Compare & Contrast: Library Programs (2)

The idea to take a deeper look into the University of Michigan’s School of Information occurred recently. Originally, I was interested in knowing about the Research classes that they offered to their students. Also, a student at U of M who shared that she had to take a Statistics class further piqued my curiosity about Michigan’s requirements. Next, what will follow is what I learned about the University of Michigan’s School of Information along with Wayne State’s School of Library and Information Science. *It should be noted that everything provided about each school may be found directly on their websites. *The websites for both universities will be provided at the end of this blog.

The University of Michigan, Ann Arbor, is considered to be the top university in the state of Michigan. This university offers its students a Master in the School of Information, where WSU offers its student a Master in the School of Library and Information Science. Forty eight credit hours are required to obtain a MSI Degree from U of M, Ann Arbor. Here’s Michigan’s MSI Degree Requirements:

· 2 core courses (Information in Social Systems: Collections, Flows, and Processing & Contextual Inquiry & Project Management)

· 3^rd core technology course (Networked computing: Storage, Communication, and Processing) may be waived based

· 3 management course credits (Special Topics: Information & Control, Principles in Management, Choice Architecture) some of the choices

· 3 research method credits (Introduction to Statistics and Data Analysis, Qualitative Methods, Research Methods) some of the choices

· 3 Cognate courses taken elsewhere at U-M

· 8 Practical Engagement credits (6 for students who enrolled before Fall 2008) earned through for-credit internships or class-based experimental learning

· Any specialization requirements

· Additional credits to total 48

A major difference in these two universities is that one offers a specialization of Library and Information Science. Of course, the university that offers this specialization is U of M, and they offer these specializations as well:

· Archives and Records Management

· Community Informatics

· Human-Computer Interaction

· Incentive-Centered Design

· Info Analysis and Retrieval

· Information Policy

· School Library Media

· Preservation of Information

· Social Computing

Overall, Michigan’s MSI Degree appears to offer its students an array of opportunities that will increase their skill sets in this competitive field.

Furthermore, Wayne State University is known for being the third top school in the state of Michigan. Standout fields for this university include sociology, medical research, and a host of others. I began my MLIS Degree at WSU in the fall of 2008, and I must admit that things have changed. First, when I enrolled in the program here, it was just that a Master’s program. In 2009, WSU’s Library and Information Science Program became the School of Library and Information Science. In order to obtain a MLIS Degree, students must complete thirty six credit hours. The MLIS Degree requirements at Wayne are as follows:

Core Classes

· LIS 6010 Introduction to the Information Profession

· LIS 6080 Information Technology

· LIS 6120 Access to Information

· LIS 6210 Organization of Knowledge

· LIS 7040 Library Administration and Management

· OR

· LIS 7310** School Library Media Programs (Students in the School Library Media Specialization are required to complete LIS 7310 instead of LIS 7040)

· LIS 7996 Research in Library and Information Science

Although, Wayne’s MLIS Degree offers concentrations vs. specializations some of them are similar to Michigan’s MSI specializations.

Concentrations and Suggested Classes:

· Academic Libraries

· Archival Administration

· General

· Health Sciences Librarianship

· Information Management

· Law Librarianship

· Organization of Information

· Public Libraries

· Public Library Services to Children and Young Adults

· Reference Services

· School of Library Media Endorsement

· Special Libraries

· Urban Libraries

The SLIS offers seven specialized programs to its students, but I’ve focused on the Master of Library and Information Science. This was done to provide an overview of one of the more popular SLIS programs.

Rankings for some of the top Library and Information Studies were conducted by U.S. News & World Report. The rankings place the School of Information at U of M, Ann Arbor, in the number five spot. While the rankings place Wayne State’s School of Library Information Science in the number twenty spot. Even more impressive, was that there were not too many other states having two or more universities to appear on this ranking. Whether it’s Michigan or Wayne State at least students should have the comfort of knowing their attending credible library and information institutions.

www.si.umich.edu
www.slis.wayne.edu

Compare & Contrast: Library Programs (1)

I am currently enrolled in my last two prerequisites from WSU’s Graduate School of Library and Information Science. The course that I find most stimulating this semester is LIS 7996, Research in Library and Information Science. LIS 7996 marks my first experience with any type of research course. When I began reading the text book for the course, I was very overwhelmed and intimidated. Research terminology can be confusing and extremely hard to understand. Part of the reason for this is due to the word choices made by the author(s) of the book. Even my professor, Dian Walster, admitted the book can be a bit difficult to understand. What I appreciate about Dr. Walster is how patient and hands-on she is in her teaching. Dr. Walster is always open to receive and answer any questions the class has in a clear and concise manner. In the last few weeks, through various readings, I’ve learned how important research is within the Library and Information Science field.

Last year, I had to observe the reference desk at a suburban public library. While observing, I met a student from U of M (Ann Arbor) who was pursuing her Master’s degree from their School of Information. Although I didn’t learn of her specialization, I did learn that she had to take a statistics course. She was irritated in having to take the course and had no intention on applying what she learned to her future career as a librarian. Afterwards, I became interested in learning more about the University of Michigan’s School of Information. Until recently, I had no clue that statistics was related to the research field. Hence, I’ve decided to compare and contrast Wayne State’s Graduate School of Library and Information Science with the University of Michigan’s School of Information. The comparison/contrast isn’t intended to determine which university has the better curriculum. How both schools apply research methods to their courses is one of the purposes for this compare/contrast. Next, another purpose is to take a closer look at what both universities have to offer their students in a growing and competitive profession. Also, it should be noted that the actual comparison/contrast will be featured in my next blog.

