.</p>
<p>3)People who geek out about multiple areas of interest.  Maybe we love writing AND movies AND teaching AND science fiction AND graphic novels AND technology AND sharks.  We have probably considered academia as an option for exploring one of these interests in depth, but may have opted out because we don&#8217;t have the time, money or patience to get 5 unrelated PhDs.</p>
<p>4)People who *heart* teachable moments.  I&#8217;ve encountered a lot of almost- or post-teachers in LibraryLand.  Some of this like to teach passively through blogs, readers advisory tools, etc, while others jump at opportunities to stand up front and lead educational programs or technology classes.</p>
<p>5)People who like books.  Not only do I get to buy books, but it&#8217;s my job to keep up on what&#8217;s up in the publishing world.  Reading the new Mary Roach book for work?  I&#8217;m in!</p>
<p>6)People with hard-to-pronounce last names.  Seriously, getting 150 teenagers to remember and pronounce Esseltine correctly was just a BEAR! Now I just wear a nametag and remembering my last name is kinda optional.  (Ok, so this was an afterthought.)</p>
<p>I&#8217;m curious: what interests/characteristics makes your career the right one for you?  I know this list doesn&#8217;t apply to all librarians, and I&#8217;m coming specifically from the Public Library world, so comment away, people!</p>
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		<title>Information Literacy in Real Life</title>
		<link>http://www.librations.us/2009/08/20/information-literacy-in-real-life/</link>
		<comments>http://www.librations.us/2009/08/20/information-literacy-in-real-life/#comments</comments>
		<pubDate>Fri, 21 Aug 2009 04:09:58 +0000</pubDate>
		<dc:creator>mkahn</dc:creator>
				<category><![CDATA[by Meredith Kahn]]></category>
		<category><![CDATA[first life]]></category>
		<category><![CDATA[information literacy]]></category>
		<category><![CDATA[lifelong learning]]></category>

		<guid isPermaLink="false">http://www.librations.us/?p=453</guid>
		<description><![CDATA[I recently finished a housing search in Boulder, Colorado.  After seeing nearly a dozen apartments, I ended up with a fabulous place to live.  But along the way, I also saw the most frightening rental property I have ever seen.  Let’s call it “the cottage.”
The cottage was advertised in the local paper with very little [...]]]></description>
			<content:encoded><![CDATA[<p>I recently finished a housing search in Boulder, Colorado.  After seeing nearly a dozen apartments, I ended up with a fabulous place to live.  But along the way, I also saw the most frightening rental property I have ever seen.  Let’s call it “the cottage.”</p>
<p>The cottage was advertised in the local paper with very little detail&#8211;just a price, a neighborhood, and a phone number.  The price and location matched what I was looking for, so I called the owner to find out more about the property.  He described it as a “rustic” one bedroom, single-family home, and warned that a tenant had just moved out, so it probably needed a good cleaning before anyone else could move in.  I made an appointment to see it later that morning.  I had a very what-the-hell attitude since it was the first day of my housing search, and I figured that it couldn’t hurt to just take a look.  It wouldn’t waste much time, and I had other apartments to look at later in that same neighborhood.</p>
<p>I arrived at the cottage to find that it was an in-law building built behind another home and accessible only from an alley, not the street on which its address implied it sat.  It was surrounded by overflowing dumpsters and recycling bins.  The entire house was no more than 250 square feet, and it smelled of dead mice and mold.  It appeared (and smelled!) as if it had been vacant for some time.  There were no interior walls, and the ceilings were only about six feet high.  There were holes and cracks in the wood flooring that appeared to be open to a crawl space below.  There was no overhead lighting.  A previous tenant had been heating the building with a space heater.  The refrigerator was mid-1950s vintage&#8211;and not in a good way.  I’ll spare you a description of the bathroom.</p>
<p>Basically, this place was a nightmare.  The punchline to this story?  The landlord wanted $900 a month plus utilities.</p>
<p>So why am I posting this on Librations?  What does it have to do with libraries, or beer for that matter?  First, I really wanted a drink after seeing this place.  And second, this is a great example of how I could have applied my super-librarian powers of information literacy skillz to a real-life situation.</p>
<p>Even though the cottage was advertised in an actual newspaper (this wasn’t some shady Craigslist posting), and the owner paid money (albeit a small amount) for the ad, this doesn’t mean that any of the implied authority that comes with such a source should be automatically associated with the product being advertised.  As librarians, we deal with this sort of thing all the time.  Venerated publishers can do sleazy things (like Elsevier publishing <a href="http://www.guardian.co.uk/commentisfree/2009/may/09/bad-science-medical-journals-companies" target="_blank">fake journals</a> to sell pharmaceuticals).  And Wikipedia (the anti-Elsevier?) has a large number of well written, clearly cited, and authoritative articles, particularly on topics related to popular culture and technology.</p>
<p>The owner’s use of the term “rustic” probably should have set off alarm bells in my head.  In a similar vein, pseudo-research about controversial topics can often be spotted based on the language and style used to discuss an issue.</p>
<p>And finally, sometimes you just have to dive into something to figure out if its credible, relevant to your research, and appropriate for the task at hand.  Man cannot survive on abstracts alone.  It was in the owner’s interest not to tell me too much about the cottage over the phone, so I had to see it for myself and experience the horror first hand.</p>
<p>Seeing this terrifying building wasn’t a failure, just as coming across an article or a book you end up not needing isn’t a failure, either.  It’s just part of the process.  Research (and house hunting), isn’t always clean, linear, quick, or easy.  Sometimes it involves dead ends, wrong turns, and readjustments.</p>
<p>And what’s a good house hunt without at least one horror story, right?</p>
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		<title>Step away from the powerpoint&#8230;</title>
		<link>http://www.librations.us/2009/07/26/step-away-from-the-powerpoint/</link>
		<comments>http://www.librations.us/2009/07/26/step-away-from-the-powerpoint/#comments</comments>
		<pubDate>Sun, 26 Jul 2009 15:47:04 +0000</pubDate>
		<dc:creator>emily</dc:creator>
				<category><![CDATA[by Emily Petty Puckett]]></category>
		<category><![CDATA[education & training]]></category>
		<category><![CDATA[information literacy]]></category>
		<category><![CDATA[powerpoint]]></category>

