News, blogs, and community

I live in Seattle. My city--hell, my entire region--has been in the news a lot lately. Snow and ice! Buses dangling over the interstate! Torrential downpours! All major roadways closed! (They are, too--right now, the only way to get out of western Washington is to fly.)

Yet for all the news coverage, the kind of local, community news--is that major arterial out of my neighborhood closed? Is there a hardware store anywhere in West Seattle that still has snow shovels? When is Public Utilities going to get around to collecting trash again, anyway?--that people find most useful during even minor crises was frustratingly hard to get ahold of. City news channels got some of it, but they cover the entire city. Two major sources of frustration--city utilities and transportation--were either impossible to reach, even by phone, or were unable to provide useful information.

Enter the West Seattle Blog. It came to prominence during a previous bout of wild weather--a massive windstorm two years ago that knocked out power to some parts of the city grid for over a week--but I'd been following it for awhile because I happen to live in West Seattle and, to be honest, had found the community newspaper rather lacking.

The blog has a number of cool features and interesting characteristics, but the most intriguing thing about it, which is key to its success, is that it's run by a couple of traditional-media veterans who encourage and capitalize on active community participation. Would the site be quite so popular if the 2006 windstorm hadn't happened? Probably not. But it's an excellent example of a virtual community serving a geographic or physical one, and as such, it has a number of characteristics that libraries would do well to emulate.

It's also an object lesson for traditional media: namely, to dismiss it because it's hosted on a blogging platform (which some sources that traditionally communicate with newspapers, radio stations, and TV stations have done) is to miss the point and miss the boat. It's a handy demonstration of how a blog CAN be a perfect community news and communication venue. Other community resources, libraries included, would do well to take heed.

Design on my mind

Last fall, a group of students in a market research class did a research project for our reference department. It was the sort of thing that we'd wanted to do for awhile, but lacked the wherewithal: surveying literature and students to gauge perceptions and get ideas and recommendations regarding our service. One advantage to being at a university is that you have all this brainpower at your disposal--not just the (considerable) faculty brainpower, but the students too, to whom you can provide opportunities for class projects and learning.

Anyway, among the recommendations--several of which we are implementing--was a redesign of the library website. I was a little tempted to skip this one at first, since we just did a redesign a couple of years ago: it was my first major project after starting here.

But I have to admit that while our library website is pretty good from an organizational and IA perspective, the design is, well, less visually interesting than it could be. And as I started looking at other library websites to get some ideas, I saw that for all we talk about the importance of making our Web presence engaging, easy to use, maybe even (dare I say it?) a little bit fun, most library websites--not to put too fine a point on it--suck.

I've never been a Web designer and have only a smattering of development experience, but I've been on the Web since 1995 and to be honest, most websites suck. Why is this so hard to get right?

Well, for one thing, there are a lot of different elements that go into making a good website. As librarians, we're really good at organizing information--that is, after all, a cornerstone of our profession--but most of us are not designers and we have an ongoing problem with presentation, which also manifests in our instructional settings and the physical layout of our buildings. A library doesn't have to look like a nightclub, and our websites need to resemble neither Google nor Facebook. But in addition to being well organized and functional, they should also be well designed.

This isn't only or even principally about aesthetics. I've seen some beautiful websites whose designs are entirely unsuitable for libraries--but I've also seen some exemplifying principles that library websites would do well to emulate. CSS Zen Garden provides plenty of examples of both, and is especially useful because it shows how many different ways you can display the same content. Some of those displays would work very well with the kind of content libraries provide.

So for the next while I'm going to be thinking about design. In a way, it's easier this time around because I know that the underlying organization of my library's website is solid, which wasn't necessarily the case before. It's also worth thinking about design as distinct from (though obviously necessarily related to) content, information architecture, technological feasibility, and implementation.

If you're contemplating a similar project, the best suggestion I can make at this point is to look beyond other library websites. Most of them suck, and most of them suck in the same ways, for a reason.

Happy new year?

I came back to work today to the news that EBSCO is launching an integrated search service sometime this year.

...anybody NOT see that one coming?

Conference themes

What sort of theme would you like a small-ish, regional, academic library conference to have?

