Modeling Real Search Skills in Action #il2013 #internetlibrarian @researchwell

[One last session from Internet Librarian that I haven’t had a chance to blog about until now.]

Tasha Bergson-Michelson, formerly Google search educator, now school librarian at Castilleja School
Julie Erickson, South Dakota State Library

Started by asking attendees to jot down some ideas for searching on the topic of the effect of sleep deprivation on the mental processing speed of students.

Here are some of the facets I wrote down:

  • Sleep: lack, hours
  • insomnia
  • Sleep deprivation
  • processing speed
  • mental process*
  • students
  • teenagers
  • adolescents

The idea of this session is not only to do a good search, but to show your users/students what you are doing, so they can apply the techniques themselves.

Reference interview: Ask “What did you mean by that term?” (In the example above, we’d want to know what age students we are talking about.)

A good question: What would the perfect book title on this topic be?

Try adding the word “scholar” in Google to get more academic results.

When you make a mistake, say, “How fascinating” as you try to figure out and explain why the search results came back the way they did. Every failed search teaches me something.

Real-life example: Tasha did a search on “Internet models,” which, it turns out, does not bring up models of how the Internet works. (NSFW)

Less is more: don’t tell everything you know.

Think before typing in a searchbox: who cares about this thing? That will give you a clue to who might be providing information about it online.

Many people don’t know about:

CTRL-F to find keywords on a web page.
Using “-” to exclude terms in a search (boolean Not)
Searching on filetype: and color:

Even when people learn about a new technique, they may not realize it’s transferable. People may learn they can do site:census.gov to limit their results to the Census web site, but not realize they can also do site:bls.gov or even site:.gov.

One good article can lead to more. Try a subject encyclopedia to get started. A New York Times article can lead to more scholarly research.

The librarian keeps you engaged by talking to you.

World’s Strongest Librarian #il2013 #internetlibrarian

Josh Hanagarne
World’s Strongest Librarian

Librarian in nonfiction at Salt Lake City library.

Extreme case of Tourette’s.

Why libraries? Change lives. Great equalizers.

Without libraries, there would be no librarians.

Pro self-improvement, but despises the self-improvement industry.

When it comes to libraries, willing to be preachy. Libraries have saved his life.

SLC director said it’s our job to make a better community, to give the public as much of what they want as possible within the library’s mission.

Ideas: lifelong learning, introduce people to knowledge and people to people, economic empowerment, dream with our eyes open.

Josh: Purpose of a library is to make people free, freer than they could be without the library.

Story of his Tourette’s.

Couldn’t go outside, not even to the library.

Went to the quietest place he could think of — the library — and asked for a job application.

Stories:

Arranged to offend a homophobe.

Homeless man from Nicaragua said the library was a miracle.

Homeless man named Scott who seemed to be playing a video game was actually designing one. “A library immediately awards you dignity by walking in the doors.” You can be anonymous or you can ask a question.

Woman who had to give up kids for adoption.

woman who was being battered.

Vietnamese man: “You have such lovely Dockers.” Said he found his true love in a Vietnamese newspaper. “Without the library, there is no true love.”

Another man with Tourette’s: only place where they let me be me.

Any time you spend thinking “I can’t believe this is happening” is time you can’t spend reacting. Say, “This is happening.” The sooner you can say that, the sooner you can say, “What next?”

What sustains us is how much you love yourself and how much we love each other.

Old definition of “to free” is “to love.” With librarians, this is where he feels free, in every sense.

When he was 4, saw moth with a 3-foot wingspan. His mother said, “Where do you think it went next?” Libraries are about questions.

We can leave this conference freer than we arrived.

Very inspiring. Everybody in the room got mushy. Standing O.

Collaborative Cloud Strategies and Impacts #il2013 #internetlibrarian

Kenley Neufeld, library director, Santa Barbara City College

Small library, nobody responsible solely for tech.

Needed new system. Wanted to eliminate server and desktop maintenance.

Wanted to expand services, improve student experience and staff workflow.

Wanted to prepare for increased mobile use.

– Cloud-based backend
– Web-based frontend
– Cost savings from not maintaining a server

Went with OCLC Worldshare Management System

Change management:
– Do your homework
– Engage everyone
– Work with vendor on problems

For students:
– Easy account management without a separate authentication (could be a problem, since it requires sharing info with cloud vendor). However, the last piece of authentication data remains local. Works with Shibboleth.
– Notice and reminders via e-mail
– Platform agnostic
– Single search: ILS bundled with discovery service
– Faceted search
– Deeper exposure to resources
– Simple integration of ILL

For staff:
– No servers to maintain, no software to install
– Use Windows or Macs
– Simplified circulation
– Integrated ILL
– Integrated budget tracking
– Instruction: can teach discovery system or individual databases
– Work anywhere
– App development (Used to hand-copy fines from circ system to college system; was able to automate this.)

Would like to have a shelflist, but OCLC hasn’t built that yet. May be in the December update.