		<guid isPermaLink="false">http://www.librations.us/?p=326</guid>
		<description><![CDATA[Last week I was browsing through the links provided by my friends on Facebook (impressed by the way we are all using these technologies to increasingly share and disseminate information) and I came across a snarky commented link by a former professor of mine from my college years. He had shared a link to an [...]]]></description>
			<content:encoded><![CDATA[<p>Last week I was browsing through the links provided by my friends on Facebook (impressed by the way we are all using these technologies to increasingly share and disseminate information) and I came across a snarky commented link by a former professor of mine from my college years. He had shared a link to an article in the Chronicle of Higher Education  about  <a id="slik" title="&quot;teach naked&quot;" href="http://chronicle.com/article/Teach-Naked-Effort-Strips/47398/" target="_blank">&#8220;teaching naked&#8221;</a>. Whoa! Wait! What? No, it&#8217;s not an article about liberating your inner nudist, but actually about teaching without the comfort of certain computer technology (I know&#8230; not quite so exciting, huh?). You can read the article for yourself but it&#8217;s basically calling for college lecturers and professors to stop using their powerpoint presentations as a crutch and go back to lecturing and creative teaching. This article caught my attention on several levels: as a student who experienced the transition to powerpoint presentations from straight lectures in college, as a graduate student in a School of Information where digital information technology is pervasive and ever present, as a budding champion of information literacy. I personally think this article should be printed out, old-fashioned style, and put in every (SI) professor&#8217;s mailbox, but that&#8217;s another story. The article has a great point, that I hope I can carry with me as I move through my profession: to really reach people you have to be creative, innovative, and passionate about what you&#8217;re sharing. You can&#8217;t rely on your slides to push you through your &#8220;lesson&#8221;. You have to reach inside yourself and [insert cheesy imagery about self-esteem here, personally I see Bastion fighting the Nothing or the Goonies pooling their talents to beat the Fratellis and get the Rich Stuff]. I know this sounds quite idyllic and naive and I know that it can be hard to be &#8220;innovative&#8221; all the time but teaching and learning isn&#8217;t a solo project&#8211;it&#8217;s an iterative process through which students and teachers share and analyze information. (Right? At least I think it&#8217;s supposed to be that way). It&#8217;s a challenge to find or create, as we have all discussed, &#8220;teachable moments&#8221; in a daily professional setting. But the article cites some interesting evidence about how lectures are more memorable if taught in a dynamic way that includes discussion and two-way communication. The article reminded me that no matter how technologies change, the way we as human beings interact and bond with each other doesn&#8217;t necessarily change. We all want to be part of the conversation and feel like we have something personal to contribute or to gain from interactions (even in class). This is why I totally agree with the article&#8217;s premise: that profs (and any other teachers&#8211;librarians, project coordinators, whatever) need to be dynamic and inclusive when they are sharing their knowledge with others. I think we&#8217;ve all seen examples of using technology to extend the power of sharing (ahem, what are you reading right now?) and examples of how it can be used as a crutch with narcoleptic results (I will not name names). So as we move forward in our lives and try to share our experiences with others we have to remember not to let our technology control us, but to control our technology. Isn&#8217;t there a movie quote about that somewhere?</p>
Emily Petty Puckett [Community Development Associate] www.librations.us]]></content:encoded>
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		<item>
		<title>What sound does a zebra make?</title>
		<link>http://www.librations.us/2009/07/22/what-sound-does-a-zebra-make/</link>
		<comments>http://www.librations.us/2009/07/22/what-sound-does-a-zebra-make/#comments</comments>
		<pubDate>Thu, 23 Jul 2009 01:39:20 +0000</pubDate>
		<dc:creator>raya</dc:creator>
				<category><![CDATA[by Raya Samet]]></category>
		<category><![CDATA[information literacy]]></category>

