School Public Special Academic LIBRARY INSTRUCTION ROUND TABLE NEWS The purpose of LIRT is to advocate library instruction as a means for developing competent library and information use as a part of life-long learning. LIRT June 2003, volume 25, no.4 issn 0270-6792 From The President by Anne Houston, [email protected] Looking North to Toronto
This is a busy time of year for LIRT officers and committee In other LIRT news, we have recently established chairs, as we prepare for the upcoming Annual Conference. an unrestricted long-term investment (an endowment, that We have a great program planned for Toronto, entitled is) to help plan for our future financial health. The “Critical Thinking: Teaching Thought and Process”. The endowment is largely the result of work by our treasurer, program will be held on Sunday, June 22, and will feature Trisha Stevenson Medeiros. While the endowment is two experts in the area of critical thinking, Craig Gibson and initially unrestricted, we plan to restrict it in the future so that Joyce Kasman Valenza. The program will also include a the resulting proceeds can be used to fund scholarships or series of poster sessions. LIRT programs are always awards for LIRT members. LIRT also plans to establish a among the most stimulating at each Annual conference, so regular fund-raising event to add to the endowment. A task please plan to attend. In addition to the program, we will force will soon begin looking at possibilities for future LIRT have a booth in the exhibit hall, and sponsor our Bites with scholarships or awards. LIRT lunch outings. As this is my final “From the President” column, I’d Another major LIRT event is in the works: we are like to add that I’ve been honored to be President of such a hard at work planning our retreat to be held in San Diego, fine organization for the past year. I am continually amazed immediately before Midwinter 2004. The retreat will give at the energy and dedication of LIRT officers, committee LIRT leaders a chance to step back and examine where our members and chairs, and other LIRT members that I’ve had organization has been and where we want it to go. While a chance to meet and talk with. I’m proud of the work we the number of participants will be limited, the input of all do! LIRT members will be welcome before and after the retreat, See you all in Toronto ! as we explore these important issues.
Craig Gibson, expert theorist from George Mason University and Joyce Kasman Valenza, groundbreaking practitioner from Springfield Township High School (Pennsylvania), will explore these aspects of critical thinking. LIRT Annual Program The program will include a poster sessions. Sunday June 22 from 10:30 am-12: 30 pm. About the speakers: Westin Harbour Castle, Metro BR West Craig Gibson is Associate University Librarian for Public Critical Thinking: Teaching Thought and Process Services at George Mason University in Fairfax, VA, where he is responsible for reference and instruction, interlibrary What is your definition of critical thinking? loan and document delivery, government documents, and How does it apply to developing library instruction access services in the main library. Craig’s previous programs? experience includes positions at Washington State University (1988-1996), Lewis-Clark State College (1986- Join us as we examine the challenges of teaching critical 88), and the University of Texas at Arlington (1985-86). thinking. Together we will strive to define the theory and His article, “Critical Thinking: Implications for Instruction,” practice behind this important component of information won the Reference Press Service Award in 1997 for best article in RQ. He was
literacy. continued on page 4 Inside Annual - Toronto Columns LIRT Annual Program ...... p. 1 Discussion Forum Report ...... p. 3 Meeting Schedule ...... p. 7 Member A-LIRT ...... p. 4 Bites with LIRT ...... p. 11 Tech Talk ...... p. 9 HRDR Schedule of Meetings p. 10 LIRT's Top Twenty ...... p. 5
LIRT News, June 2003 1 There were 100 students in the class, but based on From the Editor the student comments I think we have successfully planted the seeds of information literacy. Although most of us would Planting the Seeds of Information Literacy prefer to have the information literacy “garden” ready to harvest at all of our institutions, we need to look for fertile Spring has finally arrived in mountains of ground (opportunities), we need to prepare the ground southwestern Virginia. The birds are singing and the (collaborate with faculty), and we need to plant the seeds dogwood and redbud trees are in bloom. We have had a (design assignments that compliment the course content). few days when one doubted that spring would ever arrive Additionally we need to be willing to transplant (make including a significant snowstorm on March 30! Despite all changes based on assessment) and if necessary replant of the gloomy news whether we are reading about the war in (start all over again). Happy planting and may your Iraq or concerned about the economy and the effects of information literacy “gardens” produce beautiful flowers! budget cuts on our programs, spring encourages us to think about new beginnings. --- Caryl Gray, editor In this season of new beginnings, I thought I would share a few of the student comments a colleague and I received at the end of last semester. The students, all first semester freshmen, had just completed Professional Critical Thinking: Teaching Thought and Process: Perspectives, a one hour, required, introductory course in Poster Sessions the College of Human Resources and Education. At the end of the semester the students were asked to write a Critical Thinking About the ‘Politics of Information’: short reflective paper on what they learned in the course. Information Literacy Instruction for Undergraduate For the past two years Susan Ariew and I have Journalism Students (Lynn Lampert, California State been collaborating with the faculty to integrate library University, Northridge) instruction into this introductory course. The goal of the library component was to establish a foundation of basic Discovering Self: The Power of Expression (Lothar Spang library skills during the freshman year that we could build on and Deborah Tucker, Wayne State University) in upper level courses. The course instructors shared the comments related to the library component with us. As we Evaluate it! (Caroline L. Russom, California State University, read the comments, it was evident that all the time invested Northridge) in meetings, designing and redesigning the assignment, grading, and assessing the project, was well spent. Not Give Them A Clue: Helping Students Distinguish Scholarly only did we have a positive effect on the students and their from Popular Publications in the Digital Environment (Kathy opinions of the library, but they were also able to apply L. Magarrell, Ericka Raber, and Marsha Forys, University of these skills in other classes – information literacy its core! Iowa Libraries)
“I cannot stress enough just how helpful the library InfoGlut: Teaching Students to Think Critically About tour has been to me this semester. I learned a lot about Information (Barbara J. D’Angelo, Arizona State University Newman Library and have applied that knowledge a great East Library) deal in my studies this first semester. The tour was probably the most valuable half hour I have had here at Introducing Principles of Service Learning Into Information Tech.” Literacy Instruction (Kendra Van Cleave and Robert “ Research papers did not see so intimidating after Labaree, University of Southern California) I knew how to utilize the library web page and maneuver continued on page 8 around the floors and stacks [of the library] to find the LIRT News is published quarterly (September, December, March, desired book.” June) by the Library Instruction Round Table of the American Library “To be very honest, I would have to say that the Association. Copies are available only through annual ALA/LIRT most valuable topic we covered was the actual going to the membership. library and participating in the library tour. At the time, I had URL:
