A Teen-Centered Approach to Design Library Services - A Case Study of a Rural Public Library

To develop and sustain youth programs and services in public libraries, it is inevitably important to understand how teens perceive their libraries and how they would design their library services, programs, and spaces. Current research has mainly focused on teens’ uses of libraries in urban and suburban communities with little attention to teens in rural areas. Meanwhile, makerspaces have gained popularity in libraries within the past decade. While an increasing number of studies show teens’ interests in makerspaces, these studies tend to focus on active library users’ perspectives on makerspaces. It is unclear how teens who do not usually go to libraries perceive makerspaces. This paper reports a work-in-progress study that seeks to explore the opportunities, enablers, and barriers of library uses among teens in a rural area in the US, along with their perspectives on designing a makerspace in their local public library. This selected local library has had challenges in attracting teens to use the teens’ space and other library services and consequently placed a hold on teen events. With a goal to understand rural teens’ perspectives on public libraries and makerspaces, this study employs two-phase data collection. In the first phase, teens between 13 to 18 years old will be recruited through the snowball sampling method to participate in an online survey. In the second phase, the research team will host three makerspace programs in the selected rural library. Additional participants will be recruited to participate in semi-structured interviews. The researchers will also conduct field observations during the makerspace programs. Implications for the LIS research community, practitioners, and LIS education will also be discussed

LIS Education in a Fully Online World: How to Encourage Students’ Participation in Student Organizations?

In today’s interconnected world, fully online LIS programs provide students great flexibility to pursue a master’s degree in library and information science while maintaining other work and family responsibilities. Even though these fully online students have the opportunities to initiate and/or join various student organizations such as ALA student chapters, it is challenging for students and faculty to manage and promote students’ activities in these organizations because current student organizations follow a model established in colleges and universities with large physical presence on campus. However, successful student organizations can help fully online students create a sense of community and belonging. These student organizations can also foster students to build professional connections in library communities. Recognizing the value of student organizations, this study seeks to explore what organizations and activities are offered to fully online students in ALA-accredited master’s programs in Library and Information Studies. We explore the following research questions: 1) what kinds of student organizations and activities are available among students who take fully online LIS programs? 2) in what ways are these student organizations and activities carried out? 3) what are the enablers and challenges in running student organizations and activities? 4) how are the student organizations and activities addressing the challenges of responding to a diverse student population? 6) what role is expected of faculty in facilitating student activities and organizations? This exploratory study examines the website of each ALA-accredited master’s program to identify information about student organizations. The findings of this study will have practical implications for LIS educators and students

Design for the Clarion Free Library: a drawing activity for the local youth

While public libraries have a long history of providing services to teens (Bernier et al., 2005), research has shown contemporary youth have mixed feelings towards libraries. Agosto et al. (2016) studied a group of urban teens in the U.S. and their library use, revealing that urban teens viewed public libraries as irrelevant to their everyday lives because they have access to digital devices with abundant resources on the Internet. Similarly, Howard (2011) found that Canadian teens had a positive impression of their public libraries but they did not use libraries frequently for various reasons. Situated in this background, this project intends to study how rural teens perceive their public library and how they would design it differently. This presented project is timely and necessary as libraries face an increasingly uncertain future due to the pandemic and lack of funding. Understanding teens’ perspectives on what they wish to see in public libraries may help practitioners and researchers envision how to build a resilient future for the library community. In this project, the researchers invite the local teens at Clarion, PA to participate in individual virtual interviews that incorporate a drawing activity (Hartel, 2014) to develop an in-depth understanding of their ideal local public library. Currently, the project is work-in-progress and encounters some challenges in recruiting participants. Challenges in using the drawing activity with teens will be discussed

What is the purpose of librarianship and how can we teach this?

