Reflections on my SJSU iSchool experience

Reflections on my SJSU iSchool experience

My experience in the MLIS program at SJSU was a long self-exploration just as much as it was an exploration of the library and information science field. My journey through SLIS was also a ‘sneak preview’ of my future path, where I discovered my passions and developed my knowledge and skill base for my chosen vocation, a public librarian.    

I once reflected that, “even when I’m having a horrible day, I find myself in service.” I am passionate about serving people and I have been my entire young adult life.  

I did not have much experience working in libraries except a little volunteering at my old elementary school library during my first year in the program.  Throughout my years in MLIS and especially in certain classes or during two internships while in the program, I gained invaluable experience and skills to help my future goals.  I have also been working simultaneously for over three years at Linden Tree Books, a children’s bookstore in Los Altos.  For two of those years I have worked as a bookseller and one as a manager, and this is why I see great potential in building working relations between public libraries and local independent bookstores.

My enthusiasm, my ability to learn and adapt quickly, and my imagination are all key parts of who I am and are my most clear strengths.  

My professional growth plan

I aim to work diligently on my professional goals:

(1) To provide excellent service for all the publics around me, including careful and curated assistance to all identities and demographics. I will make presentations and create programs to serve everyone I can in the library.  I especially like to organize periodic displays of recent good books in the collection with particular appeal to user subgroups, by age, gender, and ethnicity.

(2) To stay current with developments in technology and best practices through my own research as well as alert membership in public library associations. I plan to take occasional on-line classes, or night classes at local colleges, in order to keep up my skills in this regard.

(3) To evaluate the programs and service at the library where I work using OBPE and SWOT, perhaps every 3 or 4 years.  I’ll discuss the results with my library colleagues, and then work to implement the changes and improvements that are called for.

(4) To explore the great potential in relationships between public libraries and local independent bookstores.  As mentioned in Competency O, I see this relationship as improving community engagement and increasing circulation at both the library and sales at the local bookstore, through such means as special events, summer reading programs, and other shared objectives. I will connect with local bookstores and other pertinent community organizations to improve the library and provide the best service possible.

(5)  I will also document my work towards these goals in a blog, a video blog or, if there is more general value in what I find, perhaps in a few podcasts.

Closing remarks

One chapter of my life is ending, but it is a happy occasion!  That just means that another chapter is still being written.  A chapter that will introduce new characters, possibly a new setting, a new plot, inevitably new conflicts and a number of potential plot twists. My life is an open book and by completing the program at SJSU I have opened up so many new pages. I’d like to thank all contributing authors to my life as a book project.  You know who you are. You have made the chapter rich and fulfilling, and I have deeply enjoyed how the plot has developed to this point.  I love and thank you all so much!!

my new librarian philosophy

"Real learning is bold and intoxicating and nonlinear. It should be slightly subversive with a tad of radical. I see it as a ongoing transformation that occurs as a series of personal epiphanies." Brian Mathews (pg. 7 of Booth)

Drew Durham’s future Librarian Slogan “Use all my authentic heart to work with all on their innovative parts.”

 My Future librarian philosophy:
As a librarian guide, I do and will continue to believe that every interaction can be an opportunity to be influential with patrons while keeping in mind how they can benefit from our sharing.  My aim is to work with and empower patrons (any students of life) on imagination, creativity and to co-create meaning in lessons and interactions and lessons with all patrons.

Method: I will try to do this by sharing part of myself with every interaction, and empower myself with confidence as well as the passion I have for imagination and creativity literacy.  I will hope to keep a guide voice, not an authoritative “expert” voice, as I am not the best or highest authority on any specific thing as of yet. I will bring in humor whenever I can. I will keep the what’s in it for me principle (WIIFM) first and for most into my lessons and interactions. I will also make other peoples materials my own to make materials more personal. I will also practice being aware of intention for every lesson, and bringing my mindfulness practice into every interaction in my future career.

I don’t have a good PLE, personal learning environment as of yet as I spend my time reading tween and teen literature for work and for myself instead of working on myself with library books, blogs or tools. Any help I n creating a more professional and personally empowering PLE please let me know!!