2 LIRT News, June 2003 Midwinter 2003: Transitions to College Committee Discussion Forum Editor’s Note: LIRT sponsored two discussion forums are still largely unaware of what the standards have in during the midwinter conference in Philadelphia. The common and why there are differences. Academic and report of the Teaching, Learning, and Technology public library librarians often do not know about Information Committee was published in the March issue of LIRT Power, and school and public library librarians do not know News. The following report is an overview of the about the ACRL Information Literacy Competency second discussion forum sponsored by the Transitions Standards for Higher Education. We need initiatives to get to College Committee. librarians to know each other, form relationships, know what each does, and then transfer skills and information. We This article is a truly collaborative effort by current members need to find ways to share the wealth and spread the word. of the Committee: Pam Baker, Jennifer Brown, Rachel A for-instance: Rhode Island capitalizes on its small size, Fleming May, Trisha Mileham, Cindi Raquepau, Ashley sponsoring a statewide information literacy conference Robinson, Deb Rollins, and Julie Wood. drawing librarians from all types of libraries in the state, a terrific venue for cross-pollination! The independent schools On Sunday, January 26, 2003, 40-45 people section (ISS) of AASL will be doing a program in Toronto, gathered for the Transitions to College Committee which will be valuable for all who are interested in their point Discussion Forum. The discussion forum served to address of view. the overall premise that transitioning to college is a K-20+ How do we work to reduce or eliminate issues issue that also transcends the boundaries of library type experienced by our transitioning patrons and ourselves? (academic, public, or school). While each table had five One suggestion was made repeatedly and so strongly that it areas to consider in that premise, the dynamic of those can be considered a mandate: Collaborate! Cooperatives involved at each table determined the final discussion and resource sharing between and among many groups results. The five areas of consideration were: was encouraged, and several librarians had success stories 1) Library anxiety: all types of students. to share. Without the model of librarians truly collaborating 2) Commonalities/shared strengths of the AASL at our associations’ level, though, we fear that the work of Information Power and the ACRL Information assisting students in their transitions will remain scattered Literacy Competency Standards for Higher and piecemeal throughout our libraries, campuses, and Education. associations. ACRL and AASL have formed an Information 3) The role of the public library and public Literacy Task Force, and LIRT, adding the public librarians’ librarians. constituency to the mix, needs to be an aware and active 4) Anticipate (rather than react to) this transitional participant in this group as well. reality: How do we identify and/or establish those groups in our communities that work with these Anxiety Issues students? The overall intimidation of “becoming a college 5) Note some possible components of an action student” is powerful. New students are trying to determine plan. If not components, what is one thing you can their roles as scholars and what exactly that means for do upon your return home to address the them. Balanced with the temptations and responsibilities of transition to college? living away from their parents for the first time, this can be overwhelming. The following is first an overview of the primary Transitions include the entire first year (the time for concerns that resonated strongly with the Transitions powerful forms of collaboration), the sophomore/junior Committee following the discussion. We’ve compiled the major-declaring period, from community college to college various table discussions into three areas of report: anxiety or university, returning adults, and distance learners. issues, needs and problems, and a few action strategies in Traditional, non-traditional, and ESL students may have a broad context. Detailed action strategies and our table differing, library-related anxiety issues. notes can be viewed in their entirety at < http:// More than ever before, our college students are www.valpo.edu/home/faculty/pmileham/lirt/ playing multiple roles in their lives. The stress and time 2003mwtopic.html >. We look forward to the continuing pressures of balancing multiple responsibilities such as discussions and actions that this discussion forum being a mother, a father, a homemaker, an employee, a prompted. caretaker, and so on, with those of being a student creates its own brand of anxiety (“How can I possibly get all this Overviews done before I have to pick my kids up at school?”) There is a genuine and necessary hunger to Reference desk and librarian anxiety: we must identify and consider best practice models in this area. With acknowledge that for many of our students, the library is each campus, school, and community being different, these one of the biggest buildings they’ve ever set foot in. practices may vary widely but that does not by nature Combined with the popular perceptions of the librarian indicate that they aren’t suitable for others to use as (shhhhhh!) and the acknowledged lack of quality signage in models. To that end, perhaps best practices should many library buildings, most students are afraid to approach encompass concepts, theories, and practices to meet the us for help. Library jargon in signage and electronic needs of this diverse audience. resources in particular is confusing and intimidating. Many of us are concerned by the lack of discussion continued on page 13 regarding the standards’ commonalities. It seems that we
LIRT News, June 2003 3 By Barbara Pilvin, Free Library of Philadelphia, [email protected]
Member A-LIRT Janet Sheets
For Janet Sheets, active membership in LIRT has been the the most rewarding instruction work she does! She also professional equivalent of a family thing. Encouraged to offers the following advice to new instruction librarians, participate by colleagues and fellow LIRT members Kari based on her own very satisfying experience teaching Lucas, Billie Peterson and David Sherwood, she has served library-use skills to college students: “Establish a limited as both a member (1996-2000) and Chair (1997-2000) of number of goals for each session and focus on them while the Continuing Education Committee; a member of the PR/ at the same time remembering to relax and have fun.” Membership Committee (2000-2003); and Secretary since Hearing from students and their professors that her efforts 2001-2003 (elected for 2001/02 and appointed for 2002/03). have been invaluable to them is her chief motivation, as it is Like many other LIRT members, she has also been active in for many other reference and instruction librarians. RUSA (Reference and User Services Association), beginning in 1977 when it was known as RASD, and Beyond her love of the library and the classroom, Janet is belonged to ACRL from 1975-1997. Her professional library fond of travel and fine dining, both of which, she points out, experience, in reference and instruction, goes back even she can enjoy in connection with ALA conferences. She also further, to 1967, when she worked as an adult librarian at enjoys bird watching and photography, and, like many other the Free Library of Philadelphia. Since then, she has lived librarians, is an avid mystery reader! and worked in Durham, North Carolina (Duke University); Nashville, Tennessee (Joint University Libraries); and In addition to her other LIRT activities, Janet is running for Monroe, Louisiana (Northeast Louisiana University). Since LIRT Vice Treasurer/Treasurer-Elect. Having had the honor 1977, Janet has been at Baylor University, in Waco, Texas, of holding that office in the recent past, this writer knows where she is now Reference Librarian/Coordinator of that it will give its next holder not only the opportunity to Instruction for English and Education. In addition to giving a learn about ALA’s and LIRT’s financial operations, but also presentation at the 1987 LOEX Conference, she has written the chance to offer other LIRT members answers to and edited many articles and reviews for the LIRT News, questions about these operations that might seem, well, Library Journal, Choice, and other publications. mysterious!
