Beats Me...

As of late, some students have decided to voice their concerns on Wayne State’s listserv made available through the School of Library & Information Science. Sometimes, I wish that I no longer had a subscription to the listserv because of the tone that some of the emails take. Since many job opportunities are posted to the listserv, I decided I would continue to subscribe vs. unsubscribing. However, in keeping my subscription to the listserv there are emails that I receive, and some which I read just to stay in the loop. A description of one of the emails sent and read through Wayne’s listserv will be discussed.

Recently, a student felt it necessary to email all listserv recipients regarding graduate credits. She posed the question of graduate credits counting for 4 credits instead of 3 because in order to receive financial aid as a part-time graduate student one must have 4 credits. The dilemma is that Wayne’s School of Library & Information Science offers only 3 credit hour courses, thus eliminating any options students have in taking a 1 credit hour course.

While I relate to the frustration that this can sometime add to the life of a student, I found this email’s post on the listserv to be out of place. In the past, I ran across this same problem but I realized another option was available. I decided to take a volleyball class, which was considered to be an undergraduate course, to remain eligible to receive financial aid and not be at fault. Besides being crazy about volleyball, I loved the fact that whatever grade I received from that class, it wouldn’t reflect on my graduate transcript. Yes, the course was enjoyable, but it was the 1 credit hour that kept me eligible to receive financial aid as a part-time graduate student. Perhaps, this student is pursuing an MLIS online ONLY degree and that eliminates her from pursing this as an option.

Naturally, an expressive and interesting thread developed from this student’s original post. Some of the responses discussed how there was nothing that could be done about this “problem.” Responding back to those posts, the student was very clear in demanding this issue be fixed because “without students the university wouldn’t run.” She even took a stab at the president of one of the student organizations for the SLIS because his opinion didn’t coincide with what she wanted to hear.

Bottom line: If she was that adamant about seeking change for this issue, why not speak to a Graduate Advisor or the Director of the School? Why post something that obviously bothers or upsets you to a listserv, and demand for change? Beats me…

Meta, What-a?

My last few blogs have dealt with my some type of experience from working at the Undergraduate Library. Today, I’ve decided to venture back into researching topics that are unknown to me. Recently, an email was sent out on the listerv about e-portfolios. Before obtaining their MLIS degree from WSU, students who enrolled in the program by fall 2009 must complete an e-portfolio. Many posts went out about what the e-portfolios should feature, but I found one to be very informative. This email discussed the value of having an e-portfolio and also mentioned metadata, which was a term I didn’t understand. Since I didn’t know what metadata meant, the remainder of this blog will discuss my findings about the term.

First, metadata is structured information that describes, explains, locates, or otherwise makes it easier to retrieve, use, or manage an information resource (NISO, 2004). Metadata is often called data about data or information about information (NISO, 2004). I read at least three confusing definitions of metadata before coming to this definition by NISO. What I appreciated about their definition was that it was written in a very simple and understanding way.

Next, in the library environment, metadata is commonly used for any formal scheme of resource description, applying to any type of object, digital or non-digital (NISO, 2004). Traditional library cataloging is a form of metadata; MARC 21 and the rule sets used with it, such as AACR2, are metadata standards (NISO). Okay, now I understand metadata better because of using MARC. When I use to volunteer at the Charles Wright African American Museum, I would catalog books using Koha thus becoming familiar with creating MARC records.

Also, there are five types of metadata, descriptive, structural, and administrative, rights management, and preservation (NISO, 2004). Descriptive metadata describes a resource for purposes such as discovery and identification. It can include elements such as title, abstract, author, and keywords (NISO, 2004). Structural metadata indicates the how compound objects are put together, for example, how pages are ordered to form chapters (NISO, 2004). Administrative metadata provides information to help manage a resource, such as when and how it was created, file type and other technical information, and who can access it (NISO, 2004). Rights management metadata deals with intellectual property rights (NISO, 2004). Preservation metadata contains information needed to archive and preserve a resource (NISO, 2004). After learning the different types of metadata, I realize that I am most familiar with descriptive metadata, as it most relates to creating MARC records.

In closing, I can honestly say that I am more familiar with metadata. A part of me is somewhat overwhelmed by the many roles metadata plays but at least now I know what it is. It is hoped that my new understanding of metadata will spread into the many other areas where it exists.

References

National Information Standards Organization (2004). Using metadata. Retrieved from http://www.niso.org/publications/press/UnderstandingMetadata.pdf

What a coincidence....

