Big Data is Watching (or single women who are librarians and like cats)

As Facebook rolled out its Graph Search to users’ accounts, stories in the news media have been popping up about the outrageous things you can find (e.g, “married people who like prostitutes“) and–more importantly–how you can (try to) lock down your privacy settings. Gizmodo has a good overview on how to do this.

So is Facebook’s Graph Search a warm, fuzzy place to find out about other co-workers who might like bicycling and hiking, like I do? Or is it a stalker-ish search engine that uses your precious personal data and likes? Well, it’s a bit of both.

TechNewsDaily points out:

You can run. You can hide. But you still won’t be safe from Facebook’s Graph Search.

Librarians, school media specialists, and information professionals should play a role in educating their users on social media and privacy. But we all need to pay attention to what we post. Case in point, I did an off-the-wall “stereotypical” librarian search for: Single women who are librarians and like cats.

To my surprise, there were actual search results [note: I’m not saying it’s wrong to be a single librarian that likes cats. It’s just amazing to see how narrow I can make the data]:

Facebook Graph Search: single women who are librarians and like cats

I don’t know about you, but I find the search results creepy. I also wonder about some of the negative connotations people might draw from these search results. As an example, I picked my area: Green Bay, Wisconsin. Here’s a search for: People who live in Green Bay, Wisconsin and that like getting drunk.

Facebook Graph Search: people who live in Green Bay, Wisconsin and that like getting drunk

So much of the information that people think is private, is actually not. Now, I’m not part of the tin foil hat brigade, nor am I advocating for a Puritan-ization of social media–but I do think everyone needs to take a second look at the information they share, educate themselves on privacy issues, and keep vigilant in an ever changing information landscape.

“I Didn’t Know I Could Use the Library!” Meeting the Needs of Students Online

I’m at WILU 2013 – Workshop for Instruction in Library Use – a Canadian information literacy conference in Fredericton, New Brunswick: a great opportunity to network with librarians north of the border – or “south of the border” to them! I presented a session about implementing library services to online students:

“I Didn’t Know I Could Use the Library!” Meeting the Needs of Students Online

Session Description:
What do you do with students you rarely see in the library? University of Wisconsin-Green Bay has a growing online student population. Reaching these students can be challenging. Many still view the library as just a brick-and-mortar building, and not an online 24/7 resource. Librarians conducted an assessment of online students to investigate their needs. This session will focus on the assessment results and the information literacy outreach plan put into place. It will highlight several initiatives, including the embedded librarian program, faculty-librarian collaboration, marketing efforts, and learning tools geared towards online students. Based on feedback from students and faculty, an increase in reference questions, as well as high usage statistics from librarian-created tutorials and discussion boards, the outreach plan is working. Come and learn about these best practices for online learners and share your ideas, as well.

Here are some of the assessment tools, resources, guides, and tips mentioned in my presentation:

Get ‘Embed’ with Your Librarian: Meeting the Needs of Students Online

The online market is a growing field for higher education. How does the academic library fit into all of this? My colleague–Anne Kasuboski–and I gave a presentation at the 2013 Wisconsin Association of Academic Librarians conference, held at Elkhart Lake.

We discuss how our library at the University of Wisconsin-Green Bay surveyed our online students and faculty and developed an outreach plan to meet their needs.

It covers our Embedded Librarian program, which started out as a pilot program and expanded successfully across online courses, in addition to some face-to-face courses. It also includes information on the learning tools that we gear towards online learners, such as LibGuides, tutorials, and resources like NoodleTools.

If you have questions about being an “embedded librarian”–let me know! I would like to hear what other librarians are doing with programs such as these.

Bringing the Annotated Bibliography into the 21st Century: Using a LibGuide as an Assignment

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I’m a LibGuides aficionado. Students love them. Professors love them. It’s a great way to package only the most relevant library and research-related content and tie it directly to an assignment or course. Professors can then link to it from their course management system (e.g., Blackboard, Moodle, D2L) in an environment where students spend most of their online “academic” time anyway.

This semester I taught a course for my institution’s Information and Computing Sciences department: Information Science 410: Advanced Information Problems. This course takes a problem/solution oriented approach to a complicated issue – in our case, gun control – and examines the maze of information related to it.

As a librarian, I thought the best thing to do was to put together a LibGuide to direct students to good information. But then I thought, “Hey, these are information science students…let’s put them to work!” Because the course spends time on evaluating information, a course LibGuide project was a perfect opportunity for students to demonstrate their skills.

Using our gun control issue, students worked in teams to evaluate the best library databases for the topic, and gathered relevant books, websites, government information, and video. I taught them how to use the LibGuides system and gave an overview of “model” LibGuides. Each group was provided with a LibGuide shell. Students had “collaborator” access to the LibGuide allowing them to add content and edit the design.

After each group submitted their LibGuide, I had a panel of library staff evaluate them. We selected the “winning” LibGuide to be published on our site. The end result?: a non-biased and informational guide on a popular and controversial issue that can be used by all students on our campus to gather academic information.