With one possible exception Unshelved ( http://www.unshelved.com/) a great librarian web comic.

With the further exception of the Durham Lab DBT app. (http://durhamdbt.com/)  and ( http://www.diarycard.net/) very helpful in keeping me grounded daily and mindful through out each day.

Culture and Metaphor in coding? {code me IN}

The ideas of cultural tolerance, cultural sensitivity, and cultural literacy are just three of the many emerging and exciting cultural ideas that people need to understand and use more seriously especially from now on, I believe. This is clearly evident in the movement for culturally adaptable websites. 

I found an article by Shen, Wooley and Prior, talked about how the main goal of user interface is supposed to be to assist users who play “multiple roles according to their contextual environment and purposes of use.” (p. 822, Shen et all, 2006) Though few websites are ideal in everyway, there is a push for more culturally sensitive World Wide Web (WWW). May different times of “-isations” or ways of viewing the cultural world are described from globalization to localization the combination known as glocalisation, and iconisaztion and cultualizaiton are described in the article and much of a sociological history and discussion of the importance of cultural literacy is described before turning toward user interface and the WWW. The development of a user interface or a whole new type of WWW product one that is a local cultural construct as opposed to a globalized produce adapted for target cultures especially those based on geography is becoming clearly necessary. Culturally Centered Design (CCD) is needed and will be a new method of web usability and a whole new aspect of website accessibility. 

For some there is a need for appropriate and workable interface metaphors for the to bridge the cultural gaps. Interface metaphors are ways to use aspects of a website to help users to understand abstract content, create a sense of familiarity, trigger emotions, draw attention and motivate action. Examples of website metaphors are icons, buttons, images, as well as
text and styles as long as they increase understanding of information, I'm all for it.

The CCD filer is composed of the designers socio-cultural filter, where the website designer needs to figure out and learn and present relevant cultural data and check the technical specifications such as usability and evaluation tools. Then the designer should create culturally relevant content for their target culture including jargon, dialect, thought patterns, behaviors and be sensitive with social taboo issues. The designer must be well aware of cultural differences, outsider biases and opposing viewpoints. The designer must do his or her best to think, and use the web design from the perspective culture they are preparing CCD WWW material for. 

I think the world need more metaphors and more people to understand each other. Thus, I am intrigued by the idea of a interface metaphor, especially as it pertains to creating a bridge across cultural and personal gaps. Anything that coding can do to spread peace, love and understanding to new and underrepresented cultures then both cultures and the World Wide Web win in ever bigger ways. 

Shen, S. T., Woolley, M., & Prior, S. (2006). Towards culture-centered design. Interacting with computers, 18(4), 820-852. Retrieved on 4/8/2015 from http://cecs.wright.edu/~yan.liu/IHE733/Articles/Culture/TowardsCultureCe...

future of tween libraries

Promoting e-books and digital resources is essential for the future of libraries. Reader’s advisories that include demographically proportioned diverse backgrounds and that include all subgenres are more important methods for staying relevant and accessible to all populations.  Collection management must also stay up to date in libraries of all kinds especially e-books, and research search engines.

Librarian created book-trailers are great tools to make books more relevant for tweens. Making digital advertisements of books makes books more accessible to today’s and future tweens. I would also add that diversifying and increasing numbers of books in library collections of free e-books will keep libraries popular. There are also tons of digital audiobooks, and ever increasing numbers of streaming websites being used at public and school libraries.   If an e-book is available and free it just might be as popular then a book you have to pay for.  The current problem to me is the lack of supply of e-books, having only one copy available for thousands of potential e-book readers and having waiting lists of dozens and dozens of people will make fewer and fewer people try free e-books at libraries.   

intelectual freedom and parents advisory in the library

At least a few times a week at the Linden Tree bookstore where I work I will see a child with a book intended for an elder age bracket. As it is our role to promote all the books we can, I simply allow it to happen given the parents approve and that the parents know basics of the book. The same works for all media materials especially in a public library. I look forward to my first experience on the service end of a public library in my internship next semester. But based on everyones comments I can see how we have an overwhelming consensus on that it is the parent's responsibility to be the gatekeepers to what their children are allowed to experience/learn. For one clear reason, parents are legally responsible for their child till the child turns 18 and librarians are not. As strong believers in intellectual freedom, I believe it it is any public librarians duty to open all peoples minds (help all people learn) and grow everyones imaginations. This means everyone also has the freedom to check out anything, but kids are legally "guarded" by their parents, and parents are responsible for their kids. 