No reason. :)

The Broader Question

I'm late to this particular party, which might be the closest thing to an unforgivable sin in the blogosphere (god, what a horrible word). But sometimes being late to the party has certain advantages.

Perspective, for one. Reflection, for another. Context, for a third.

So by now everybody who could possibly care one way or the other knows that the Journal of Access Services ran an issue that consisted entirely of articles by the Annoyed Librarian. Hilarity ensued, and you wouldn't have needed a Magic 8-Ball to predict exactly how: it's the death of peer review! OMG, how can anyone take the Journal of Access Services seriously now?! Or library science scholarship for that matter?? How will I explain this to my students? What were the editors thinking?? (It turns out the editors didn't even know--how's that for setting the dog among the pigeons?)

Let me advance this thought: if the state of scholarly publishing in our field is so perilous that a joke issue of a journal (something not unheard of in other disciplines, including ones with a much longer and more substantive history of scholarship than ours, which is most of them--the British Medical Journal's Christmas issues come to mind, or the Annals of Improbable Research) is capable of destroying it, then we have much, much bigger problems than the Annoyed Librarian.

Assuming that you think the Annoyed Librarian is a problem.

I'm not here to accuse those who think so of having no sense of humor. I personally find the AL's schtick pretty one-note; this profession has plenty of sacred cows, but once you've shot them, is it necessary to come back around and beat up on the carcass? Maybe the AL agreed, and decided to do this as a way of following his or her own act. I don't know, and it doesn't really matter. Because if this stunt and the response to it generates an examination of library science scholarship, and particularly its flaws, then it will have served a useful purpose.

Reading the Research: Journal of Academic Librarianship

Tidbits from volume 34, issue 6.

Toolkit Approach To Integrating Library Resources Into The Learning Management System:
Regardless of what librarians choose to label the various ways of doing this, articles like this one are among my favorite examples of why "How we done it good"-style reports are worthwhile. Course management systems are just one way that online library services, like online services of other kinds, are becoming distributed--in both senses of the term.

The Value of LIS Schools’ Research Topics to Library Authors’ Professional Work
This title almost seems to be begging the question, but perhaps I'm jaded--after recent conversations with professionals in various social sciences, which is where library science has borrowed its research methodology, I'm going to go out on a limb and say that LIS courses in research methods would be valuable if students gained firmer grounding in how to actually do research. In fact, rather than trying to reinvent the wheel, I'd like to see library schools farm this one out to the nearest social science program.

There's also the assumption that all research in the library science field ought to follow a particular methodology. Personally, my favorite scholar in the field from whom I've gained the most professional benefit is Patrick Wilson...

Do clickers improve library instruction? Lock in your answers now
This one interests me because I've actually used clickers in a classroom setting recently. Leaving aside the much bigger and thornier question of how one actually teaches people to use the library and conduct literature searching (the two are not equivalent, if in fact they ever were), the question of retention is a good one and I'm not surprised to learn that the answer seems to be no. It's not that the things don't work, but a quick quiz at the end of a session (which is how I've used them) doesn't tell you anything about how students will actually use what you teach them. In my library we try to time library instruction for as immediate applicability as possible because really, the only way you're going to remember how to do this stuff is if you use it.

Clicking in the classroom

Today's Inside Higher Ed has a brief article on the use of click-response technology in the classroom.

I've used them once, during a recent guest presentation to a general chemistry class of 140 students, most of whom did show up in class that day. I'm still ambivalent about them--the clickers, not the students--because I'm not sure they're as useful as their proponents claim. I do have to say, though, that they provided a pretty good snapshot of whether students got what I was talking about. What they didn't tell me, since I hadn't tested student understanding prior to the presentation, was how many students came in already knowing what I was talking about. That, unfortunately, would have taken more time than was available.

We're also working on a project on my campus that uses clickers in a plagiarism prevention workshop, adapted from such a workshop developed and presented elsewhere. We haven't piloted it yet, though.

My tentative conclusion is that they're useful but not revolutionary, and by themselves simply present another option. I prefer more hands-on and less lecture in my workshops, and class discussion when I can get it. I can see clickers' applicability for some types of library instruction, though.