New Challenges: Multimedia Use and the Academy

Multimedia Use in Academy panel with Jeff Ubois from intelligent TV, Dru Zuretti from CCC, Gary Handman from UC-Berkeley media center and Judith Thomas from UVA media center (missed this last presenter because I had an appointment)
Context: changing landscape (13 hrs of video uploaded to YouTube daily?). They did Intelligent TV/CCC 2008 survey and faculty and staff interviews


  • Faculty & staff had hard time using video but want to use it more
  • Ad hoc use; restricted to their disciplines
  • Siloed approach
  • Want tie in to analog material
  • Small project use; easy reference service; collaboration & production tools
  • Faculty problems: can’t find media; students want more than they have; copyright issues (faculty not thinking about it & have differing interpretation of fair use); format problems
  • Video as scholarly discipline: suspect as is Wikipedia (but TV news valuable, not used and cited)
  • Boundary between commercial video and OER (look at textbook market, similar); niche for places like Alexander St Press
  • Future of rights clearance (something like Google Books settlement)
  • Tension between academic responsibilities and legal obligations (can’t teach dance w/o being a pirate)

Read more New Challenges: Multimedia Use and the Academy

ACRL roundup: Reeling in the Faculty: Baiting the Information Literacy Hook

I spent a lot of Thursday and Friday catching up with folks and work so the first real session I attended was the tail end of Reeling in the Faculty: Baiting the Information Literacy Hook on Friday. Here are my live notes from the end of the panel and the Q&A:

Final suggestions:

  • Putting links to IL on the web (issue of where to put it and website real estate)
  • Hold relevant events (e.g. town Halls). Hard to get busy faculty there so make it targeted and during convenient hours
  • Be where the faculty are (participate in areas outside the library) such as faculty governance comms, communities of practice, centers for teaching and learning

Q&A from panel:
IL is big ball of wax: 141 outcomes where to start? Q for soc prof on panel: how much do you want to know? “Faculty don’t want too know too much.” Initially intimidated by Bruce etc. She just wanted students to be able to formulate a doable research ?, find info and evaluate reliability. Not interested in entirety of IL. Take faculty where they are. What is particular thing they are having trouble with? Get a wedge in

In town hall forum: put up tag sheets/newsprint on wall and asked people to specify areas of interest
(Developing researchable ?s, analyzing info, using it ethically/plagiarism). Very practical orientation: Don’t start with epistomelogy; start with bait/pain point

Bullseye approach: If topic is poverty—add demographics and other things to narrow in

Cornell College: Focusing on assignments, providing sample assignments to deal with plagiarism, etc

Most useful thing to ask faculty-two step question: What do you want your students to know how to do? What do they need to know to do that?

Find a faculty champion to spread the word

Ira Glass ACRL 2009 closing keynote

Came late (but better than not at all). Ira Glass DJing, audio storytelling

Came in at part of him playing things about race and Obama election. Guy talking about friend who was racist

Iraq War vet who joined Muslim student association to deal with war feelings. First greeted as liberators then oppressors/evil. In war dealt with it by being aggressively racist. Came back, went to UIUC, dealing with PTSD when dealing with Middle Eastern students, wanted to get rid of that feeling. Hard but worked. Glass: says he, most people would not want to sit down and listen to segment on PTSD but because encased in an intriguing narrative, someone’s

Glass: I was told you would all be hung over this AM and I should speak slowly

Structure of narrative/story: Chain of events, can be boring events but they have a destination. Create feeling of suspense. Get people to lay it out in series. Holds off from saying this is what the show is about

What’s the universal thing here, the human thing we’re related to. Action then reflection. Glimpse of something profound: the world doesn’t see yourself the way you do (sometimes not in a good way).