I think the main reason parents complain about content of books is that the parents themselves are unaware of the material's content until it is to late to keep the child from "exposure" to undesirable content. I think it is as many (all) of us do that parents need to be fully aware of the content or at least subject matter of the books they are letting their kids read. Parents need to always play a proactive role in defining appropriateness of the materials their kids are experiencing, lest their kids grow up "too fast" or any other criteria (as defined by each individual parent).     

In terms of dealing with the parent who takes issue with the librarians lack of legal responsibility (liability) for their child,  I would simply remind them it is not a librarian's job to impede on the freedoms of anyone. 

Diversity in Tween lit

I have done research on why there is such a disparity between the diversity as shown in the  demographics of a city and the diversity actually represented on the local shelves of Los Altos, CA. To me there is a serious and detrimental disconnect between who the people in many cities actually identity with and the lack of representative representation on the library and bookstore shelves. There are many reasons for this. My past and future research is trying to figure out why. As well as what can be done by patrons, librarians, publishers, book buyers and booksellers to remedy this injustice to readers and writers alike.

I totally agree with Jacqueline Wood’s article and especially her conclusion “My belief is that there is room in the world for all stories, and that everyone has one.” Experiences have to be shared in order for stories to be authentically shared. If analogous experiences and stories aren’t heartfelt then inauthenticity is evident. It would be interesting to see about the ethnicity of authors who present books to publishers as compared to the ethnicity of the authors who get published by a major publisher.  I loved the publishers perspective article. Especially when it pointed out the myth that diverse books don’t sell and when it talked about the need for increased visibility of diverse literature.

Our lives are full of stories, daily stories, lasting stories, all types of emotional stories and unless we relate directly or analogously to the story we can tell the story does not right true for us as individual readers. Particularly when ethnicity or minorities are being focused on in the stories of our lives, we need to be sensitive to the feelings of others, and how their stories are told and shared.  I think that real multiculturalism is only possible when there is sensitivity, shared experiences and real dialogue.   Writers and story tellers of all kinds need to write or tell what they know, and not pretend otherwise.

 Yes there should be and there will be awards based on race, minorities need to be celebrated as often and as spectacularly as possible. As for promoting multicultural books, it is our duty to uphold our patrons desires, and that is partially impacted by reflecting our local demographics accurately.   

In summary, we should all read what we already love or learn to love.

Reference:

Woodson, J. (1998). Who can tell my story. Horn Book Magazine, 74(1), 34-38.

Edited by Andrew Durham on Oct 12 at 5:31pm

5 Genre Fiction Reviews

             Drew Durham

Libr 264

Prof Penny Peck

9/16/14

5 Genre Fiction Reviews

Review #1 Realistic Fiction

Shmatz, Pat. Bluefish Paperback – August 6, 2013 240 pages

 Candlewick Reprint Edition $6.99  ISBN-13: 978-0763663414

How can someone dealing with his or her learning differences cope in a world of oppressive normalcy? Bluefish by Pat Shmantz is a powerful story that tries to answer that question. Told with humor and hope from alternating two perspectives between two Eighth grade friends Valveeta and Travis. Interestingly Travis’s sections are told from the third person perspective while Vaveta’s sections are told from her first hand perspective some of which is a direct letter to the newly deceased Calvin, a good friend of Valveeta’s. Both Valveeta and Travis are suffering from heartfelt losses in their lives. Travis’s dog is gone and Valveeta’s good friend Calvin just died.  Their friendship is between a boy with learning difference and a girl helping the boy gain confidence and grow in his abilities.

