http://www.smilepolitely.com/splog/foia_documents_from_ufl_staff/

A snippet: ”She also reminded me that our mission was no longer lifelong learning.”  I am having trouble processing such a statement.  What will happen next?

Also, see: http://www.smilepolitely.com/culture/voices_from_urbana_city_council/

Note: This post has been updated with Carol’s updated percentages!

Please follow LIS professor Carol Tilley for more on what’s been weeded at The Urbana Free Library! https://twitter.com/CarolGSLIS

Follow #bookgate too!

Barbara Fister writes about the kerfuffle at Insider Higher Ed: http://www.insidehighered.com//blogs/library-babel-fish/throwing-books-each-other

http://www.smilepolitely.com/culture/do_you_ever_read_any_of_the_books_you_weed/

Both UFL staff and the public (who were alarmed at the rapidly emptying shelves) spoke out, but the weeding continued until a library board meeting (and Mayor Laurel Prussing) was called. JP Goguen, a university library employee, was at the meeting, recorded it, and sent the recording to me (the [...]]]> This blows my mind!

http://www.smilepolitely.com/culture/do_you_ever_read_any_of_the_books_you_weed/

Both UFL staff and the public (who were alarmed at the rapidly emptying shelves) spoke out, but the weeding continued until a library board meeting (and Mayor Laurel Prussing) was called. JP Goguen, a university library employee, was at the meeting, recorded it, and sent the recording to me (the board normally does not record meetings). The conversation at this meeting is alarming. Urbana Free Library’s director, Deb Lissak, made a unilateral decision to weed books in the print collection by date alone. It seems that the Adult Services staff’s expertise and knowledge of the collection was neither consulted nor welcomed. In fact, Anne Phillips, Director of Adult Services, was not even in the country when the project began and was unaware that it was happening at all. 

Bolding mine. Read the comments after the full article.

Here’s another:

http://will.illinois.edu/news/story/urbana-free-library-scrutinized-over-book-weeding

The breakdown in communication and lack of transparency in the process is concerning to me. In the comments on both articles it’s reported that resolutions have been initiated. I hope the outcomes are positive: some books returned, better policies, and a much more open and collaborative process of communication.

Update:

Follow #bookgate for more: https://twitter.com/search?q=%23bookgate&src=hash

http://twolibrariansandablog.wordpress.com/2013/05/10/being-yourself/

The last assignment for library school is complete, and I am waiting for graduation ceremonies in a week, and a diploma in the mail in the coming months. I am applying for jobs, as [...]]]> Nice post by recent SLIS grad Lisa Hubbell about the interview process at the Two Librarians and a Blog blog:

http://twolibrariansandablog.wordpress.com/2013/05/10/being-yourself/

The last assignment for library school is complete, and I am waiting for graduation ceremonies in a week, and a diploma in the mail in the coming months. I am applying for jobs, as I have for some time, but now paying more attention to advice about interview questions and resumes.

When I hear something two or three times in the same week, I tend to take it as a lesson. I heard one question raised by other students, both in my final class meeting and in a Career Center webinar: Should I be myself in a job interview? It’s so easy to get trapped in second-guessing what the hiring committee is looking for, trying to fit into the right mold to be the one they will want. But professor Aaron Schmidt and SJSU SLIS Career CenterLiaison Jill Klees were both very clear on this

• Yes, be yourself.
• You’re interviewing them too.
• You need to find out if this is a job you can live with and even love.
• If they can’t tell who you are, you might end up miserable in the wrong job.

Click through to read the rest.

Please add our blog to your reader for ongoing articles on research and innovation from the SLIS faculty: http://slisapps.sjsu.edu/blogs/wp/ciri/

MOOC Meets Learning 2.0 

In Fall 2013, the SJSU [...]]]> This post was originally published at the Center for Information Research and Innovation (CIRI)  blog at the San Jose State University School of Library and Information Science in May 2013.