Over the past 20 years, Library and Information Science (LIS) programs have greatly diversified what they teach beyond librarianship to include many related, relevant topics, like information needs, human computer interaction, information policy, or knowledge management. As they have done so, many LIS programs have expanded to encompass these interconnected topics, re-positioning themselves within universities as I-Schools with explicit teaching and research agendas addressing information broadly—and even dropping the “L” word from their names. This has contributed to ongoing conversation and debate as to the nature of the LIS discipline and its place within information education and research, e.g. the 2019 ALISE plenary Session led by Dr. Jaya Raju and the successful SIG Curriculum Session: “What About Librarianship in LIS Curricula?”, delivered at the 2020 ALISE Annual Conference. This session will be a follow up to this 2020 SIG Curriculum Session. It will examine two important questions: 1) What is the purpose of librarianship/libraries? and 2) How can LIS programs teach this purpose well? One answer to the first question, that of librarianship’s purpose, is that librarianship provides access to recorded content, but this question has been answered in many ways. Librarianship’s activities select recorded content items from the bibliographic universe, describe it, organize it, make it available at specific times and places, and assist content users in making sense of and using these content items. of librarian. But why does this occur? In other words, what contribution to individual human beings or to society does this make? The answer to the second question, that how to teach librarianship’s purpose, can vary depending upon the program. Most LIS programs offer courses in the essential activities mentioned above, e.g. classes in content management, information organization, or research and public services. They also offer courses in information ethics, in types of libraries (e.g. academic or public libraries) or even in a generic course, e.g. a class covering the library’s role in society. How else might librarianship’s purpose be conveyed within a curriculum? How might these means for doing so be improved? Drawing upon a literature addressing the essence and philosophy of librarianship, and especially upon Charles Osburn’s The Social Transcript, Uncovering Library Philosophy, this SIG Session will address these questions and their proposed answers. Including a mix of LIS educators and information professionals, this session, sponsored by the ALISE SIG Curriculum, will spur conversation and consideration of these important issues. Each panelist will present briefly (approximately 10 minutes)—providing context for 45 minutes of discussion among panelists and attendees. Panel composition: LIS educators: Dr. Rene Burress, Assistant Professor, University of Central Missouri Dr. YooJin Ha, Associate Professor, Clarion University of Pennsylvania Dr. Susan R. Rathbun-Grubb, Associate Professor, University of South Carolina. Information professional: Dr. Bill Edgar, Independent Information Professional Supporting References: Atkinson, R.W. (1996). Library functions, scholarly communication and the foundation of the digital library: Laying claim to the control zone. Library Quarterly, 66 (3), 239-265. Budd, J. M. (2001). Knowledge and knowing in library and information science: A philosophical framework. The Scarecrow Press. Butler, P. (1952). The cultural function of the library. Library Quarterly, 22, 79-91. Edgar, W.B. (2003). Toward a theory of collection development: An activities and attributes approach. Library Collections, Acquisitions, and Technical Services, 27(4), 393-423. Egan, M. & Shera, J, H. (1952). Foundations of a theory of bibliography. Library Quarterly, 22, 125-137. Nitecki, J. (1964). Public interest and the theory of librarianship. College and Research Libraries, 25, 269-278, 325. Osburn, C. (2009). The social transcript: Uncovering library philosophy. Libraries Unlimite

What About Librarianship in LIS Curricula?

Over the past 20 years, Library and Information Science (LIS) programs have greatly diversified what they teach beyond librarianship to include many related, relevant topics, like information needs, human computer interaction, information policy, or knowledge management. As they have done so, many LIS programs have re-positioned themselves within universities as I-Schools with explicit teaching and research agendas addressing information broadly—and even dropping the “L” word from their names. However, this intellectual expansion raises important questions: How important is librarianship to the curricula of a School or Department of LIS or to an I School? How important is librarianship to graduates of these I-Schools or LIS Schools and Departments? To what degree is librarianship specific to the curricula of these Departments and Schools, providing them an educational niche distinct from those occupied by other information educators, such as Departments of Computer Science or Communication? Possible answers to these questions are: First, librarianship provides something essential to people by addressing perennial limits people have as to intellectual content, e.g. by addressing people’s inability to consume all existing content by putting it into smaller, understandable content collections. Second, at least historically, most graduates in LIS or I-Schools have worked in libraries because they provide librarianship, a service essential to people, making librarianship very important to the graduates’ careers. Third, librarianship either is or can be a niche very specific or even unique to LIS Departments or I-Schools, providing them a great curricular opportunity. This SIG Session will address these questions and their proposed answers, spurring conversation and consideration of these important issues

Exploring OER strategies to enable the recasting of the core graduate library management course

At a recent administrative library council meeting of an urban university, a representative from that system's graduate program in library and information science indicated that the library management course could be refreshed. They asked how the campus library leaders could assist in updating that curriculum. Inspired by the vibrant activity of the Open Educational Recourses (OER) maelstrom across that university, it was suggested that the ailing management course could be updated with refreshed, current management concerns and delivered in an up-to-date and flexible OER package. The panel consisting of LIS educators and practitioners will discuss how this could be accomplished

Discovery of Q203, a potent clinical candidate for the treatment of tuberculosis

New therapeutic strategies are needed to combat the tuberculosis pandemic and the spread of multidrug-resistant (MDR) and extensively drug-resistant (XDR) forms of the disease, which remain a serious public health challenge worldwide1, 2. The most urgent clinical need is to discover potent agents capable of reducing the duration of MDR and XDR tuberculosis therapy with a success rate comparable to that of current therapies for drug-susceptible tuberculosis. The last decade has seen the discovery of new agent classes for the management of tuberculosis3, 4, 5, several of which are currently in clinical trials6, 7, 8. However, given the high attrition rate of drug candidates during clinical development and the emergence of drug resistance, the discovery of additional clinical candidates is clearly needed. Here, we report on a promising class of imidazopyridine amide (IPA) compounds that block Mycobacterium tuberculosis growth by targeting the respiratory cytochrome bc1 complex. The optimized IPA compound Q203 inhibited the growth of MDR and XDR M. tuberculosis clinical isolates in culture broth medium in the low nanomolar range and was efficacious in a mouse model of tuberculosis at a dose less than 1 mg per kg body weight, which highlights the potency of this compound. In addition, Q203 displays pharmacokinetic and safety profiles compatible with once-daily dosing. Together, our data indicate that Q203 is a promising new clinical candidate for the treatment of tuberculosis