Bluefish is a powerful book deals with loss and death carefully and with the right amounts of humor and weight. The book is also thoughtful in its emphasis on the lessons of secrets, the usage and power of metaphors and the sameness of similarities between two sensitive young people who are genuine friends. The book is a triumphant empowerment story of friendship and describes some ways we can all build trust with other people. A clear lesson in confidence, the ongoing search for identity, and lessons in how to build, maintain and celebrate our personal discoveries. Though there are no teaching resources that I could access, all of the teachable moments in the Bluefish, keeps the book full of insight and potential projects and discussion questions.  Bluefish has some classroom ideas from the publisher Candlewick press located at: (http://www.candlewick.com/book_files/0763653349.bdg.1.pdf)

The ideas presented here are discussion questions and activity ideas.

Review #2 

Adventure/Survival

Hobbs, Will. Downriver Paperback – July 10, 2012   $6.99   Atheneum Books for Young Readers; Reprint edition ISBN-13: 978-1442445475

The California young Readers Award wining book Downriver by Will Hobbs follows a group of youth who are a part of Discovery Unlimited, a wilderness therapy company. The self-proclaimed “hoods in the woods” are enduring obstacle after obstacle hiking and rafting, an extremely adventurous and in fact dangerous type of wilderness therapy.  One day our troublemaking troop breaks away from the drill-sergeant type named Al the authority figure and former group leader.

Thus the quirky group of fascinating characters and ill matching personalities immerge during the progress of this thrilling coming of age type adventure.

There are group politics including a hierarchy, trust issues arise, and loyalties change, and subgroups are formed. Soon our troop is separated into the two rafts as they start rafting down as “pirates of the Colorado river” in stolen raft and gear. As our youth, develop in character and personality.  Our first person narrator Jessie, a girl with a strained relationship with her father learns to navigate her relationships as she orients herself physically as the river thunders underneath the rafts. 

The character development is very well written and the setting and the action and brought to vivid life by a gifted survival and adventure storyteller.

After the inevitable ending of the trip, the ending is quite abrupt. The youth learn and grow tremendously in unique ways as a result of their criminal and life changing adventure together. On Will Hobbs’s website of the book (http://www.willhobbsauthor.com/teachers/lib_river.html) there are some ideas on teacher and librarian ideas for working with the book and some ideas for planning adventures.  Random House also did a Teacher Guide for Downriver located at (http://www.randomhouse.com/teachers/catalog/display.pperl?isbn=9780440226819&view=tg )

Review #3

Historical Fiction

Vanderpool, Clare. Navigating Early Hardcover $16.99 January 8, 2013 by  Delacorte Books for Young Readers, 306 pages (SBN13: 9780385742092)

Navigating Early by Clare Vanderpool is a historical book about a long journey set during World War 2. The book describes what it takes to be a friend through the example of an eccentric friendship of two young boys.  Navigating Early explores power of belief and the power of stories. The book is about an outsider Jack who feels on the outside of every group he encounters especially upon his arrival at a new boarding school named Morton Hill Academy and after the death of his mother. The books other main protagonist is what today would be classified as an autistic savant but back then was only an eccentric strange kid named Early who along with Jack adventure together on a journey based on a fantastical story Early strongly believes is true. Early spins a magical tale about his brother, a legend at their boarding school and a bear as they follow the path Early describes in his story.

 

Jack and Early’s friendship and Early’s trustworthiness is tested time and time again during their adventures. The definitions of being lost and found are explored in this thought provoking and touching book. The balance of humor and excitement that make the more serious issues that Vanderpool discusses through the protagonist narrator Jack more real to the reader. The extras in the book are the author’s note with questions and answers and a list of resources. I also found the publishers educators guide for the book. which includes common core state standards correlations. (http://www.randomhouse.com/teachers/wp-content/uploads/2013/01/NavigatingEarly_EG_WEB.pdf)

Review #4 Mystery

Snyder, Zilpha Keatley. The Egypt Game Paperback – Atheneum Books for Young Readers; Reprint edition July 7, 2009    ISBN-13: 978-1416990512  $7.99

A group of youth gather in the backyard of a mysterious and eerie curio shop to create their own imaginative version of Ancient Egypt. There they have a very detailed and elaborate and imaginative “society” full of elaborate interchangeable roles, fancy costumes, complex rules, intricate rituals, mythological beliefs and decorative ceremonies and carefully crafted customs that are imitations based on the life, beliefs and mythology of the real Ancient Egypt.

