Competency H

I am proficient in the use of current information and communication technologies, and other related technologies, as they affect the resources and uses of libraries and other types of information providing entities

Introduction

Information and communication technologies are essential to librarianship. Librarians and patrons rely on OPACs and other databases to find the information they need. They use internet search engines to find information on the web. Librarians employ coding and web design skills to create web pages and other online services for patrons. They create podcasts and screencasts to disseminate information and educate patrons about library resources and services. Increasingly, libraries are also incorporating Web 2.0 applications into library services. Recognizing that librarians need to meet patrons “where they are at,” reference services are giving patrons more communication options when contacting their libraries: IM, chat, text messaging, and even video calling. Blogs and wikis help empower patrons by giving them opportunities to add online content to library web sites and services. They also save librarians’ time by making it easier to create and edit online content. Current information and communication technologies provide powerful tools to help librarians meet the information needs of users. Through my SLIS coursework I have gained an understanding of the value of those technologies to libraries as well as the ability to use those technologies to enhance services to users.

Commentary

My SLIS coursework has prepared me to use key information and communication technologies. In LIBR 202, for example, I gained a strong understanding of the design and organization of information retrieval systems. Information retrieval systems are the backbone of many library services. Librarians and patrons locate information using the library catalog, databases, and online search engines. The librarian who understands the organization of information retrieval systems is better able to use IRSs to find information. My proficiency as a user of IRSs was reinforced in LIBR 244, where I learned about online information services (Dialog, Factiva, and LexisNexis) and acquired an in-depth understanding of searching methods.

Library web sites provide access to the library catalog, article databases, and other services. They also serve as one of the major ways librarians supply information to patrons. Librarians may need to create, manage, and/or revise library web sites. This requires HTML and CSS coding skills. In LIBR 240 I learned how to write HTML and CSS code in order to create and/or revise web pages.

Web 2.0 applications are another category of current information and communication technologies. These applications – blogs, wikis, social networking sites, etc. – provide new and powerful avenues of communication between librarians and patrons. They may also serve to empower patrons by making it possible for them to create online content on library web sites. In LIBR 246 I gained proficiency in the use of diverse Web 2.0 applications. Course projects required me to create a blog, wikis, podcasts, and screencasts. I uploaded images to Flickr, posted comments to Twitter, bookmarked web pages using three different social bookmarking sites, added library-oriented applications to my Facebook page, communicated with classmates using IM, VoIP, and multi-party video call. I subscribed to RSS feeds, generated RSS feeds using web-based applications (i.e., Feed2JS and FEED43), and imported an RSS feed into my course blog.

My work in the course focused particularly on wikis, blogs, and screencasts. Wikis have at least two major applications in libraries. They can be used as a platform supporting internal library communication, e.g., a reference wiki where reference staff may compose and organize announcements, memos, course assignment information, etc. A reference wiki has obvious advantages over the bulky, three-ring binder used at many reference desks. Wikis are easy to update, searchable, and accessible from any computer with online access. They also facilitate collaboration among staff.

Wikis may also be used to provide information to patrons. For example, wikis can be used to create online subject guides. A wiki subject guide is easier to update and revise than a standard web page. In addition, it “can capitalize not just on librarians’ subject expertise but also on that of its patrons” (Farkas, 2007, p. 74). In academic libraries, subject wikis may also be enriched through the contributions of faculty. In LIBR 246 I had the opportunity to create three wikis, one using Media Wiki and two using PBWorks. Creating these wikis naturally included learning how to use them, i.e., how to edit wiki entries, contribute to article discussions, upload photos, add plugins, etc.

Blogs have become another valuable additions to some library web sites, providing an easily updatable platform for disseminating information to patrons as well as a means to allow patrons to provide feedback to the library. In LIBR 246 I created a Word Press blog and posted comments, video, and podcasts to the blog throughout the semester. I also added an RSS feed and IM widget to the blog.

Screencasts are becoming an important educational resource on many library web sites. Screencasts have a number of advantages over other instructional resources. Screencasts can show patrons how to use a particular resource or technology. They can be short and tailored to a specific information need. The patron can repeatedly view a screencast if necessary. Screencasts are accessible from any remote location with internet access. Finally, they can potentially save the librarian’s time. Instead of repeating the same instructions over and over again, the librarian can refer the patron to a suitable screencast. In LIBR 246 I created several screencasts using Jing and Camtasia Studio.

Evidence

I am submitting three assignments as evidence of my competency in this area. I am submitting a Religious Studies Research Guide wiki. I created the guide using PBworks as my final project for LIBR 246. The wiki incorporates several applications covered in LIBR 246. In addition to the wiki platform itself, it incorporates two screencasts, imported RSS feeds, and an RSS mashup using Yahoo Pipes. Originally, it also included online synchronous communication (via a Meebo widget). (For some reason, the Meebo widget stopped working on the site, so I replaced it with a Skype widget.) The wiki demonstrates an ability to use several important Web 2.0 applications.

I am submitting a screencast I created for LIBR 246. In the screencast I demonstrate some of the features of the social bookmarking site Brainify. The screencast uses callouts, pan and zoom effects, fading transitions, and multiple audio tracks. It also demonstrates knowledge of effective screencast production, most notably, the guideline keep it short! (see Farkas, 2007, p. 200). In the world of screencast tutorials, longer screencasts are likely to lose patron interest. Dividing information among shorter screencasts has another advantage: it gives the patron more opportunity to select only the information s/he needs.

The third assignment I am submitting is a set of web pages I created for LIBR 240. The web site is a guide to online resources in religious studies. I created the site using HTML, CSS, and JavaScript. The assignment demonstrates an understanding of HTML and CSS coding, as well as an awareness of web site usability. Aspects of the site that enhance usability include: an uncluttered appearance, large fonts, and a sharp contrast between text and background.

Conclusion

Information and communication technologies are essential to librarianship. From using the OPAC or accessing a journal database, to using a Meebo widget or chat window on a library web page, technology provides tools that help librarians and users find information and facilitate communication between the librarian and user. Technology is important for another reason. The survival of libraries depends in part on community perception of libraries. As newer technologies gain prominence among users and potential users, the relevance and value of libraries will be judged by the technologies they make available to patrons. This perception may be based on a poor understanding of the value of certain technologies to libraries. Librarians know that the trendiest technological fad is not always suitable for libraries or patrons. Librarians must ask critical questions before adopting new technologies. Because of the expense of many new technologies, benefits must always be weighed against costs. These points notwithstanding, a library that fails to keep pace with technological innovation risks irrelevance in the eyes of the public. Considering funding cuts and the public’s increasing reliance on Google to meet their information needs, that is a risk libraries can not afford to ignore. Given the importance of technology to libraries, librarians must be able to use current information and communication technologies. Through my SLIS coursework, I have become a proficient user of those technologies that help librarians serve the information needs of patrons.

Reference

Farkas, M. G. (2007). Social software in libraries: Building collaboration, communication, and community online. Medford, N.J.: Information Today.