For most of us, that might be enough, but to Janet, Janet is a natural teacher with an inquiring mind and a wide instruction is not only a vital component of library service, range of interests. Always anxious to learn and to teach, but also an essential element of her life. For more than two she is the ideal, dedicated LIRT member, and we all wish decades, she has devoted her considerable teaching ability her many more years of happy participation. and enthusiasm to a preschool Sunday school class at her church, and describes this as not only the hardest but also
LIRT Annual Program presentations and workshops on videos for Schlessinger on information continued from page 1 critical thinking and research skills, skills for elementary children. staff development, and the concept of Joyce received the IASL School selected to be a participant in the the learning library, and has written Library Web Page of the Year Award ACRL Instruction Section’s Think Tank articles on assessment and distance for 2001. She has taught courses on III. He is a member of the ACRL learning. searching skills for Chestnut Hill Instruction Section and has held Joyce Kasman Valenza is the College and Mansfield University. several offices. In 1999, he was librarian at Springfield Township High Joyce speaks nationally on issues selected as a faculty member of the School Library and the techlife@school relating to libraries, education, and Institute for Information Literacy’s columnist for the Philadelphia Inquirer. information literacy skills and Immersion Program, and in that same She was selected as a Milken contributes regularly to Classroom year, he served on the ACRL Task Educator for 1997/98, has participated Connect, Voice of Youth Advocates, Force on Information Literacy as a Library of Congress American School Library Journal, and a variety of Competency Standards. He developed Memory Fellow, and has participated in other educational journals. and taught the inaugural course on the Fulbright Japan program. ALA information literacy for the Catholic Editions published her first book, University’s graduate program in Power Tools, in 1998 and the second library and information science. He edition will be published in late 2003. continues to teach at Catholic Power Research Tools, which contains University as an adjunct faculty information literacy activities and a member and he has consulted with the series of posters, was published this Volunteer for a LIRT Committee ! TLT (Teaching and Learning with year. Her video, Internet Searching Technology) Group on numerous Skills (Schlessinger), won a YALSA instruction-related initiatives and Top Ten Award. She recently see the online form at projects. He has given numerous completed work on a new series of http://www.baylor.edu/LIRT/
4 LIRT News, June 2003 LIRT's Top Twenty for 2002 2. Bodi, Sonia. “How Do We Bridge Selected and reviewed by the the Gap Between What We Teach faculty; and the freshman library Continuing Education Committee: Terri and What They Do? Some instruction course and its later Holtze, Camille McCutcheon, Jim Thoughts on the Place of incarnation Citadel 101. The focus is Millhorn, Frances Nadeau (Chair,) and Questions in the Process of on the assessment techniques for Ericka Raber. Research.” The Journal of determining student learning and Academic Librarianship 28.3 (May attitudes as a result of the course, This year marked the first time 2002): 109-14. including the use of free-response pre- that virtual members participated in In this article, Bodi explores and lists and post-tests scored with a double- reading, evaluating and selecting questions that can serve as a research blind system. LIRT’s Top Twenty. Committee model because she believes that members reviewed over eighty articles “knowing how to shape a topic and 5. Churkovich, Marion; Oughtred, relating to information literacy and translate it into search terms” forms Christine. “Can an Online Tutorial Pass library instruction. At ALA Midwinter, the basis for research. This research the Test for Library Instruction? An three members met to select the final model may assist students with their Evaluation and Comparison of Library Top Twenty. research because many students lack Skills Instruction Methods for First Year The committee tried to include the scholarly skills such as knowing Students at Deakin University. Smart articles from school, special and public the research in the field or taking the Searcher versus Face-to-Face libraries; from countries other than the time to reflect on their research Instruction.” Australian Academic & United States; from differing points of strategy. The model may also bridge Research Libraries 33.1 (Mar. 2002): view on a variety of subjects; and from the gap between the interactive 25-38. a variety of journals. Articles from searching done by students, in the Churkovich and Oughtred assess and public libraries eluded us. The electronic environment, and the step- compare the acquisition of basic prominent topic was assessment as by-step, linear teaching of many search skills among three student instruction librarians analyzed the instruction librarians. groups: one that used an online impact of their teaching on student tutorial, one taught with traditional learning. Although one-fourth of our 3. Cain, Amanda. “Archimedes, lecture style, and one that used a selections came from The Journal of Reading, and the Sustenance of combination of both. The pre- and Academic Librarianship, we believe Academic Research Culture in post-test instruments consisted of these articles explore a variety of Library Instruction.” The Journal of demographic and attitudinal questions, issues relevant to all library instruction Academic Librarianship 28.3 (May and a set of multiple choice questions programs. 2002): 115-121. to measure skill levels. They conclude In this article, Amanda Cain suggests that personal contact provided the best 1. Arp, Lori; Woodard, Beth S. that leisure, reflection and creativity learning outcomes and confidence in “Recent Trends in Information should be reintroduced to the participating students. Literacy and Instruction.” undergraduate students as part of Reference & User Service library instruction. Cain laments the 6. Cothey, Vivian. “A Longitudinal Quarterly 42.2 (Winter 2002): 124- lack of leisure for both faculty and Study of World Wide Web Users’ 132. students; and she believes that library Information-Searching Behavior.” The article announces the resurrection instruction must encompass more than Journal of the American Society of the former “Library Literacy” column assessing research competencies and for Information Science & after a five-year hiatus. The authors teaching database search strategy. Technology 53.2 (Jan. 15, 2002): make up for lost time by examining the Using the story of Archimedes, Cain 67-78. five most prominent themes to emerge demonstrates that reading books and With this article, Cothey investigates in information literacy in the last five reflecting on that reading, has formed the web-searching behavior of years. The themes are well- the basis for scholarly research students and how it changes with considered and include: emergence of throughout history. experience. She gathered data over numerous standards and guidelines; a10-month period that tracked the web changing definitions of information 4. Carter, Elizabeth W. “ ‘Doing the usage of 206 students by keeping a literacy; rise of plagiarism, questions of Best You Can with What You transaction log of all URLs accessed copyright and ethical use of Have’: Lessons Learned From by each of the students. This study information; impact of the digital age Outcomes Assessment.” The had interesting and unexpected on teaching and learning; and Journal of Academic Librarianship results. emergence of new teaching methods 28.1/2 (Jan/Mar 2002): 36-41. and technological delivery of This article discusses the assessment 7. Dunn, Kathleen K. “Assessing instruction. techniques developed to evaluate the Information Literacy Skills in the learning of Citadel students in three California State University: A courses: a Psychology course co- Progress Report.” The Journal of developed by Psychology and Library