Beyond Language Barriers: A Survey of Current Online Library Systems and LIS Education

This is a juried paper presentation (of 35 slides) in Session 1.4 - LIS Curriculum: Global Perspectives (Juried Papers) on Tuesday, January 11, at the 2005 ALISE Conference in Boston, Massachusetts. A survery on the use of online library systems with different languages is discussed. The fundamental premise of the survey imagines a world where all ideas count the same, no matter what languages are used and no matter what country the person comes from. Research questions, methodological design, and actual investigations, alongside the discussions of survey findings, are presented. The survey found that the trends of globalization have greatly facilitated easier access to information but there are language barriers in information access, especially for multilingual users. The presentation also explores the relationship of these lanaguage access issues to LIS education

Teens’ Vision of an Ideal Library Space: Insights from a Small Rural Public Library in the United States

Objective – This study delves into the perspectives of teenagers regarding their desired teen space within a small rural public library in the United States. Methods – To capture the richness of their thoughts, a visual data collection method was employed, wherein 27 8th-grade participants engaged in a drawing activity during an art class at a local middle school. Two additional teens were recruited for individual semi-structured interviews. Results – Through this creative exercise, the study unveiled the various library activities, amenities, books, and visual designs that resonated with the teens, as they envisioned their ideal teen space. Conclusion – The study’s findings hold practical implications for librarians working with this population, offering valuable insights to enhance and optimize teen services at the library. By aligning the library’s offerings with the desires of the young patrons, the potential for a thriving and engaging teen community within the library is enhanced

What is the Purpose of Librarianship and How Can We Teach This?

Over the past 20 years, Library and Information Science (LIS) programs have greatly diversified what they teach beyond librarianship to include many related, relevant topics, like information needs, human computer interaction, information policy, or knowledge management. As they have done so, many LIS programs have expanded to encompass these interconnected topics, re-positioning themselves within universities as I-Schools with explicit teaching and research agendas addressing information broadly—and even dropping the “L” word from their names. This has contributed to ongoing conversation and debate as to the nature of the LIS discipline and its place within information education and research, e.g. the 2019 ALISE plenary Session led by Dr. Jaya Raju and the successful SIG Curriculum Session: “What About Librarianship in LIS Curricula?”, delivered at the 2020 ALISE Annual Conference. This session will be a follow up to this 2020 SIG Curriculum Session. It will examine two important questions: 1) What is the purpose of librarianship/libraries? and 2) How can LIS programs teach this purpose well? One answer to the first question, that of librarianship’s purpose, is that librarianship provides access to recorded content, but this question has been answered in many ways. Librarianship’s activities select recorded content items from the bibliographic universe, describe it, organize it, make it available at specific times and places, and assist content users in making sense of and using these content items. of librarian. But why does this occur? In other words, what contribution to individual human beings or to society does this make? The answer to the second question, that how to teach librarianship’s purpose, can vary depending upon the program. Most LIS programs offer courses in the essential activities mentioned above, e.g. classes in content management, information organization, or research and public services. They also offer courses in information ethics, in types of libraries (e.g. academic or public libraries) or even in a generic course, e.g. a class covering the library’s role in society. How else might librarianship’s purpose be conveyed within a curriculum? How might these means for doing so be improved? Drawing upon a literature addressing the essence and philosophy of librarianship, and especially upon Charles Osburn’s The Social Transcript, Uncovering Library Philosophy, this SIG Session will address these questions and their proposed answers. Including a mix of LIS educators and information professionals, this session, sponsored by the ALISE SIG Curriculum, will spur conversation and consideration of these important issues. Each panelist will present briefly (approximately 10 minutes)—providing context for 45 minutes of discussion among panelists and attendees. Panel composition: LIS educators: Dr. Rene Burress, Assistant Professor, University of Central Missouri Dr. YooJin Ha, Associate Professor, Clarion University of Pennsylvania Dr. Susan R. Rathbun-Grubb, Associate Professor, University of South Carolina. Information professional: Dr. Bill Edgar, Independent Information Professional Supporting References: Atkinson, R.W. (1996). Library functions, scholarly communication and the foundation of the digital library: Laying claim to the control zone. Library Quarterly, 66 (3), 239-265. Budd, J. M. (2001). Knowledge and knowing in library and information science: A philosophical framework. The Scarecrow Press. Butler, P. (1952). The cultural function of the library. Library Quarterly, 22, 79-91. Edgar, W.B. (2003). Toward a theory of collection development: An activities and attributes approach. Library Collections, Acquisitions, and Technical Services, 27(4), 393-423. Egan, M. & Shera, J, H. (1952). Foundations of a theory of bibliography. Library Quarterly, 22, 125-137. Nitecki, J. (1964). Public interest and the theory of librarianship. College and Research Libraries, 25, 269-278, 325. Osburn, C. (2009). The social transcript: Uncovering library philosophy. Libraries Unlimite