Please add our blog to your reader for ongoing articles on research and innovation from the SLIS faculty: http://slisapps.sjsu.edu/blogs/wp/ciri/

MOOC Meets Learning 2.0 

In Fall 2013, the SJSU School of Library and Information Science (SLIS) will be offering its first open online course, the Hyperlinked Library MOOC. It is adapted from an existing online graduate course offered to SJSU students enrolled in the Master of Library and Information Science (MLIS) program, and is intended to serve as a professional development opportunity for librarians, library staff, and professionals who work in archives and other types of information centers. The SLIS MOOC will be free and will not be offered for academic credit.  It will run from September to November, and will explore how libraries are using emerging technologies to serve their communities. I will be co-teaching with SLIS Lecturer Kyle Jones, along with course assistants, who will be SLIS graduate students.  The MOOC will run on the open-source blogging platform WordPress enhanced with a suite of plug-ins called BuddyPress.

Up to 400 MOOC students will have the opportunity to explore the Hyperlinked Library model through recorded presentations and other content, as well as practical assignments that encourage students to apply what they are learning. Badges will be awarded as students move through the course, culminating with a certificate of completion.

Although educators and scholars are debating the advantages and downsides of MOOCs, with many asserting that MOOCs have the potential to provide new insight regarding online learning, research regarding MOOCs is in its infancy.  A recent study by The Chronicle of Higher Education found that 79% of MOOC instructors believe MOOCs are “worth the hype” (Kolowich, 2013). John Daniel’s 2012 paper Making Sense of MOOCs: Musings in a Maze of Myth, Paradox and Possibility explores emerging issues that educators should consider and scholars should research: technology platforms, for-profit versus nonprofit models, effective pedagogy, and student success within large learning environments. A scan of recent research includes assessing the experiences of students and professors in MOOC environments, and evaluating various MOOC platforms and their impact on student learning. Clearly, evaluating MOOC environments is an area ripe for exploration.

The parallels between the MOOC movement and 23 Things/ Learning 2.0 programs, my research area for the past few years, are intriguing. Might we argue that Learning 2.0 (L2.0) programs, offered in hundreds if not thousands of organizations, are precursors to the evolving, open and large scale learning landscape we’re experiencing now?

The #hyperlib MOOC will incorporate certain emphases culled from my L2.0 research. The L2.0 model has an emphasis on play, experimentation and social interaction with other learners as part of the program. A focus on play, innovation and experimentation is needed for 21st century learning success, argue Thomas and Brown in a New Culture of Learning. Jenkins defined play as “the capacity to experiment with one’s surroundings as a form of problem-solving,” and argued that play is one of the most important emerging social literacies and valued skills for the changing landscape of education. The L2.0 model combines play and opportunities to explore new technologies into a unique self-directed yet social learning experience.

The MOOC will also based on the concepts of “connected learning,” a term used by Jenkins (2012) to describe participatory online learning with a real-world focus: “It’s social. It’s hands-on. It’s active. It’s networked. It’s personal. It’s effective. Through a new vision of learning, it holds out the possibility for productive and broad-based educational change.”

Research centered on delivering the #hyperlib MOOC will contribute to a better understanding regarding how not-for-credit MOOCs can serve as professional development tools.  I am eager to evaluate the SLIS MOOC, identify areas where the model is effective, and provide recommendations regarding how to improve the design of MOOCs in the future.

References

Daniel, J. (2012). Making sense of MOOCs: Musings in a maze of myth, paradox and possibility.

Journal of Interactive Media in Education (JIME). Retrieved from http://www-jime.open.ac.uk/jime/article/view/2012-18

Jenkins, H. (March 1, 2012). Connected learning: A new paradigm [Web log post].    http://henryjenkins.org/2012/03/connected_learning_a_new_parad.html

Kolowich, S. (2013, March 18). The minds behind the MOOCs.  The Chronicle of Higher Education.  Retrieved from http://chronicle.com/article/The-Professors-Behind-the-MOOC/137905/?cid=wb&utm_source=wb&utm_medium=en#id=overview

Thomas, D., & Brown, J. S. (2011). A new culture of learning: Cultivating the imagination for a world of constant change. Lexington, Ky: CreateSpace?.