LIRT News, June 2003 5 Academic Librarianship 28.1/2 (Jan./March 2002): 26-35. the common interests of librarians and Librarianship 28.4 (July 2002): This article discusses the multi-year English instructors. The assessment 197-204. assessment of information literacySlate Foralso underlined LIRT the Office, need for even 2003-2004In her article, Grafstein supports the skills at California State University. more intensive collaboration between concept of a disciplined-based Dunn outlines the history of the CSU the departments. approach to information literacy. She multi-year assessment plan; defines presents an historical context of information competence; describes the 10. Frantz, Paul Allen. “A Scenario- librarians and information literacy and three phases of the assessment Based Approach to Credit Course argues that librarians and teaching strategy; and provides her impressions Instruction. Library Research faculty share the responsibility for about assessing information Course at the University of teaching information literacy. Grafstein competence. In addition to relating Oregon.” Reference Services states that, based upon their what the accomplishments of the Review 30.1 (2002): 37-42. credentials and expertise, librarians project have been so far, Dunn also Frantz presents a scenario-based and teaching faculty should teach the addresses the future plans of the approach to a library credit course that skills that each is best qualified to assessment project and includes integrates into its syllabus real-life teach. representative data from the study’s situations based on encounters with first phase and a sample of findings students at the reference desk. Taught 13. Harada, Violet H. “Personalizing from the preliminary analysis of the at the University of Oregon, this the Information Search Process: A data from the second phase. course, entitled LIB 101—Library Case Study of Journal Writing Research Methods meets weekly; and With Elementary-Age Students.” 8. Durisin, Patricia, ed. “Information library concepts and skills that apply to (Computer File) School Library Literacy Programs: Successes the real-life scenarios are addressed. Media Research 5 (2002). and Challenges.” Journal of Weekly assignments are given to This article offers a report of a case Library Administration 36.1/2 reinforce the scenarios covered during study supported by a 1999 AASL/ (2002): entire issue. class. In the article, Frantz summarizes Highsmith Research Award. The field- An entire issue of this journal is ten scenarios used in the credit course based research focused on the effects devoted to the successes and and includes advantages and of journal writing on elementary challenges of several, varied disadvantages of the scenario-based students’ cognitive and affective information literacy programs in approach along with evaluations from awareness of the information search academic libraries. Common themes students who had completed the process. Journal entries were coded discussed in the issue include course. based on their level of cognitive or collaboration, assessment, teaching affective responses. methods, learning styles, and 11. Gordon, Carol A. “A Room With a information literacy standards. View: Looking at School Library 14. Jacobson, Trudi E.; Xu, Lijuan. Instruction From a Higher “Motivating Students in Credit- 9. Emmons, Mark; Martin, Wanda. Education Perspective.” Based Information Literacy “Engaging Conversation: Knowledge Quest 30.4 (Mar./April Courses: Theories and Practice.” Evaluating the Contribution of 2002): 16-21. Portal: Libraries and the Academy Library Instruction to the Quality of Gordon discusses a survey taken by 2.3 (July 2002): 423-441. Student Research.” College & graduate students, which indicates that The authors (University of Albany) Research Libraries 63.6 (Nov. respondents had not retained detail their experience in developing a 2002): 545-560. information searching skills. Questions semester length information literacy The authors (University of New from the first part of Gordon’s survey course. It is argued that the program’s Mexico) detail a collaborative project address skills that students more than key to success is founded on properly between the library and the English likely learned in K-12 school library motivating students. Borrowing from department. The goal was to develop media programs. In the article, she the pedagogical theory of John M. a rigorous set of measures in order to also examines five undergraduate Keller, the authors assert that assess the move from a tool-oriented research assignments in order to motivation revolves around four key instruction session to an information determine which information skills factors (ARCS): attention, relevance, literacy program focused on inquiry college students need to know. She confidence and satisfaction. The body and critical thinking skills. Librarians concludes that school library media of the article addresses practical ways reviewed more than 250 papers programs can prepare students in which instructors can enhance covering a span of ten semesters. conceptually by creating opportunities intrinsic motivation while paying tribute What they found was that the transition for learners to go beyond the to ARCS. from one teaching platform to another mechanics of searching and reporting sparked only a slight increase in to practice the skills and thinking 15. Marcum, James W. “Rethinking students’ use of scholarly sources. processes of the researcher. Information Literacy.” The Library Although both parties were mildly Quarterly 72.1 (Jan. 2002): 1-26. disappointed with the results, the 12. Grafstein, Ann. “A Discipline- This article discusses information assessment gave them a positive Based Approach to Information literacy as a central purpose for direction to shoot for and highlighted Literacy.” The Journal of Academic academic librarians, critiques the underlying assumptions of the
6 LIRT News, June 2003 information literacy model, and Reference Services Review 30.2 Miyamoto) who wanted to enhance the suggests that information literacy be (2002): 112-123. research and critical thinking element reconceptualized to stress learning In order to improve library instruction in an upper-level genetics course. and sociotechnical fluency. for first-year students, Nancy Seamans Instead of assigned readings, he studied how students acquire and use wanted students to conduct their own 16. O’Connor, Lisa G.; Radcliff, information. She studied nine students research on medical and genetics Carolyn J.; Gedeon, Julie A. via survey, electronic dialogue, and databases focused on a designated “Applying Systems Design and individual interviews. Seamans genetics disorder. Librarians played a Item Response Theory to the organizes the results by themes: key role in the project as they offered Problem of Measuring Information consulting with others; search instruction and support for the students Literacy Skills.” College & strategies; focusing the information; throughout the process. The authors Research Libraries 63.6 (Nov. legal and ethical issues; prior skills furnish a detailed account of their 2002): 528-543. information; evaluating information; collaboration and the success of the These authors