Zainab Davila's List: Libraries/Archives/Info Tech

• For example, my colleague Dani Brecher recently spearheaded a Google map tracking the research of faculty teaching first-year seminar classes at several of the Claremont Colleges: we’re using it in instruction to discuss the “scholarly conversation” and try and connect students with their professors’ academic output in order to bridge the scholarship divide (if you will).
• they were attempts to use simple resources (e.g., Skype, a hot dog cart, Google Maps, buttonmakers) to reach a new user or develop an interesting means of solving an organizational problem.
• simple/useful/interesting are go-to design principles,
• it’s all about sensitivity to learner needs and the selection of useful, simple strategies to help facilitate a change of some sort.
• making sure an idea is scalable, feasible, and accessible.
• asks an individual to lay out their own picture of a learner community using the publicly available information about said community that is so frequently disjointed and/or linear.
• The process of building a visual curriculum map is straightforward: in phase one a librarian uses concept mapping software to, in essence, visualize the component parts of the programs they liaise to, from faculty to degree requirements to courses to student groups to library resources. Phase two includes overlaying their information literacy instruction “intersections” across the curriculum from prior years and then setting future targets based on the most strategic points of intervention across a student’s degree path. Of course, not everyone has the same degree of facility with or love of the technology, so the grant helps us have the resources to provide map-building support for the individuals who require it and do the project on a large scale (it was a successful pilot between 2011-13 that captured about half of our subjects on an opt-in basis). We’ve created a template map for our librarians of each of their subjects and lead trainings, created documentation, and provided other mentorship opportunities to help with the process.
• on the best curricular ‘fit’ for IL
• nowledgebase useful for collection development, a
• drive-by advocacy.”
• communicating the worth of what you do and why it matters,
• it’s essential to become someone who can put yourself out there wholeheartedly and actually care about your day-to-day efforts and their meaning within a larger system
• I cannot stress the importance of being a sensitive and perceptive communicator who can gauge how to translate a message to different audiences.
• find out what their goals, values, research, and/or initiatives are and translate how you and your organization can support or enhance them using language they can relate to.
• Another is the using ‘ collaboratage’ in skills and technology training, or building opportunities for learners to play and break things down when encountering something new.
• I love to name drop on fabulous work being done in this area in the profession – Maria Accardi, Emily Drabinski, and Alana Kumbier are foremost among those I’d recommend for people who want to educate themselves on these ideas from a librarian perspective: they edited the influential volume Critical Library Instruction, and Maria recently Published Feminist Pedagogy for Library Instruction.
• when you graduate and move on?
• I and a few other librarians helped him secure these through slightly creative and/or backdoor research methods. Several years later he brought an amazing best-selling book (The Art of Fermentation) into the world and acknowledged every last one of us who helped make it happen.

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• Technical metadata assures that the information content of a digital file can be resurrected even if traditional viewing applications associated with the file have vanished.
• NISO

  Z39.87 data dictionary covers four distinct categories of functions:
• though we know that current practice of minimal metadata collection is unlikel

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