 Instead of siphoning teens off into different rooms (and locking away noisy activities), the space is airy and completely open. The openness means, among other things, that it only takes one or two librarians to monitor the entire space.

Rice says his team renovated the floor on [...]]]>

Image by Michael Moran and Rice+Lipka Architects

 Instead of siphoning teens off into different rooms (and locking away noisy activities), the space is airy and completely open. The openness means, among other things, that it only takes one or two librarians to monitor the entire space.

Rice says his team renovated the floor on the cheap, using paint and low-cost materials to fill the space. “Teens appreciate the rawness,” he says. “Rich materials might be a little bit of a turn-off.”

The key, he says, is a space without much security, where kids feel free to just hang out. “It makes teens feel as if they have free reign over the space,” he says. “They don’t feel like they’re under this intense adult scrutiny.”

It’s great to see this post over at The Atlantic focus on what I think is the most important part of a teen library…the atmosphere.  When you give teens a space that they can make their own and feel comfortable in, amazing things can happen.  As I move ahead with planning the space on the 2nd Floor of the Chattanooga Public Library, I will make sure that the teens on our Teen Advisory Board have a lot of input into how their space is laid out.

-Post by Justin Hoenke, Tame the Web Contributor

His recent publications include the co-authored article “Benefits and results of Learning 2.0: a case study of CityLibrariesLearning [...]]]> Dr. Michael Stephens received his PhD in information science in 2007 from the University of North Texas via an IMLS fellowship. His teaching focuses on user-centered services and outreach with technology, and learning programs in library settings.

His recent publications include the co-authored article “Benefits and results of Learning 2.0: a case study of CityLibrariesLearning – discover*play*connect” in Australian Library Journal, and “The Impact and effect of Learning 2.0 Programs in Australian public libraries” in Evidence Based Library and Information Practice. He currently writes the monthly column “Office Hours” in Library Journal exploring issues, ideas and emerging trends in library and information science education. He is currently serving as the Project Director for the Salzburg Curriculum initiative, funded by IMLS and Salzburg Global Seminar. The project focuses on updating LIS and museum professional education in an era of particitory culture.

Stephens has spoken about emerging technologies, innovation, and libraries to audiences in over 27 states and in nine countries, including a research tour of Australia and presentations for the US embassies in Germany and Turkey. He recently delivered keynote addresses for library consortia in Alberta, Canada and northwest Ohio.

When I was a teenager, I spent most if not all of my time in video game arcades in shopping malls.  It was the time of fighting games…Street Fighter II, Mortal Kombat, World Heroes, Primal Rage, and many, [...]]]>

This is what it’s all about: A tween and his Dad enjoy Ms. Pac Man at the Library

When I was a teenager, I spent most if not all of my time in video game arcades in shopping malls.  It was the time of fighting games…Street Fighter II, Mortal Kombat, World Heroes, Primal Rage, and many, many more.  Who knows how much money I spent playing those games and more importantly, who cares.  What mattered most (and what sticks with me to this day) was being in the same room with people my age who enjoyed the same things as me.  It was exciting.  It was fun.  It created friendships and community.

Video gaming in libraries isn’t a new thing.  It seems to have picked up steam in the last decade and is now something that most libraries will offer to their communities.  This is a good thing: video games can be fun, rewarding, help those playing them understand stories/character/plot, and so much more.

I’ve always wanted to recreate that vibe that I felt back when I used to frequent the arcade in the public library.  It was exciting to stand around an arcade machine and watch someone get as far as they could in a game on one quarter.  It was exciting to go one-on-one with someone in a game like Street Fighter II or Mortal Kombat.  Public libraries are places where people come together and experience something.  Why not have a bit of that something be an arcade machine?

It has been a dream of mine to get an arcade machine in a library since I started in libraries back in 2007 and this past week, thanks to the Friends of the Chattanooga Public Library the support of the staff at the Chattanooga Public Library, and my wife Haley (she found it on Craigslist for only $150!), we now have an original Ms. Pac Man arcade machine on the 2nd Floor of the library…and it has been a great thing.  I love seeing the reaction people have when they realize that the library has an arcade machine.  I love seeing families (like the photo above) playing it together.  I love seeing the teens gather round and have tournaments to see who can get the highest score.