describe developing an and evaluating Internet resources. project. A number of students found assessment instrument designed to She also includes actual statements by the intensive exploration of databases link information literacy skills to student the students. Not only enjoyable to not only profitable, but also greatly learning. After reviewing other tests, read, these student quotes illustrate enhanced their appreciation of the the authors developed their own, which how students approach research. practice of scientific research. they named SAILS (Standardized Using these themes, Seamans Assessment of Information Literacy summarizes the implications and Skills.) In order to create a test relevance for library personnel who credible enough to compete for limited teach first-year students. university funding, they involved an expert in testing, reviewed the 19. Suarez, Doug. “Designing the questions in small groups, and Web Interface for Library carefully considered the placement of Instruction Tutorials Using the questions. Although the test itself Dreamweaver, Fireworks, and is not provided, many questions are Coursebuilder.” Information LIRT shared, as is the URL for the SAILS Technology and Libraries 21.3 Program and Meeting Schedule web site. (Sept. 2002): 129-134. ALA Annual in Toronto This is a nuts-and-bolts article about 17. Rader, Hannelore B. “Teaching what the neophyte can expect to Saturday, June 21 and Assessing Information Skills encounter when delving into a suite of 8 - 9:30 am: Executive Committee I at in the Twenty-first Century: A web-authoring tools. The author does Toronto Convention Center, 202C/D Global Perspective.” Library not offer a manual on the workings of 9:30 - 11 am: Steering Committee I at Trends 51:2 (Fall 2002): entire each program, but rather outlines a set Toronto Convention Center, 202C/D issue. of hurdles that must be overcome to 11 a.m. - 12:30 pm: All Committees I at These articles examine some of the effectively employ the programs. The Toronto Convention Center, 202C/D best practices for teaching information article is written in a brisk, non- literacy and the assessment strategies technical style that emphasizes Sunday, June 22 used to measure their impact on forethought and planning as opposed 10:30 – noon: LIRT Program and student learning. Authors from China to embedded knowledge. Although the Poster Session and South Africa review the latest author attempts to play down the Critical Thinking: Teaching Thought information literacy initiatives in their intimidation factor involved in acquiring and Process respective countries. From the web-authoring skills, the overall Westin Harbour Castle, Metro BR Netherlands, is an article describing impression is that a sharp learning West the difficulties that mature users curve must take hold in order to encounter with the Internet, even implement these programs. Monday, June 23 though they are proficient with the 8:30 - 9:30 am: All Committees II at subject. The articles describing United 20. Tennant, Michele R.; Miyamoto, Colony Hotel, Colony BR West States universities focus on the Michael M. “The Role of Medical 9:30 – noon: Steering Committee II at partnerships with subject faculty. In Libraries in Undergraduate Colony Hotel, Colony BR West the final article, Rader summarizes Education: A Case Study in Noon - 2 pm: Steering Committee information literacy since 1973 and Genetics at the University of Lunch (restaurant TBA) includes URLs for exemplary model Florida.” Journal of the Medical programs. Library Association 90.2 (April Tuesday, June 24: 2002): 181-193. 9:30 - 11 am: Executive Committee II 18. Seamans, Nancy H. “Student This article offers a model for course- at Fairmont Royal York Hotel, Perceptions of Information integrated instruction. The idea for the Confederation 5/6 Literacy: Insights for Librarians.” project originated with a professor of zoology (the second author, Professor http://www.baylor.edu/LIRT/lirtnews
LIRT News, June 2003 7 Long Range Planning - Develops short an exhibit booth at the Annual Conference. Or- STANDING COMMITTEES and long range plans for LIRT. Implements ganizes BITES (meals for instruction librarians planning and operations for the activities of to meet for food and discussion) at confer- Library Instruction Round Table LIRT. Chaired by president-elect. ences. Adult Learners - Asissts library profes Publications sionals to understand, find informationor Newsletter - Solicits articles, prepares Establishes, maintains, and disseminates LIRT promote ideas on learning styles, teaching and distributes the LIRT newsletter. The Publication Guidelines. Solicits ideas for pub- methods, and training resources most often Executive Board of LIRT serves as the lications and advises as to the appropriate assoicated with adult learners. Editorial Board for the LIRT newsletter. means for publication. Conference Program - Plans the LIRT Nominations, Organization & Bylaws - Research program for the ALA Annual Conference. Reviews, revises, and updates the Identifies, reviews, and disseminates informa- Makes arrangements for speakers, organization manual of LIRT. Recommends tion about in-depth, state-of-the-art research room, handouts, and activities during the to the Executive Board, and through it to concerning library instruction for all types of program. LIRT members, the establishment,functions, and discontinuance of committees and task libraries. Pinpoints areas where further inves- tigation about library instruction is needed. Continuing Education - Conducts forces. Maintains the Constitution and Bylaws of LIRT and recommends amend research and develops plans, actual Teaching, Learning, & Technology ments to those documents. Prepares a materials, and directories to further the Identifies and promotes use of technology in slate of candidates for LIRT offices and education and help meet the information library instruction, with special attention maintains records on procedures, candi needs of librarians engaged in user given to technologies that enhance learning dates, and election results. Solicits education. and can be easily adapted to a variety of volunteers for LIRT committees and different learning environments. Liaison - Attends and reports to LIRT maintains files of prospective committee appointees. Steering Committee and members about Transition from High School to College committees within ALA involved in Public Relations/Membership This committee builds and supports library instruction activities. Distributes to Publicizes LIRT purposes, activities, and pro- partnerships between school, public, and conference attendees a listing of instruc motes membership in LIRT. Develops bro- academic librarians to assist students in tion-related programs and meetings at ALA chures and news releases to inform members, their transitions to the academic library Conferences. prospective members, and the library environment. profession about LIRT activities. Sponsors
LIRT 2003 Library Instruction Round table Poster Sessions continued from page 2 Committee Volunteer Form One Hour to Critical Thinking (Cynthia If you are interested in serving on a LIRT Committee, see our online form at the A. Raquepau and Louise M. Richards, following address: University of Washington, Fisheries- http:www.baylor.edu/LIRT/ Oceanography Library) LIRT Newsletter Guidelines web