Performance is determined by Internet speed. If OCLC goes down, all 150 libraries using the system go down. In Internet access is lost, he has a backup solution.

Over a period of 3 years, they break even. And got the discovery layer that they couldn’t afford before.

Rob Ross, OCLC

Says users are satisfied. Catalogers and system administrators save a lot of time.

Staff working on an analytics model. More reports will be available.

Open platform: customers can build apps or see what others have done. OCLC builds the core functions, but open it up for others to add to.

Traditional deployed software:
– Core apps only
– Closed to community contributions

Cloud software:
– Core apps as scaffolding
– Community empowered to contribute
– Mix and match to heart’s content

Updates:
Traditional:
– Infrequent, anxiety-producing

Cloud:
– Smaller, frequent updates
– Everyone on the same version

Change:
Traditional:
– One person could read the manual and become the master

Cloud:
– Rewards continual learning
– Decentralized system allows mastery by module, distributed expertise
– Future state is — literally — what you make it.

Implications:
– Staff need to keep learning
– Management needs to reward adaptation over mastery
– Job roles may be redefined
– Working from anywhere is possible. Example: small academic library could bring books to a campus fair and can checkout using iPad or iPhone. Example 2: consortium can do cataloging for members. Example 3: Academic library with world-class Afghanistan collection. Now they can hire somebody and have them work in Afghanistan.

Gains include:
– Contemporary system for all materials formats
– No hardware to purchase or manage
– WorldCat as your catalog of record (can still have local notes), but you inherit all upgrades (such as if another library adds table of contents notes)

– Cost savings
– Time savings
– Patron satisfaction
– Staff satisfaction
– Increased usage of materials

Building Google’s Power-Searching MOOCs #il2013 #internetlibrarian

Tasha Bergson-Michelson

Librarian at Castilleja School, formerly Google search educator

Just because it looks magic doesn’t mean you can’t get better at it.

Google thought it should do a MOOC. Has tools: Youtube, Docs, etc. Can also handle 10 million people at once.

Six hours of content. Wanted to reach a broad audience. Multiple choice/fill in the blank. Semi-synchronous.

Never put a midterm in the middle. Could take it as many times as you like, but had to finish by a certain date. Lots of people complained about that. “Apparently a deadline is not as firm an idea as I thought.”

Five-minute videos plus activity. Offered a text alernative for thsoe with different learning styles.

Videos are hard to edit and it’s hard to get everything in. In the text version, they could include more info.

When writing for 155,000 people, someone will hate every question.

Problem: Google learns from people’s bad queries, so sometimes that would cause the bad query to work for the next person.

People might learn they can search on site:bls.gov and not realize they could do the same thing for census.gov.

People from 196 countries and territories. Questions were too ethnocentric.

Question about whether the word “evolution” occurs in the Google Books copy of On the Origin of Species. Answer differs depending on the edition you search.

Improved each time and never had the same complaint twice.

People learn by watching over someone’s shoulder. How could they emulate that in the MOOC?

People have different ways of doing things.

Made 12 challenges. Didn’t have to do them and didn’t have to do them in numerical order. They required multiple steps and could be solved in multiple ways. Example: identify a feather found on the ground at the Rio Platano Biosphere Reserve.

Had to be a right-or-wrong answer or people freaked out. But then you outline your steps, and students could read each other’s answers.

Did Google Hangouts to talk about the challenges.

www.powersearchingwithgoogle.com/

Did Advanced Power Searching class.

Text usage was about 50% that of video usage. But it varied by topic.

Fish pedicure / worm therapy divide. Yarnbobmbing was a popular topic. If you don’t know what thousands of people like, go for weird.

Didn’t help students with final challenges. They helped each other.

Start with outcomes:
What do you want students to know? Work backwards from there.

A list of technical skills does not equal competencies.

Format and contents must grow out of objectives.

Create a “big-idea” narrative. Key critical thinking skills. Overarching themes. Tie themes back to actionable skills. Such as, not usually just one way to do things.

Align desired content, user needs, and design constraints. How to talk about these things without delving into library science terminology.

Color filtering: If you search for Bach pictures that are white, you get sheet music.

Tesla: different colors for car vs. person.

Soccer players running around: use green.

This gets people’s attention and makes them listen, not the library science theory.

Test and test again:
Groups can be small. Doesn’t have to hugely formal. Prioritize fixes, fix, and test again.

Some loved the advanced format, some hated it.

Some people spent a lot of time on it, some couldn’t.

Connect with students. Use social media to create a community.

Libraries in the Cloud #il2013 #internetlibrarian

Marshall Breeding

Book: “Cloud Computing in the Libraries”

Libraries need to have technology that aligns with what their current mission is.

Academic libraries:
Shift from print to electronic journals.
Still working it out for monographs.

All libraries:
Need to handle multiple formats.
Emphasis on digitizing local collections

Client-server to web-based computing
Cloud computing is a major trend in IT
Offers libraries opportunities to break out of individual silos of automation and engage in widely shared cooperative systems.

“Cloudwashing”: lots of claims to be “in the cloud” when products may not be any different from what they were.