I cannot wait to see the community and friendships that this little ‘ol machine will create.

-Post by Justin Hoenke, Tame the Web Contributor

This report outlines the unique experiences, challenges, and opportunities in developing a Learning 2.0 program for the diverse community served by [...]]]> Note from Michael: Elaine takes us through her work on the #transtech group project for Huntington Beach Public Library and connects to our course texts. i am happy to share this insightful reflection!

This report outlines the unique experiences, challenges, and opportunities in developing a Learning 2.0 program for the diverse community served by the Huntington Beach Public Library. This project – called Links to Literacy – was accomplished virtually as a group assignment in Dr. Michael Stephens’s Transformative Learning and Technology Literacies course in Spring 2013. It involved seven learning technology modules aimed to introduce communication, job searching, and internet literacy skills to the patrons in HBPL’s Literacy Program. While this report reflects my own views regarding the project, I offer acknowledgement and gratitude to the dynamic group of students, as well as the staff at the HBPL, who offered the dialogue, critique, technical expertise, and dedication to make this project a great success. I also offer thanks to Dr. Stephens and Char Booth, author of Reflective Teaching, Effective Learning, for their support, guidance, and insight to the project’s development and objectives.

“Links to Literacy” – A Unique Learning 2.0 Experience: 

The Huntington Beach Public Library (HBPL) has a dedicated program focused on literacy which includes tutors, training for tutors, and special programs such as adult and family literacy. They serve a highly diverse community where many of the residents do not have access to computers, internet, smartphones, etc. which significantly impact their social, language, technical and job-searching skillset. The HBPL literacy program aims to serve its community by providing tutors, classes, and group and individual activities that build upon these essentials skills for successful living.

The Links to Literacy program became a unique Learning 2.0 project in that it actually incorporated both synchronous and asynchronous learning. Most Learning 2.0 programs foster the idea of asynchronous learning where the learner is approaching learning on their own. For this project, based on the needs of the diverse community needing guidance, language interpretation, and motivation, much of the learning was done synchronously in small groups of tutors and students – but fostered the application of play, personal exploration, and continued learning outside of the program. It presented an interesting blend of synchronous learning that hoped to develop into more extended learning activities asynchronously. Examples of “extended learning” activities include:

• Patrons using their new email accounts to communicate with each other and family
• Patrons using JobScout, setting up profiles that will help them search for
• Patrons building comfort with the Internet and using search engines to explore their own interests.

Learning outcomes will extend beyond my assessment here. This presents another unique aspect of the Links to Literacy project. The fact that the patrons had to come to the library to access the modules via library computers made it more challenging for students to stick to a “one-module per week” model. They got sick. They got busy. They forgot. In a sense – life got in the way and the lack of access made it challenging to adhere to a particular “schedule” for learning. This presented a unique experience for us as developers/instructors as we had to adjust to the learning environment of HBPL library staff and tutors to create an engaging, useful, and instructional program for the patrons. In the end, it was a success – even if it did not quite go as we had originally planned.

Project Implementation – Personal Evaluation: 

My primary role in the project was developing the Pinterest Module. I really valued the process of sharing a social and learning technology that I personally enjoy using for both personal and professional learning and tagging. Developing the Pinterest Module for the unique literacy group at HBPL was a great learning experience for me as I had to take off my “expert” hat and bring my thinking to that of that user. This become challenging for me.

Challenges in targeting the Pinterest Module for this group included several components:

• The students were bilingual with some having very little English. While the program needed to be built in English and would have bilingual tutors to assist, the language needed to be simplistic and easily understood between the English and Spanish translation.
• Many of the patrons have an education level based at the 6^th grade level. This further complicated the language barrier and required simplicity in the instructions.
• Learning of the Pinterest Module was based on successful completion of prior modules such as Email, Search Engine, and Facebook. It required that I understood the learning objectives of prior modules in order to confirm the learning of those modules and offer opportunity to advance upon that learning.
• The Pinterest Module had the challenge of offering “WIIFM” (what’s in it for me) factor (Booth, 2011). I had to instill the desire to use Pinterest. I purposely used food as the example where patrons could explore recipes and build boards based on their interests, favorite recipes, etc.