8 LIRT News, June 2003 TECH TALK Weblogs By Billie Peterson, Baylor University most current information – akin to text (including links) with the most reading a topic-oriented digest of the current news, and upload the new text Dear Tech Talk— My kids have been daily newspaper. These types of blogs to the server. The blog software talking about weblogs and blogging. A saved a tremendous amount of time handles most of the formatting of the while back I read a bit about weblogs, for those with similar interests. page and automatically posts the however, I came to the conclusion that As it became easier for newest information at the top of the they are just another way to clutter the anyone to start a blog – no knowledge blog web page. The “owner” of the web with trite, frivolous information. of HTML or access to a server required blog can control how many dated More recently, it has occurred to me – weblogs proliferated, in the same entries appear on a page. Once the that perhaps librarians and libraries way that web pages proliferated with “oldest” item moves off the bottom of could make use of blog technology. the evolution of HTML editors. Blogs the page, it is automatically posted to What do you think? Bothersome Blog are simply a microcosm of the Internet the blog’s archive. The archives are Beliefs – some still consist of concise, dated also available for browsing. Some entries of finely honed information libraries currently using blogs for this Dear BBB— First, what is a weblog? nuggets while other blogs consist of purpose are listed below: An online diary or journal; an update the seemingly trite meanderings of service; a news aggregator; links to people who use blogs for online • College of DuPage: The interesting web pages; opinions; a journals. It is the readers’ Library – http:// collection of rumors and facts? Blogs responsibility to find those blogs that www.codlibrary.org/library/ can be any and all of these things. are valuable to him/her and ignore blog/ The broadest definition of a weblog is others. • Library Daily Agenda (MLK a web page with dated entries, usually But how does one go about Academic Middle School)– in reverse chronological order. A fuller finding blogs? Just as there are http:// definition can be extracted from directories and search engines that www.bayareawritingproject.org/ Cameron Barrett’s writing: A weblog help identify valuable “traditional” mlkLibrary/ as a website that is updated regularly Internet resources, there are • Redwood Public Library: (daily), with a theme and a clean, appropriate tools for finding blogs. LibLog– http://www.rcpl.info/ easy-to-use design and interface; it Use the tools below to find and services/liblog.html. doesn’t patronize the end user; it has a examine blogs of interest and to get a • What’s Happening in the way for users to interact with each better idea of what a blog is, what it Richland Library – http:// other; and there is a community of looks like, and how it functions: rllibrary.blogspot.com/ repeat visitors. Weblogs, shortened to “blogs” • Blogdex – http:// In addition, librarians are making use are a phenomenon that has existed blogdex.media.mit.edu/ of blogs to share information with each since perhaps the mid 90s and • Blogging Network – http:// other – much like the original blogs certainly since the late 90s. Initially, www.bloggingnetwork.com/ identified and shared valuable there were relatively few blogs and Blogs/ information nuggets. Following are those that did exist were created and • Daypop – http:// some examples of these types of maintained by people who knew www.daypop.com/ blogs: HTML. However, with the development • Library Weblogs – http:// • AcqWeblog – http:// by Pita of the first free, build-your-own- www.libdex.com/ acqweb.library.vanderbilt.edu/ weblog tool (Rebecca Blood ) in 1999, weblogs.html acqweb/ms_acqs.html it became simple for anyone to create • Open Directory – http:// (currently not being a weblog. At this point, blogging www.dmoz.org/Computers/ updated) exploded, much in the same way that Internet/On_the_Web/ • Cohen, Steven M. “Library web pages exploded with the Weblogs/ Stuff” – http:// development of the Mosaic web • Weblog Bookwatch – http:// www.librarystuff.net/ (news browser. www.onfocus.com/ of interest to librarians) The early blogs consisted of bookwatch/ • Librarian.net – http:// web sites that culled and synthesized www.librarian.net (news of valuable nuggets of information from Once you become familiar with blogs, interest to librarians) the Internet. The owners of the blogs the next question might be can • NewPages Weblog – http:// would comb the Internet looking for librarians make use of this technology, www.newpages.com/ useful information related to the theme and if so, how? Libraries and weblog/default.htm (an or focus of their weblog and provide librarians are already making use of alternative guide to new concise summaries, usually with blogs. One of the most common books, magazines, and relevant links, of the newest approaches is for libraries to use blogs music) information. Others with the same for a “What’s New in the Library” page. • “Peter Scott’s Library Blog” interests would discover these themed Blogs are ideal for this purpose. – http://blog.xrefer.com blogs and follow them daily for the Simply set up the blog service, provide continued on page 12
LIRT News, June 2003 9 HRDR Schedule of Meetings 8:30-9:30am LIRT All Committees II Annual Conference Toronto, Canada COL-Colony BR West June 19-25, 2003 9:30am-12:00pm LIRT Steering II COL-Colony BR West NOTE: A full list of all ALA meetings can be found on the 9:00-11:00am Recruitment Assembly following website MTCC-201C/D http://www.ala.org/memberscheduling 11:30am-12:30pm Library Education Assembly MTCC-705 Day/Time Event 1:30-5:30pm COSWL PROGRAM Location SHER-Essex Friday, June 20 2:00-4:00pm CLENERT Staff Development 8:00-11:00am SORT Walking Tour Disc. Grp. MET-Tokyo 11:00am-12:00pm Placement Orientation 2:00-4:00pm Committee on Education (COE) Sheraton Hotel-Placement MTCC-202B 12:00-2:00pm Leaders Lunch 4:00-5:00pm LIRT Officer MTCC-201D Sheraton-Placement 12:30-1:30pm Career Workshop SHER-City Hall Tuesday, June 24 2:00-4:00pm Committee on Pay Equity 8:00-9:00am COSWL Board Meeting MTCC 810 SHER-Spindrift 3:00-6:00pm LSSIRT Business/Membership 9:00-11:00am Recruitment Assembly Meeting MTCC-712 MTCC-201C/D th 5:00-6:00pm HRDR 30 Anniversary 9:30am-11:00am LIRT Executive Board II Reception Sheraton Hotel-Placement ROY-Confederation 5/6 3:00-4:00pm Committee on Pay Equity Saturday, June 21 MTCC 706 8:00-9:00am COSWL Board Meeting SUT-Venice 8:00-9:00am LIRT Executive Board I MTCC-202C/D Can you lend LIRT a hand? 9:30-11:00am LIRT Steering Committee I MTCC-202C/D Sign up to be a LIRT Booth Volunteer! 11:00am-12:30pm LIRT All Committee Meeting I MTCC-202C/D 9:00am-12:00pm LSSIRT Business Meeting (9-10a-) We need friendly faces to meet & greet those who will be HIL-Forsythe stopping by the LIRT booth in Toronto. Pick a time that you’re 9:30am-12:30pm CLENERT Board Meeting (10:30-11a) free and send your name and contact information to: HOL-Maple 1:30-3:30pm. LSSIRT PROGRAM Linda J. Goff, Head of Instructional Services, Library 2021 SUT-Wellesley California State University, Sacramento 12:30-1:30pm Career Workshop SHER-Elgin 2000 State University Drive, 2:00-4:00pm Committee on Education (COE) East Sacramento, CA 96819-6039 MTCC –104A (916) 278-5981 FAX (916) 278-5661 7:00-9:00pm LSSIRT Dinner Cruise [email protected] Jubilee Queen 9-11 AM 11-1 PM 1-3 PM 3-5 PM Sunday, June 22 Saturday, June 21 8:00am Office Area and Placement Center Sheraton Sunday, June 22 10:30am-12:00pm LIRT PROGRAM WEST-Metro BR West 12:30-1:30pm Career Workshop Monday, June 23 SHER-Conference Room D 10:30am-12:00pm CLENERT PROGRAM Tuesday, June 24 MTCC-717A/B 1:30-3:30pm LSSIRT PROGRAM MTCC-201D *Exhibits close at 4 PM on Tues. Please indicate if you can 2:00-4:30pm HRDR Advisory Committee help pack up the booth. MTCC-802B
Monday, June 23 You don’t have to be a LIRT member to participate, so 8:00-11:00am SORT Walking Tour please bring a friend!