Vendor-hosted library systems go back to at least 1994.

Characteristics:
– web-based interfaces (as opposed to software on the desktop)
– externally hosted
– pricing: subscription or utility
– Highly abstracted computing model
– Provisioned on demand
– Scaled according to variable needs
– Elastic: consumption of resources can contract and expand according to demand

Local computing:
– Buy and maintain a server
– Buy and maintain software
– Electricity and data center

Cloud computing:
– Annual subscription with measured service or fixed fees

Can be cost-saving for both library and vendor.

“Multi-tenant software-as-a-service”: one copy of code base serves multiple sites; software functionality delivered entirely through web interfaces; upgrades and fixes deployed universally.

People can use Gmail and companies can use Salesforce.com with no loss of functionality or privacy. No upgrade interruptions.

Data as a service: Bibliographic knowledgebases or discovery indexes that serve many libraries.

Possible new ways of conceptualizing library automation:
– Fulfillment: circulation + ILL + DCB + e-commerce
– Resource management: cataloging + acquisitions + serials + ERM
– Customer relationship management: reference + circulation + ILL
– Enterprise resource planning: acquisitions + collection development

Open systems:
Libraries need to do more with their data.
More interoperability
Open source
Open APIs

Challenge: more integrated approach to information and service delivery:
– Books
– search the web site
– articles
– openURL
– e-journal finding aids
– subject guides
– local digital collection
– Metasearch engines
– Discovery services (yet one more box on the web page)

Discovery from local to web-scale

Populating web-scale index with full text: a good front door to everything in your collection.

Ebsco, Summon, Ex Libris Prino, Worldcat

Libraries can move into a shared infrastructure model (multiple libraries, that is).

Consortia merging (Illinois Heartland), statewide (South Australia, much of Georgia) and national (New Zealand, Iceland, Chile, Denmark) systems, Cornell-Columbia system (2CUL).

Beyond Literacy: Exploring a Post-Literate Culture #il2013 #internetlibrarian

Michael Ridley, University of Guelph, keynote

“The welcomed demise of literacy.”

“Reading and writing are doomed.
Literacy as we know it is over.
Welcome to a post-literate future.”

Literacy: visible language, reading and writing.

Literacy replaced orality, so it’s “inevitable” that something will replace it. He says this is a good thing.

It’s a thought experiment.

Online “book-like thing” at BeyondLiteracy.com Collaborative authorship with students, etc. Set up at Pinterest site for the bibliography.

Marshall McLuhan: “We shape our tools and thereafter our tools shape us.”

Literacy lets us do great things, but it’s also a kind of prison.

Socrates said it was the end of memory.

There’s too much information.

Less than 3% of languages are “visible languages.”

In the 1700s, people felt there was too much info and invented encyclopedias, etc. Writing itself may have come from accounting (for animals, etc.).

Writing is hard to learn, difficult to use, slow to process, prone to error, insufficiently powerful, addictive.

Candidates for post-literacy:

– Bio-computng/neural prosthetics (“I think that’s good, and we should all get implants of some sort.”) He thinks this is more “hyper-literacy.”

– Telepathy / Techlepathy (He brings in a psychic to his classes!) Makes people nervous. Techlepathy is connecting yourself up to others through technology.

– Collective Unconscious (or Consciousness): Says quantum physics endorses this.

– Drugs / Cosmetic neurology

– Machine intelligence: close to computers that are smarter than we are.

Stages: disruption, suspicion, loss, unsophisticated use, early adopters, elitism & power, mainstream.

The idea of a sense of self comes from literacy.

The brain is a soup of chemicals and synapses, etc. What if we could create a drug that would “grow an understanding in your mind”? Learn French, for example. (Learn to love Big Brother, too?)

The Vulcan mind meld. There’s even a book that says this is possible. (“There really is a very strong scientific basis to this.”)

Asked students to think about how we get there. One answer: aliens.

William S. Burroughs: “Language is a virus from outer space.”

Samuel Beckett: “Try again. Fail again. Fail better.”

Beyond Literacy Radio podcasts. He wouldn’t let the students write a research paper, but as someone pointed out on Twitter, isn’t this a return to orality?

“We have to go there.” “It’s inevitable, it’s optimistic, it’s advantageous.”

Question: Have you considered a class where nothing is written? Answer: it wsn’t possible. We have to use the tools we have.

Had a class where two strangers suddenly danced around for half an hour with no explanation.

Question: teenagers communicate with Snapchat and Instagram. We still have to be literate to succeed. Answer: No, what teenagers do isn’t post-literate. Yes, you have to be literate now, but everntually reading will be a fetish (as Capt. Picard reads Shakespeare).

Question: if we can do telepathy, etc., why do we need oral langauage (or French)? Answer: oral language is innate, but written language is a tool. Eventually, the machine overlords won’t speak English, French, etc. (Only half-kidding when he said this.)

Question: will this help ADHD kids? Answer: we preference literacy in the extreme. People who have trouble with literacy could have other tools to succeed.