		<guid isPermaLink="false">http://www.librations.us/?p=306</guid>
		<description><![CDATA[So I think I may have backed myself into a story-time corner here.  I cannot for the life of me figure out what sound a zebra or a giraffe makes.  (They don't teach you that in library school.)  If I make something up, will I be promoting misinformation?]]></description>
			<content:encoded><![CDATA[<p>So I think I may have backed myself into a story-time corner here.  I&#8217;ve got a lovely group of about 25 babies (ages 0-24 months) and their caregivers who are going to show up and expect the normal routine.  The &#8220;Hello and How Are You&#8221; song, followed by the song where we review all of the past themes from the series.  I&#8217;m in the midst of jungle animals, and as I add the animal onto the felt jungle, we sing a song about what sound that animal makes, and we all make the sound together.  This was perfectly fine for monkeys, elephants, lions, parrots, and I even managed one for hippos.  But, I cannot for the life of me figure out what sound a zebra or a giraffe makes.  (They don&#8217;t teach you that in library school.)  If I make something up, will I be promoting misinformation?</p>
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		<slash:comments>4</slash:comments>
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		<title>&#8220;Orwellian&#8221; Kindle Deletions: Legitimate Copyright Kerfuffle, Giant Yawn, or Teachable Moment?</title>
		<link>http://www.librations.us/2009/07/22/%e2%80%9corwellian%e2%80%9d-kindle-deletions-legitimate-copyright-kerfuffle-giant-yawn-or-teachable-moment/</link>
		<comments>http://www.librations.us/2009/07/22/%e2%80%9corwellian%e2%80%9d-kindle-deletions-legitimate-copyright-kerfuffle-giant-yawn-or-teachable-moment/#comments</comments>
		<pubDate>Wed, 22 Jul 2009 20:45:20 +0000</pubDate>
		<dc:creator>mkahn</dc:creator>
				<category><![CDATA[by Meredith Kahn]]></category>
		<category><![CDATA[access]]></category>
		<category><![CDATA[copyright]]></category>
		<category><![CDATA[digital rights management]]></category>
		<category><![CDATA[ebooks]]></category>
		<category><![CDATA[information literacy]]></category>
		<category><![CDATA[outreach]]></category>

		<guid isPermaLink="false">http://www.librations.us/?p=291</guid>
		<description><![CDATA[

Last week, Amazon remotely deleted copies of George Orwell&#8217;s 1984 and Animal Farm from users&#8217; Kindles.  As it turns out, the ebook publisher selling the editions didn&#8217;t actually own the rights for these works.  As one could imagine, the blogospheric reaction to this event has been a mixture of smirking irony, outrage, confusion, and lots [...]]]></description>
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<p>Last week, Amazon <a href="http://opinionator.blogs.nytimes.com/2009/07/20/kindle-swindle/" target="_blank">remotely deleted</a> copies of George Orwell&#8217;s <em>1984</em> and <em>Animal Farm</em> from users&#8217; Kindles.  As it turns out, the ebook publisher selling the editions <a href="http://www.nytimes.com/2009/07/18/technology/companies/18amazon.html" target="_blank">didn&#8217;t actually own the rights</a> for these works.  As one could imagine, the blogospheric reaction to this event has been a mixture of smirking irony, outrage, confusion, and lots of I-told-you-so.  (See the first link above for an excellent overview of the reaction.)</p>
<p>I had a quick succession of thoughts while reading about the deletions:</p>
<ul>
<li>ZOMG!  Jeff Bezos is stealing your stuff!</li>
<li>Um, you bought an unauthorized ebook from a shady publisher.  Why are you so surprised?</li>
<li>Wait, how were you supposed to know the publisher was shady?</li>
<li>Huh, remote deletion wasn&#8217;t in the terms of service. But who reads those anyway?</li>
<li>How can consumers avoid this in the future?</li>
</ul>
<p>In answer to the question that serves as a title for this post, I see the deletions as all three&#8230; Yes, they are a perfect example of why copyright is weird. No, I&#8217;m not really surprised (although the level of comic irony is staggering). And the whole thing could prove to be an interesting conversation starter!</p>
<p>At that point my librarian-<em>jutsu</em> kicked in, and I started thinking about how to talk about this nugget of current events goodness with my users (students and faculty).  How can I use this as an opportunity to talk about things like DRM, reading legalese before you buy/agree, copyright terms, applying information literacy beyond books, etc.?  And how can I segue that conversation into a discussion of services provided by librarians and the library?</p>
<p>Have YOU run into any interesting teachable moments lately?Â  And how did you make the most of them?</p>
<p>[A modified version of this post originally appeared at <a href="http://arlisnap.org/2009/07/21/orwellian-kindle-deletions-legitimate-copyright-kerfuffle-or-giant-yawn/" target="_blank">ArLiSNAP.org</a>]</div>
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