All of these challenges resulted in learning opportunities that expanded my knowledge of developing an online learning platform, gaining additional skills in WordPress, opening up my concept of diversity in libraries as well as in the learning environment, and how to take myself out of the expert mode to transforming my knowledge to fit the specific needs of a target learning group.

My secondary role as the communicator with the site liaison was the most rewarding experience of this process as it allowed me to engage with the library, identify with its real-life application for the patrons, and build connection with my group members as I shared the feedback with them. The most intriguing conversation I had with the library staff was on how to incorporate photo sharing into the modules. This really pushed the understanding – on their part as well as mine – on the limitations of the served community based on its lack of technological resources, application of use, need for additional learning, and time. In one sense, it seemed a lost opportunity as photo sharing is applicable to many of the other modules – Email, Facebook, Pinterest, JobScout (uploading a profile picture), Tumblr, and even YouTube (expanding the photo sharing to video sharing). On the other hand, we had to come to the realization that to offer this learning despite the barriers of technology access could result in frustration and inability to complete a module – both things we were aiming to avoid. In the end, we decided to eliminate the photo uploading/sharing component within the modules and hope that as the patrons take advance in their learning, they will adopt these skills on their own.

Developing Learning 2.0 Program – Group Evaluation: 

The Literacy and Students Learning 2.0 group overall worked well together. We had a slow start and it was challenging to assess roles and responsibilities to begin with but once we all logged in and connected, it smoothed out quite effectively. We had two synchronous meetings where brainstorming, structure, format, and constructive criticism were both encouraged and effectively executed.

I give compliments to the group in their effective communicative strategies. So often in online communication comments, criticism, and even suggestions can be interpreted incorrectly. Our group seemed to keep in mind the objectives of the program and pulled together a sense of exploration and inquiry that helped facilitate a continuous flow of ideas. The group was also honest about their frustrations, open about their challenges, helpful in offering solutions, and highly encouraging to each other. Having started the communication process on several online course group projects and often taking on a leader role, I often get involved with bickering, complaints due to lack of fair work, etc. I compliment this group on working together as a whole towards a main goal throughout the whole project!

The one main thing I think we as a group missed out on was better program assessment. In thinking (and teaching) as an assessor, Wiggins & McTighe (2005) ask the question: “What specific characteristics in student responses, products, or performances should we examine to determine the extent to which the desired results were achieved?” (p. 150).  This was challenging as we had expected better interaction with either the tutors or the students (or both!) as they made their way through the modules. In reality, due to the structure of classroom learning and the use of tutors to help guide the patrons through the modules, we missed the opportunity to interact with the patrons, to learn from their challenges, and assist in their learning. This, according to Wiggins and McTighe (2005) is where rubrics, products of learning, and evaluation come into play.  While we did review each other’s modules before launching the program and even though some of us opted into trying out the modules as a “learner”, we should have considered developing a rubric or some other structured assessment of each other’s modules. By doing so, we may have been better able to identify how well we met our learning – and teaching – objectives despite the lack of learner feedback.

This really highlighted the challenges of teaching in an online format. Instructors need to develop methods of obtaining feedback from their students. It need not be elaborate (although sometimes that may be needed), but it does need to provide information on how learning is being achieved, whether learning objectives are being met as well as the valuable insight to the challenges and new applications that arise from the learning.  I think this was the real challenge in our group not getting feedback from the learners themselves – we lacked that engagement to learn how the program impacted them and also missed feedback on how we could enhance/adapt the program for future use.