For my Library Administration & Management class I had to create a Marketing Plan. My Marketing Plan centered on “my library’s” implementation of the missing LINK. LINK stands for Librarians Illustrate Necessary Knowledge, which they would do through Library Instruction. My pitch was that all incoming students be required to attend the LINK workshops as part of their orientation. All of the library instruction sessions would be either lead by Academic Librarians and/or Graduate Student Assistants. Hence, imagine my surprise when I was asked to participate in library instruction for Oak Park High School. I was beyond excited when my coworker asked me to participate in this instruction. What a coincidence, because I had just dedicated a paper to this topic.

First, on the day of the instruction the group was supposed to arrive at 9:30am and instead arrived a little after 10am. The teacher who arranged the library instruction session was both professional and polite. Since there were quite a number of students, they were split up into three different groups. I partnered with my coworker Katrina, who was responsible for the planning of the instruction. While the other two groups had one Academic Librarian assigned to teach the students about library instruction.

Next, Katrina and I led our group to Lab B, where we introduced ourselves and began the instruction. Initially we were going to thoroughly discuss different types of domain names and the importance of citing along with the MLA format. Due to their late arrival, we had to briefly discuss certain domain names and we eliminated the discussions dedicated to citing and MLA. Katrina was covering the different types of domains, and the authority, bias, and currency offered on the different domain types. I was responsible for discussing the difference between Academic/Research Libraries, Public/School Libraries, the Michigan Electronic Library, and the Databases offered through MEL.

Moreover, Katrina presented her material first and I watched as she taught with confidence and humor. Truth be told, I was shaking in my boots as I watched her from the corner because I knew my time to instruct was quickly approaching. Whenever I become nervous, I tend to stutter and one of my legs shakes uncontrollably. This is what precisely happened as I began to speak, but neither one of my legs was shaking to my surprise. Once I became comfortable in front of the students, my confidence grew and Katrina was very helpful in adding anything I may have left out.

Naturally, because of my theatre background most assume that I handle crowds and/or public speaking very well. Playing a character allows me to step into another world to perhaps become someone from a different environment. Library Instruction and/or presenting a class project, is Jasmine being Jasmine and not a character, which makes me nervous. Besides, if I suck as an actor this reflects my poor acting ability vs. poorly instructing students which is a reflection of my job and/or school in a way.

Overall, the library instruction for all three groups went very well and the teachers were pleased with the knowledge they and their students garnered. The students in my group were very respectful and appreciative of the instruction that they received. The teacher responsible for arranging the instruction with Katrina said he planned to bring his 12th grade students back every year. Katrina said that for this to be my first time doing instruction I did very well. I was beyond happy and humbled by the entire experience and wish to do it again in the near future!!

Finals Frenzy

It all happened on a Tuesday…

Last week marked my first experience to finals week as a Graduate Student Assistant at Wayne. To say that the library has been busy is an understatement….it’s been bananas at the UGL this week. For starters, you have the patron who procrastinates and then comes to you with the urgency to find related information for his/her research topic. I especially enjoy it when he/she mentions the due date for the assignment, as if the grade will be shared, or maybe to enable you to produce the most appropriate results, or to work faster on his/her behalf.

On Tuesday, one patron caused a big stir about not being able to print his detailed schedule for the Spring/Summer semester. I offered to print it out at the Reference Desk for him, but when I had him log onto the computer, there was no detailed schedule listed under Spring/Summer. Naturally, he told me I messed him up by having him shut down his computer to come up to the desk for assistance. The interview between he and I was becoming quite heated as I was trying to remain calm. This was difficult, because Tuesday marked the second time this man came to the desk demanding detailed assistance that he should have gone elsewhere to receive, due to the nature. While I don’t mind helping patrons, I become irritated with those who either do not listen or want you to do everything for them. Shortly thereafter, he asked me my name followed by asking if I thought I was going to get into Heaven because I was wearing a cross. Although, I didn’t respond to his remark, it along with the "reference interview gone bad," continued to upset me.

Before the patron’s remark, I did call a librarian from the office to further assist him. I informed Diane of how he had begun to harass me for help and even insulted me prior to her coming out to the desk. Diane did listen to what I was saying, and calmly attempted to perform the same task that I had done. Despite Diane’s efforts and patience she was unable to give the patron what he wanted and/or needed and referred him back to the Student Advising Center.

Later, I was speaking with a co-worker about being upset by the patron’s remark. He listened and proceeded to ask why I was upset, he said “this man doesn’t even know you.” True! Come to think of it, it wasn’t his words that upset me; it was perhaps the overall reference interview. I guess in a way its funny, considering the patron believes that I am doomed to Hell because I failed in helping him. How charming! Granted, working at a reference desk involves working with the public who come from all different walks of life. Sometimes, the hardest thing to withstand is not your typical ready reference or extended reference question. It’s having to withstand patrons who decide to take their frustrations out on you at any given day or time.

The End…