...NOT Problem Patrons

Originally, I intended on entitling this entry as problem patrons due to the events of this week. However, I found an article that made me reconsider my initial perception of what I watched occur near the reference desk. The article, Problem Situations, Not Problem Patrons was written by Steven Slavick. Slavick is the Eastgate Branch Manager for the Algonquin Area Public Library District. His article gave insight into properly handling patrons who may create problem situations. Some of his points in particular helped to really change my first perception and attitude of the incidents.

I became interested in this topic based on events that took place this week at the Undergraduate Library. Two male patrons were engaged in a verbal confrontation, which almost led to a physical confrontation. The more aggressive patron shouted at the other male patron with many obscenities. Observing the aggressive nature of the man, the calmer patron decided to walk away and leave the library. Just as he was making his departure from the library, I was ending my phone call with public safety. During the confrontation, it was very obvious to me that the men were community users and not students of Wayne State. It didn’t make much difference, but that was something I had observed early from the situation. Honestly, I sat in my seat completely shocked and surprised by what appeared to be happening before my eyes. Besides that, some of the patrons within that area had been disturbed by what was happening around them. I didn’t think of that until, one young lady asked me to call public safety. Numerous times in my training or in conversation I’ve been told should anything arise to call public safety. The idea of actually dialing public safety at that moment absconded from my memory completely.

Next, as the evening progressed the aggressive patron continued to stay in the library for a couple more hours. Some of the remainder of his time was spent making very random and loud outbursts. This time, I dialed the number to public safety without having anyone tell me to do so. Of course by the time I was on the phone with someone the patron was making his way out of the library for the evening. After those two incidents I began to consider the patron to be a “problem patron”. In fact, my last impression of the man was that he was indeed a problem patron, until I read Slavick’s article.

One of the key points Slavick mentions is that “only after you’ve mastered your emotions can you rely on the policies and procedures that your organization has created to best deal with the unpredictable scenarios your patrons might represent (Slavick, 2009). Granted, because this is only my third week of working the reference desk at the UGL I am still learning the policies and procedures. Most of my colleagues were insisting to call public safety should any “problems” arise. Today, as I was sharing the event with a staff member, she gave me advice that I hadn’t previously been offered. She recommended if patrons are disrupting the environment, notify someone at the access desk who could then alert one of the monitors.

Also, Slavick goes further into the types of patrons and their different issues. Whether the patrons are homeless; suffering from substance abuse; or inflicted with mental, emotional, or physical illness, these circumstances do not by their nature equate to disturbing behavior. There must be some trigger, or some specific issue that irritates these patrons from reacting in ways that disturb others from working in peace (Slavick, 2009).

Finally, looking back on the confrontation between the two men helped me to consider new things. Yes, the more aggressive patron was loud and causing a scene, which attracted much attention to the situation. On the other hand, what was the other man saying to get him so upset, and on the verge of becoming physical? No, I couldn’t hear what the calmer patron was saying, but he could’ve been antagonizing the other man. I will never know what provoked the one patron in such away to become so verbal and defensive. In the future, partly due to Slavick’s article, I know that you can’t make assumptions about whom/what may cause “problem situations.”

References
Slavick, S. (2009). Problem Situations, not Problem Patrons. Public Libraries, 48(6), 38-42.

My First Week

The Reference Desk-A Graduate Student Assistant’s Perspective

For one whole week, I’ve been working as a Graduate Student Assistant at the Undergraduate Library. This week marked the beginning of the winter semester at Wayne State University. The librarians did a great job of explaining what to expect once classes started. As the first week of classes kicked off into full gear, thoughts flooded my mind about what to expect. Apparently, questions at the Undergraduate Library range daily from directional, to brief or extended reference. Brief and extended references both involve knowledge, use or instruction of 1 or more information sources. The only difference between the two is that extended reference is an interview lasting more than three minutes. There’s much debate about how a reference desk should be staffed. For example, does an actual librarian have to be positioned at the reference desk? Or could a student or paraprofessional be trained to work the reference desk as well? My reference class, various readings and experience at the desk helped to shape my opinion.

As a student in the School of Library and Information Science I have learned much about the growing profession of librarianship. One of my favorite things that I’ve learned has to be reference. As classes started back this week, I got my first real taste of what it means to work a reference desk at an Academic library. Most of the questions that I’ve answered during the first week of class have been directional. Although, I have received some brief and extended reference questions this week. My brief reference questions included locating call numbers or books for students. While my extended reference questions included, attempting to help a patron order from MELCAT and selecting books for a student’s research paper.

Some may argue that anyone outside of the librarianship field could perform the same tasks and get the same results. I believe that a reference desk, anywhere, should be staffed with librarians who have been educationally trained to answer questions. There is no required education for telling anyone how to get to the bathroom. Patrons aren’t coming into the library looking for a specialized person in the area of bathrooms.

During the first week of class, I’ve experienced a few people walking right up to the desk and plainly asking me if I were a librarian. Then, there are those who walk up to the desk expecting a answer to whatever questions they may have. They don’t have a clue as to whether you’re a librarian or not, but they expect you to help them all the same. What I’ve noticed is the amount of trust in the eyes of the patron(s) as they watch to see how I may help him/her. Remaining relaxed and staying pleasant helps to assure them that I will help them as much as possible. One student needed help including a header for her research paper, and section breaks on the pages. Had it not been for LIS 6080, which taught me how to use Word and other Office Programs, I couldn’t have helped her. I anticipate being my best at the reference desk once I have obtained my MLIS degree, thus becoming a librarian.