A local and mysterious murder of child changes everything. The agency or power of children is a major theme here and all the children (even the four-year old boy) have a crucial role to play through out this book’s suspenseful plot. Snyder’s classic is well written, apparently researched, and full of character development and has many clever plot points all along the way.   I found a lesson plan aid for The Egypt game (http://www.meritonlinelearning.com/OLMS/manuals/BPLPA/The_Egypt_Game_Lesson_Plan.pdf)  This lesson plan aid is full of great ideas, writing prompts, sources for activities, curriculum integration vocabulary, and other things. 

Review #5 Science Fiction

John, Christopher The White Mountains Mass Market Paperback – April 1, 2003 $6.99 (Simon Pulse) 208 pages,   ISBN-13: 978-0689856723

Imagine the scene, life in the Middle Ages, while you experience everything from life in the mills to a royal festival, a banquet, and a tournament, but something evil and overwhelming looms in the skies above. This is the backdrop for the White Mountains by John Christopher, the first book of the tripods series which portrays life of centuries ago, with a sci-fi twist. Tall and menacing tripods “cap” or put metal mind control device on the back of the heads of all youth as their coming of age ritual.

Our main heroic character a boy named Will makes some discoveries of his own and he realizes he does not want to be a slave to the tripods and escapes to the White Mountains that the crazy vagabonds roaming the cities and country side speak of.  With some misfit friends Will escapes his fateful “capping” multiple times, but will Will make it to the White Mountains in time? What will happen to his friends?  As for extras, I would suggest making a first person journal of being Will or one of the friends, and explain their thoughts and their experiences through out the book.   I also found a publishers fact sheet with a list of classroom ideas to teach the book. (http://delivery.stpb.net/MAGA/ENGLISH/Reading%20Group/READING/penguinreaders/penguinreaders/Downloads/0582419182.pdf)

References:

Kirkus Review of Navigating Early

Posted Online: Oct. 31st, 2012 accessed 9/17/2014 from:

https://www.kirkusreviews.com/book-reviews/clare-vanderpool/navigating-early/

Booklist review of Navigating Early   First published December 15, 2012 (Booklist). Accessed 9/17/2014 from:

http://www.booklistonline.com/Navigating-Early-Clare-Vanderpool/pid=5759440

Random House Educators Guide for Navigating Early accessed 9/17/2014 from:

http://www.randomhouse.com/teachers/wp-content/uploads/2013/01/NavigatingEarly_EG_WEB.pdf

Will Hobbs website Downriver and River thunder resources: accessed 9/17/2014 from:

http://www.willhobbsauthor.com/teachers/lib_river.html

Random House Teachers Guide to Downriver accessed 9/17/2014 from

http://www.randomhouse.com/teachers/catalog/display.pperl?isbn=9780440226819&view=tg

Merit Software  Lesson Plan Aid for Book Punch® - The Egypt Game Grade level 4 accessed 9/17/2014  from: http://www.meritonlinelearning.com/OLMS/manuals/BPLPA/The_Egypt_Game_Lesson_Plan.pdf

Candlewick press Classroom Ideas for Bluefish accessed 9/17/2014 from:

http://www.candlewick.com/book_files/0763653349.bdg.1.pdf

Penguin Reader Factsheets for the White Mountains  accessed 9/17/2014 from:

http://delivery.stpb.net/MAGA/ENGLISH/Reading%20Group/READING/penguinreaders/penguinreaders/Downloads/0582419182.pdf