10 LIRT News, June 2003 Join us for BITES with LIRT in Toronto, OntarioJune 21-22-23, 2003
Once again, LIRT is organizing groups for lunch at modestly priced restaurants during the ALA Annual Conference, but this year you might get to sit next to a Canadian Librarian at the joint ALA-CLA meeting in Toronto. This is your opportunity to meet and eat with other librarians interested in library instruction from two countries!
LIRT welcomes anyone who has an interest in instruction from all types of libraries. You need not be a member of LIRT to participate. We hope you will join us in this opportunity to exchange ideas and experiences about library instruction in a relaxed setting. The CLA local arrangements group will help us pick the restaurants and as soon as the selection is made we will be post details and maps on the LIRT website. Enjoy a stimulating and fun lunch with LIRT—good food, good company, and interesting conversation. We will make the arrangements; all you have to do is reserve your spot and show up! Deadline is June 13, 2003. Confirmations will be sent by e-mail.
Send requests for reservations to: [email protected] Sharon Chadwick, Science Librarian The Library, Humboldt State University, One Harpst St. Arcata, CA 95521-8299 (707) 826-4955 (w) (707) 826-4900 (f) ______BITES REGISTRATION FORM
Name: ______Institution: ______Phone:______E-mail : ______Join us as many times as you’d like. Please mark your preference(s) below:
__ Saturday, June 21, 2003, 12:30 p.m.
__ Sunday, June 22, 2003, 12:30 p.m.
__ Monday June 23, 2003, 12:30 p.m.
Are you a LIRT member? yes _____ no _____ Would you like to join LIRT and become active in a committee? yes _____ no _____
We need you! Please send us your contributions from √√√ Public libraries √√√ Academic libraries √√√ School libraries √√√ Special libraries
Special tips and success stories, we would like to have articles about teaching strategies that have worked for you. Please contact our editor at [email protected]. See our guidelines page at http://www.baylor.edu/~LIRTguidelines.html
LIRT News, June 2003 11 TECH TALK continued from page 9...
(news of interest to library staff working on tool that complements blogs very librarians) specific projects; or as nicely – Rich Site Summary (RSS). • Sitelines – http:// places to post updated Read the next Tech Talk column to www.workingfaster.com/ information and resources learn about this topic. sitelines/ (updates related to the activities of searchers on key search library committees and task Additional Resources (articles and web tools and developments) forces. pages): • Other Similar Weblogs — http://www.rcpl.info/ So, perhaps now you are beginning to Barnett, Cameron. “Anatomy of a services/liblog.html#blogs think of ways that blogs might be Weblog”. http:// valuable in your library. How do you www.camworld.com/journal/rants/ However blogs hold even more get started? Is it difficult? What costs 99/01/26.html potential for libraries and enhanced are involved? The good news is that, Block, Marylaine. “Communicating services. Consider some of these as mentioned earlier, it’s fairly easy to Off the Page”. Library Journal possibilities: start a simple weblog. No special (September 15, 2001): 50-52. expertise, software, or hardware is Blood, Rebecca. “History of • Develop multiple blogs that needed, especially if a hosted weblog Weblogs”. http:// focus on information or site is used. One of the sites used the www.rebeccablood.net/essays/ resources in specific most to establish a weblog is weblog_history.html content areas. Two current Blogger.com. It takes only a matter of Carver, Blake. “Is It Time to Get examples are: minutes to establish a basic blog Blogging?”. Netconnect (Winter o The Education Librarian – account; it can be hosted at 2003); 30-32. http:// Blogger.com or on any web server to Clyde, Anne. “Shall We Blog?”. www.educationlibrarian.com/ which you have access; it can be listed Teacher Librarian (October 2002): o EngLib – http:// as a private or public blog; and you 44-46. www.englib.info/ can incorporate as much or as little Crawford, Walt. “’You Must Read • Use blogs to announce new HTML as you are comfortable with. This’: Library Weblogs”. American electronic resources. However, Blogger.com is only one of Libraries (October 2001): 74-76. • Use blogs to announce many web sites that provide blogging Fichter, Darlene. “Internet Librarian: trials for electronic services. Use the list below to explore Blogging Your Life Away”. Online resources, perhaps even some. The Yahoo! Directory leads to (May/June 2001): 68-71. providing users with the many, many more. Harder, Geoffrey and Randy opportunity to comment on • Blog – http://cyberian.tripod.com/ Reichardt. “Throw Another Blog the resources, read the Blog.htm on the Wire: Libraries and the comments of others, • Blogger.com (hosted) Weblogging Phenomena”. thereby setting up an online http://www.blogger.com/ Feliciter (2003): 85-88. record that discusses the • Blog Software types – http:// Levine, Jenny. “Portals, Blogs, & value of trialed resources. radio.weblogs.com/0107846/stories/ RSS: Why They Are Your Future.” • Use blogs as library 2002/11/12/blogSoftwareTypes.html http://www.sls.lib.il.us/infotech/ suggestion/comment • LISHost.com – http://www.lishost presentations/blogging. “boxes”, once again .com Notess, Greg, R. “The Blog Real: providing the opportunity for • Live Journal (hosted) – http:// News Sources, Searching with interactive responses www.livejournal.com Daypop, and Content between library staff and • Movable type – http://www. Management”. Online the users. movabletype.org/ (September/October 2002): xx-xx. • Incorporate blogs into • Pitas – http://www.pitas.com/ http://www.infotoday.com/online/ library instruction classes, • Radio Userland (hosted) – http:// sep02/OnTheNet.htm perhaps by setting up a pre- radio.userland.com Ross-Embrey, Thresea. “You Blog, class-meeting exercise • Schoolblogs (hosted) – http:// We Blog: A Guide to How Teacher- through a blog and using www.schoolblogs.com/create Librarians Can Use Weblogs to the blog to gather students’ ASchoolBlog Build Communication and experiences. During the • Yahoo! Directory: Web Log Research Skills”. Teacher class session, use the blog Software – http://www.yahoo.com/ Librarian (December 2002): 7-9. experiences as a focus for Computers_and_ Internet/Internet/ “The Weblog Review: A Peer to Peer discussion as well as a tool World_Wide_Web/Site_Development/ Review of Weblogs”. http:// which the students can use Web_Log_Software www.theweblogreview.com/ later. “Weblogs Compendium”. http:// • Set up blogs as Once you are familiar with blogs and www.lights.com/weblogs/ collaborative work space for how they work, there is another new continued on page 14