Conclusion – Understanding the New Culture of Learning:

The experiences within this project really brought to life the “new culture of learning”. Thomas and Brown (2011) indicate that “the primary difference between the teaching-based approach to education and the learning-based approach is that in the first case, the culture is the environment, while in the second case, the culture emerges from the environment – and grows along with it” (Kindle version, loc. 369).

Learning 2.0 programs offer tremendous opportunity to demonstrate this new culture of learning. By understanding where the needs are within any community, learning programs can be developed to offer value, incentive, opportunity, and motivation for learning. The Links to Literacy program could not have succeeded without first understanding its community, its limitations to access, the patron’s lack of understanding and experience, the barriers of language, and opportunity created by need (need for job skills, technology, and communication).

Thomas and Brown (2011) also indicate that “a second difference is that the teaching-based approach focuses on teaching us about the world, while the new culture of learning focuses on learning through engagement within the world” (loc. 381). This is the beauty of Learning 2.0 programs – without engagement, learning simply doesn’t happen.

Similarly, the Links to Literacy project also brought hands on application to the Four Processes for Learning (aka Transformation) presented by Mezirow (1997). Below I demonstrate how the Links to Literacy project fits into this model:

Process 1 – Elaborating Existing Frames of Reference

The Links to literacy project could not have been developed successfully without fully understanding the targeted community the program was aimed for. Fortunately, our communication with the site liaison at HBPL was very effective. The fact that the library was just as excited about this program as we were facilitated enthusiasm, effectiveness, and collaboration in fully understanding both the environment of learning for the patrons as well as diverse frames of reference the patrons would be demonstrating.

Process 2 – Learning New Frames of Reference

Char Booth (2011) says that “learners pay more attention, try harder, and understand more clearly when they see the personal benefit of an instructional scenario or object” (Kindle version, loc. 742). This was an important process behind what modules our group presented. We wanted to attract and engage with the use of simple language (ease of understanding clearly), presenting fun activities (all activities were to encourage personal interests and applications), and offering examples of additional applications for those who wanted to explore a module/technology even further.  It is no surprise that the JobScout Module was so well liked by the patrons! The program solidifies the benefit of prior learning (emails and search engines) while presenting a much needed online resource for creating resumes, searching for jobs, and applying and tracking applications. The JobScout Module also encouraged participation through the use of digital badges as motivators for learning. Patrons benefited from immediate personal gratification by achieving a new badge while also achieving more long-term benefits of learning job searching and application skills.

Process 3 – Transforming Points of View

While the engagement of exercises and the development of new learning has transformed the points of views of the HBPL patrons in their experience and comfort in using new technologies, the biggest impact on transforming points of view, in my opinion, for this project is demonstrated through the staff’s perspective…

”This has been such a beneficial project for us! Of course I had the idealized picture of everyone moving from module to module each week with no problems and I have had to adjust, but people are really learning a lot and we are learning how to do this type of project with our students. I think this will be a huge help overall to our program and to our students. It is just taking a lot of patience.”

Amy Crepeau, Huntington Beach Public Library

Where our target was presenting Learning 2.0 programs to HBPL patrons, transformative points of view became evident in library staff who led the program. They too had to realize the unique learning needs of their patrons, the opportunities and disadvantages of attempting a Learning 2.0 program both as a collective class experience as well as an individual learning experience, and the value of being open to change and flexibility to make learning effective. Ironically, these same lessons were learned by us – the Literacy and Students Learning 2.0 group – throughout the program.

Process 4 – Transforming Habits of the Mind

The further process of transforming habits of the mind is individualistic for the patrons, tutors, and even staff at HBPL. Just as valuable are the transforming habits of the mind that occurred during our group’s own learning. We learned that teaching needs to be flexible, assessments are critical to evaluate learning outcomes, and learning needs to be centered on the user’s individual engagement and experience.

“Links to Literacy”: Project and Module Links

Links to Literacy: https://litlink.wordpress.com/
Email Module: https://litlink.wordpress.com/module-1/
Searching Module: https://litlink.wordpress.com/module-2/
JobScout Module: https://litlink.wordpress.com/module-3/
Facebook Module: https://litlink.wordpress.com/module-4/
Tumblr Module: https://litlink.wordpress.com/module-5/
Pinterest Module:  https://litlink.wordpress.com/module-6-pinterest/
YouTube Module: https://litlink.wordpress.com/module-7-youtube/

References

Booth, C. (2011) Reflective Teaching, Effective Learning. American Library Association: Chicago.