The project gives students practice at evaluating and curating information. The LibGuide, combined with a written assignment where students explain their information selection brings the time honored annotated bibliography into the 21st century. It’s something that academic librarians should market to professors as an assignment that demonstrates critical thinking and evaluative skills.

LibGuide link: http://libguides.uwgb.edu/guns

Disappearing Information

Let me be up front: I’m not a gov docs expert, but I do get irked when tax money that was used to collect Census info isn’t being used to make (or maintain) that information in an easily accessible manner to the public. It reminds me of last year’s debacle with the Statistical Abstract of the United States.

I’m talking about last week’s web conference on the recently re-designed American FactFinder from the U.S. Census Bureau. Basically, the issue boils down to this: American FactFinder will only contain data from the two most recent decennial U.S. censuses (currently 2000 and 2010). So once 2020 data is available, we can say “bye bye” to 2000, because then it will hold 2010 and 2020. This doesn’t make sense. You can find out more on this topic by looking at the GOVDOC-L discussion list archives from this month.

Researching trends with our populace over time is common among both social scientists and humanities scholars. You can’t tell me that a system can only “hold” data from two censuses. What compounds the problem is that the Census data is no longer released in a tangible format. So once it’s gone from the Census Bureau website, then it’s pretty much gone for good–at least as far as the general public is concerned. Now, the U.S. Census Bureau did say you could FTP to the older Census information, but that doesn’t boil down to easy access.

Our tax dollars go to support the collection of this information. We deserve to have this information (current and historical) displayed publicly, online, and in an easy-to-use format. Librarians have stood aside as the “gatekeepers” to information. Now we emphasize “access.” But we’re losing that now, too.

LibGuides – What to Call Them?

Like a lot of libraries, we use the popular LibGuides program from Springshare. First purchased in 2009, our stats have increased greatly each year: from 3,506 hits in 2009-2010, to over 44,000 hits in 2011-2012. LibGuides are popular with both students and faculty–even getting to the point of students asking us, “Why isn’t there a guide for my other class?” — “Tell your professor to talk to us!”  we say…

One issue the library staff has dealt with is terminology. Among the librarians, we use the term “LibGuides”–but we avoid using the term when branding the resource to students and faculty. On our website, we simply label them as “Guides.” However, after completing a user survey of our library services, resources, and website, several respondents reported being unsure of terminology–and what exactly a “Guide” entailed–was it for a specific class, or a broad subject area?

Curious to see how other library websites have termed their LibGuides, I posted a survey to ILI-L (the instruction/information literacy discussion list) to find out. I had 130 respondents. Here are the results:

What Do You Call the LibGuides Link on Your Library's Website?

The term “Research Guides” was, by far, the number one choice. It also matched the preferred term of students in a survey done by Mark Aaron Polger, “Student Preferences in Library Website Vocabulary” published in Library Practice and Philosophy, 2011:

Excerpt: A survey of 300 college students asked, “What term on the library website do your prefer if you need help with research?”

  • 36% chose “Research Guides”
  • 20% chose “Resources by Subject”
  • 18% chose “Research Help”
  • 16% chose “Library Guides”
  • 10% chose “Subject Guides”

After getting feedback from our own students, we decided to change the link name to “Research Guides” – after all, the resource is there for the students. We want them to know what it is–and to use it.

ALA Poster Session – Assessment into Action: Meeting the Needs of Adult Learners

Here is the online version of my poster session for the ALA Annual Conference in Anaheim. My topic is academic libraries and adult learners:

Assessment into Action: Meeting the Needs of Adult Learners
What do you do with students you rarely see in the library? University of Wisconsin-Green Bay has a growing adult learner population, most of which take classes solely online. Reaching these students can be challenging. Librarians conducted an assessment of adult students to investigate their needs. This poster session will focus on the assessment results and the outreach plan put into place. It will highlight several initiatives, including librarian-faculty collaboration with introductory courses, the embedded librarian program, and the targeting of library services to adult students. It will also address using data to argue for increased budgetary support and collaboration with offices outside the library. Based on preliminary feedback from students and faculty, an increase in reference questions, as well as high usage statistics from librarian-created tutorials and discussion boards, the outreach plan is working. The poster session will include charts of the assessment data, handouts of the assessment tool, teaching and marketing materials (LibGuide, tutorials, newsletters), and photographs of embedded librarian best practices.

Materials:
Embedded Librarian Tips (PDF)
Library Survey for Adult Degree Students (PDF)
Library Survey for Adult Degree Faculty (PDF)
Adult Degree Library Guide for Students (Libguide)
Adult Degree Library Guide for Faculty & Staff (Libguide)
Adult Degree Library Welcome Video (YouTube)

Poster:

Introduction

Introduction

Assessment, Outreach Plan

Assessment, Outreach Plan

Embedded Librarian Program

Embedded Librarian Program

Promoting Services, Advocating for Support

Promoting Services, Advocating for Support