12 LIRT News, June 2003 continued from page 3 Discussion Forum · faculty who themselves struggle with technology and/or with library resources Resource anxiety: even if students are computer · lack of accreditation by many of the people who run literate or skilled, chances are that they have not had much school libraries, i.e. lack of state standards (and these experience with subscription databases and other reference have greatly eroded over the past ten years or so) materials. Even more dangerous, this group may be even · time less likely than those without computer skills to actually · money seek our help. They may believe that they can find · low salaries for librarians everything they need by themselves, “on the web.” · the perception that academic librarians are at the “top “Vastly different” interfaces of our electronic resources of the food chain” create anxiety and a high learning curve for new library users. Action Strategies Techno-anxiety: many librarians agreed that we Across communities: often ascribe to “Generation Y” a greater level of comfort · Outreach between high school groups, public and skill in the area of technology than is appropriate. It’s libraries, and academic libraries is an essential worth remembering that not all Americans under the age of component to improving the transitional issues in a twenty have high levels of experience with and knowledge community. of computer applications, mousing, keyboarding, email, and · Academic librarians need to realize the pressures Internet usage. We tend to look out for this with returning that school media specialists are under: time, students, but this causes stress for many younger students money, resources and the growing pressure for as well. schools to achieve success on standardized tests. Librarians need to carefully evaluate their working Academic librarians usually have a little more say assumptions related to student computer skills/student about their daily scheduling than do school media comfort with using computers. We appear to make a lot of specialists and public librarians. assumptions. · Collaborate and share information with other librarians. All librarians in communities have a role The transition from high school to college is an institution- to play in this transition: media specialists, wide challenge with bearing on recruitment and retention community college, college and university, and public librarians have information and resources to Needs and Problems share. Share information about students and their We need to update articles written and research stresses with other faculty and staff in the students’ done in past years, particularly in regard to what college life, such as staff from counseling centers, teaching freshmen know about information. More data is needed to faculty, and so on. assess college student information literacy skills to serve as · Collaborate with high school guidance counselors a baseline. Surveying freshmen might be a way to find out to get a “heads up” about incoming students and where they think they are and where they really are. It would their skill levels. Work with AP/honors teachers as be great to have that information and to be able to hand well as media specialists, to form partnerships for students a document telling them where we want them to be school visits/field trips to campus as well as by as grads and provide a curriculum of baseline skills. Such making school visits. instruments would also provide a basis for teaching in · Academic librarians need to help teach the context as well as demonstrating to students that we might teachers: K-12 teachers, school media specialists, actually have something to teach them. and education majors, who can then pass library One common call of media specialists is that they skills on to their students. need to hear how information literacy will improve their school’s test scores. Information literacy needs to be Within a library setting: practical and explainable to various school administrators · Empowering peers to teach peers is one way we and boards. can make an impact over anxiety. We need practical means of implementing · Improve day-to-day communication, or take steps standards – sharing ideas, techniques, what works, ways to prevent miscommunication. Identify common around problems of time and money, identifying problems at misspellings in OPACs and submit, “see instead” the high school level that can rear their heads in college, records for them, improve signage and help sheets, tailoring ideas, and programs to meet needs of specific try to steer clear of jargon, especially at the entry- institutions. level. The need is to develop a common language for · Communicate with students on their level. This may dialog between all who assist students in research and mean recognizing the importance and timeliness of instruction; establish and encourage dialog between the chat/instant messaging and “letting go” of our instructional technology faculty/staff, the counseling faculty/ desire to get everyone into the physical library. staff, and the librarians. Librarians have a responsibility to · As noted above, this is just a digest version of the identify and reach out to all groups to help them make this forum’s discussion. Detailed action strategies and information literacy transition, but there is not “one-size-fits- our table notes can be viewed in their entirety at < all” fix. http://www.valpo.edu/home/faculty/pmileham/lirt/ Various other problems identified and discussed: 2003mwtopic.html >. become teachers who do not use school libraries
LIRT News, June 2003 13 Tech Talk continued from page 12
Additional Resources (books): Stauffer, Todd. Blog On: Building Online Communities More information is available for these books at http:// with Web Logs. McGraw-Hill Osborne Media, 2002. www.amazon.com Media Stone, Biz. Blogging: Genius Strategies for Instant Bausch, Paul, Matthew Haughey, Meg Hourihan. We Web Content. Indianapolis, IN: New Riders, 2002. Blog: Publishing Online with Weblogs. Hoboken, NJ: John Wiley & Sons, 2002. As always, send questions and comments to:
Blood, Rebecca. The Weblog Handbook: Practical Snail Mail: Tech Talk Advice on Creating and Maintaining Your Blog. Billie Peterson-Lugo Cambridge, MA: Perseus Publishing, 2002. Moody Memorial Library P. O. Box 97143 Blood, Rebecca and the Editors of Perseus Publishing. Waco, TX 76798-7143 We’ve Got Blog: How Weblogs are Changing Our Culture. Cambridge, MA: Perseus Publishing, 2002 E-Mail: [email protected]
Chromatic, Brian Aker, and David Krieger. Running Weblogs with Slash. Sebastopol, CA: O’Reilly, 2002. Hill, Brad. Weblogs for Dummies. Hungry Minds, 2003.
Powers, Shelley, Cory Doctorow, J. Scott Johnson, Mena G. Trott, Benjamin Trott. Essential Blogging. Sebastopol, CA: O’Reilly, 2002.
Library Instruction Round Table News c/o Lorelle Swader American Library Association 50 E. Huron Street Chicago, IL 60611
14 LIRT News, June 2003