Mezirow, J. (1997), Transformative learning: Theory to practice. New Directions for Adult and Continuing Education, no. 74, p 5-12.Retrieved from http://www.ecolas.eu/content/images/Mezirow%20Transformative%20Learning.pdf

Thomas, D., & Brown, J. (2011). A new culture of learning: Cultivating the imagination for a world of constant change. CreateSpace: Charleston, SC.

Wiggins, G., & McTigue, J. (2005). Understanding by Design (Expanded 2nd Edition).Englewood Cliffs, NJ: Prentice Hall.

Elaine Hall is a MLIS student at San Jose State University studying and working in the field of Library and Information Science with special focus on research, academic libraries, and information technology.

We all have different things that encourage our hearts and give us inspiration to do what we do – and make the world better. For me music is a big [...]]]> I am honored to guest write at Tame The Web – a lighthouse for positive librarianship – with Michael’s philosophy of encouraging the heart.

We all have different things that encourage our hearts and give us inspiration to do what we do – and make the world better. For me music is a big inspiration, a shelter and a motivator. Being a library person deep down in my heart, I have a theory that a lot of artists have positive experiences with libraries from their lives and that they have been inspired by libraries in some way when they were starting out. This is the story I would like to tell. The story of how the library makes a difference in the artist’s life.

I decided to make an empirical test of that theory.

Last October I was very fortunate to see the extremely talented Mary Gauthier live in concert in Copenhagen (If you get the chance to go to one of her concerts – do not hesitate!) I know her lyrics and there are literary references. I asked her for a blog interview about libraries and she most kindly said yes.

Mary’s songs inspire me because they are transparent, honest and beautiful and with use of humor she shows the light in dark times. I was lucky to meet Mary before one of her shows and she is an amazingly calm and gracious person, which did not surprise me, because that is how her songs are too. She is a musical as well as a personal inspiration to me.

I ask Mary about her library experiences and I promise you both sugar and salt when you read her answers. I hope to make clear that music encourages the heart just like libraries do. I am glad to present this interview with one of the most amazing artists out there… Ladies and Gentlemen – I proudly present my Mary Gauthier interview: http://wp.me/phBXj-7o 

Jan Holmquist is a librarian working with library development in South East Denmark at Guldborgsund-bibliotekerne. He is also a global librarian, Zukunftsentwickler, blogger, Tweeter and crowd funder – member and co-founder of the Buy India a Library team and Help This Week in Libraries team.

Image: Michael & Jan in Helsinki for IFLA, August 2012

This idea came from a film maker last year. He [...]]]> The White Plains Public Library is doing some amazing things with their teens (claymation, LEGO catapults, and more) with Teen Librarian Erik Carlson at the helm.  Recently, they finished up a minute long PSA about distracted driving.  I’ll turn it over to Erik for more:

This idea came from a film maker last year. He wanted to work with the library & the only money we had was from a grant from the Allstate Foundation. It was a large project where over a dozen teens worked on a PSA that lasted 5 minutes. We took that as a learning experience.

This year we found another local film maker named Mike LaVoie. I contacted the White Plains High School SADD chapter to see if they would like to work on the project. We had a smaller group…I think there were about 7 teens altogether. Mike put togethera no-budget script and explained it to the teens. I (Teen Librarian Erik Carlson) worked on locations, the library parking garage, a co-workers home & a local cemetery. Mike showed them some movie magic to make the car to appear to be moving, using fake smoke, lighting tricks. I came up with the eye drops for tears & one of the teens was able to talk a local medical supply store to loan us a wheelchair for the afternoon (this was a last minute thing).

You can check out the final cut of the PSA here: http://frontboxcreative.com/wplains

-Post by Justin Hoenke, Tame the Web Contributor