For good story, need plot to be surprising, likeable characters, and you need to learn something

Read more Ira Glass ACRL 2009 closing keynote

Twitter session

Basic explanation of Twitter

  • Microblogging; blogging in 140 characters
  • Post from multiple places: phone, browser, web, etc
  • TinyURL to shrink links and hash tags to tags
  • 2K plus apps for Twitter

Users: median 31 yo mobile users (often urban dwellers)

Twitter in the library: Marketing (events, useful info, did you know, etc); news & reviews (retweeting stuff from other places NYT Book Review, Library Journal, etc); patron response (instant reponse, ties into Facebook too); possibly virtual reference; announcements; new resources

He used it to generate a new title list dl’ed from library catalog, massaged, and c&p’ed from Excel into Twitter

Used Tweetstats to get data for a year and show cataloguing data [Q: how many followers and any effect on circ data for books?]

Next steps: Automate process, pull RSS feeds

Problems: 100 tweets an hour; no native tagging; hard to folow conversations

No publicity yet

Facebook for Faculty

  • Facebook personal pages vs. others
  • Blogs-more general advertising, has to be visited or RSS has to be pulle dinto Google Reader
  • Facebook fan page-still kind of general, institutional
  • Facebook personal connection-more personalized, rarely inactive, can visit as much as you want
  • Can set up group just for faculty friends (who would you go to coffee with or who would go to coffee with you–Facebook friends)
  • Interesting status note: can invite lower to higher status but when bosses and high level admins invite there’s social pressure
  • Privacy settings-can block certain people or items
  • Mix of personal and work-do personal friends comment on work posts. Yes. Grad student friends and professors talk in her comments. Blocks or moderates inapp

Sherman Alexie keynote

Lizbeth Wilson starting up (man I like her). Recognition of the scholarship recipients and award given to the Immersion institute faculty (10 year anniversary). Yay!

Note: Immersion alum gathering tomorrow at Capitol Club from 6:30-8! I’ve caught up with a couple of folks already and I’m looking forward to seeing everybody tomorrow (and again this July for Program track). Immersion was probably one of the best things that ever happened to me.

Cerise Oberman talking about the envelope she received from Year 10 Immersion–praise for transformational power of Immersion. She said easy to have idea (presented at 97 LOEX) but difficulty was how to turn it into reality. Got support and funding from ACRL. Major push from steering committee–on Immersion program, Best Practices in IL, and Community partnerships program. Created curriculum that reached beyond and taught educational theory, management, leadership, higher education, etc. Created “elixir” that refreshes all who drink from it.

Sherman Alexie intro: playwright, novelist, poet, filmmaker, etc. Representative of NW talent. Various awards and kudos. Nat’l Book Award The Absolutely True Diary of a Part-Time Indian (Ed Note: I still need to read this).

“I love librarian conferences!. . there are 1000s of really hot nearsighted women here. you’re not the demographic that gets [upset] by those objectifying terms [Ed note: snerk!] Those oatmeal sweaters really do it for me. . .Librarians unleashed!”

“People have all these ideas about who we’re supposed to be and how we’re supposed to act.”

Read more Sherman Alexie keynote

Solve it!: Challenging students through puzzles

Fri. 3:15 Pm session from MIT libraries

Hired recent MIT UG w/beginning web design business. Did kiosk ads and such. Hired someone to do focus group research for assessment. Results: too basic, not really engaging, “quick look and gone”. Messages were too basic. Students had recreational needs that presented an opportunity. Exploit emotional connection to library spaces (escape, discovery) and promote library staff more (subject expertise, more than just someone behind the desk).

Set out to find a puzzlemaster. Approached another MIT alum and “puzzle junkie.” Why puzzles: Know your audience–creative spirit of MIT Hacks and Mystery Hunt

Simple goals: be engaging, fun/entertain and learn something about library

Created and tested simple initial puzzle; did some publicity but put initial puzzle out there without instructions and got good response. Prizes for winner(s) iPod nano

Creating the puzzles: followed Mystery Hunt format. No instructions but not too hard. Educational as well as entertaining (have to use library resource).

Read more Solve it!: Challenging students through puzzles