The Atlas of The New Librarianship

the atlas of new librarianship
2011 Massachusetts Institute of Technology
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Library of Congress Cataloging-in-Publication Data
Lankes, R. David.
The atlas of new librarianship / R. David Lankes.
p. cm.
Includes bibliographical references.
ISBN 978-0-262-01509-7 (alk. paper)
1. Library sciencePhilosophy. 2. Library scienceForecasting. 3. Libraries and
community. 4. Libraries and society. I. Title.
Z665.L36 2011
020.1dc22
2010022788
10 9 8 7 6 5 4 3 2
ii
the atlas of new librarianship
R. David Lankes
The MIT Press

Cambridge, Massachusetts
London, England
Association of College & Research Libraries

A Division of the American Library Association
This book is dedicated to Joanne Silverstein, who, from the time
we were doctoral students together, has always been my intellectual
traveling companion.
contents
preface xi other iNFormative CoNCepts aNd theories 24

Dialectic Theories 25
acknowledgments xiii Sense-Making 25
Motivation Theories 26
an introduction to the atlas 1
Motivation 26
Learning Theory 27
NavigatiNg the Future 2
Constructivism 27
the FouNdatioNs oF the atlas 2 Postmodernism 27
CreatiNg a New soCial CompaCt 28
FiNdiNg a CeNter iN the dyNamiC 3 Evolution of the Social Compact 29
thread CoNClusioN 29
a Note oN rhetoriC 3
KNowledge CreatioN 31
the atlas 5
the missioN oF librariaNs is to improve soCiety through FaCilitatiNg
KNowledge CreatioN iN their CommuNities 31
a Note oN visualizatioN 6
KNowledge is Created through CoNversatioN 31
how to Navigate the atlas 6 CoNversatioN theory 31
Conversants 32
readers oF the atlas 11 Service Is Not Invisibility 33
Language 33
limitatioNs oF the atlas 11
Evolution of Systems 35
system view 36
threads 13
user-based desigN 37
user systems 38
missioN 15
Social Network Sites 39
the missioN oF librariaNs is to improve soCiety through
FaCilitatiNg KNowledge CreatioN iN their CommuNities 15
agreemeNts 39
Artifacts 41
importaNCe oF worldview 15
Source Amnesia 42
loNgitude example 16 Invest in Tools of Creation over Collection of Artifacts 42
importaNCe oF theory aNd deep CoNCepts 18 Death of Documents 44
Libraries and Theory 22 Memory 48
CoNversatioN theory 23 Entailment Mesh 49
Credibility 24 Annotations 49
v
Limitations of Tagging 51 Credibility 90
Cataloging Relationships 53 From Authority to Reliability 91

Authoritative versus Authoritarian 91
sCapes 53
Putting It All Together: The Participatory Digital Library 92
reFereNCe extraCt 60
physiCal eNviroNmeNts 93
libraries are iN the KNowledge busiNess, thereFore the Topical Centers with Curriculum 93
CoNversatioN busiNess 63
hybrid eNviroNmeNts 94
FaCilitatiNg 65 diFFereNt CommuNities librariaNs serve 95
the missioN oF librariaNs is to improve soCiety through FaCilitatiNg KNowledge publiC 96

CreatioN iN their CommuNities 65
Free Library of Philadelphia 97
true FaCilitatioN meaNs shared owNership 65 Entrepreneurium 98
Members Not Patrons or Users 66 Writing Center 99
meaNs oF FaCilitatioN 66 Music Center 100
aCCess 67 aCademiC 101
Publisher of Community 67 Issues of Institutional Repositories 103

Shared Shelves with the Community 68 Scholarly Communications 104
Meeting Spaces 69 goverNmeNt 105
KNowledge 72 Department of Justice 105

Library Instruction 72 assessmeNt 106
Need for an Expanded Definition of Literacy 73 Mapping Conversations 107
Gaming 75 speCial 111
Social Literacy 76
sChool 112
eNviroNmeNt 77
Growing Importance of Two-Way Infrastructure 112
motivatioN 78
arChives 113
Intrinsic 79
go to the CoNversatioN 114
Extrinsic 79
Embedded Librarians 114
thread CoNClusioN 80
truly distributed digital library 114
CommuNities 83 thread CoNClusioN 115
the missioN oF librariaNs is to improve soCiety through

FaCilitatiNg KNowledge CreatioN iN their CommuNities 83 improve soCiety 117
pressure For partiCipatioN 84 the missioN oF librariaNs is to improve soCiety through FaCilitatiNg
KNowledge CreatioN iN their CommuNities 117
Boundary Issues 85
digital eNviroNmeNts 86 importaNCe oF aCtioN aNd aCtivism 117
Internet Model Example 86 serviCe 118

Infrastructure Providers 86 Service Is Not Invisibility 119
TCP/IP 86 Core values 119
Application Builders 87 Learning 120
Open Source 87 Openness 121
Information Services 88 Intellectual Freedom and Safety 122
Web 2.0 89 Intellectually Honest Not Unbiased 122
User 90 Ethics 124
vi CoNteNts
soCial JustiCe issues 124 lis eduCatioN 177
poliCy 125 Shift in Innovation from Academy to Ubiquity 178

Democracy and Openness Overshadowed by Technology 126 Co-Learning 179
iNNovatioN 127 iNCrease FriCtioN iN the proCess 179
Innovation versus Entrepreneurship 128 Every Course Has Symposia and Practica 179
CreatiNg aN ageNda 129 CurriCulum oF CommuNiCatioN aNd ChaNge over
Risks of Data 131 traditioNal ideas oF leadership 180
leadership 132 Recognize a School as a Participatory Network 181

Obligation of Leadership 134 From School to School of Thought 181
thread CoNClusioN 135 Avoiding the Florentine Dilemma 182
Need to expaNd the eduCatioNal ladder 183
librariaNs 137 Bachelor of Information and Instructional Design 183
the missioN oF librariaNs is to improve soCiety through Need for an Executive Doctorate 184
FaCilitatiNg KNowledge CreatioN iN their CommuNities 137 Institute for Advanced Librarianship Idea 184
Core sKills 137 Vital Roles of Mentors 185
obligatioN oF leadership aNd thread CoNClusioN 185
traNsitioN oF traditioNal sKills 137
iNFormatioN orgaNizatioN 137 threads postsCript 186

Cataloging Relationships 139
praCtitioNers 186
Evolution of Integrated Library Systems 144
library aNd iNFormatioN sCieNCe sCholars 186
iNFormatioN seeKiNg 153
studeNts 186
publiC serviCe 154
Reference 154 members 187
ColleCtioN developmeNt 157 the whole CommuNity oF librariaNship 187
Community as Collection 159

Issues of Institutional Repositories 159 web citations 189
admiNistratioN 160
agreement supplements 193
Warehousing Functions 161
Shelving 166 ability to worK iN iNterdisCipliNary teams 195
Circulation 166
importaNCe oF teChNiCal sKills 167 aCademiC 197
ambiguity is esseNtial For proFessioNal worK 168

aCCess 199
ability to worK iN iNterdisCipliNary teams 170
Relation to Other Domains 170 admiNistratioN 199

Information Science 171
Getting Past the L v I Debate 171 agreemeNts 200
Communications 172
Computer Science 174 ambiguity is esseNtial For proFessioNal worK 201
Humanities 176
aNNotatioNs 202
Education 176
Paraprofessionals 177
appliCatioN builders 204
CoNteNts vii
arChives 205 death oF doCumeNts 232
artiFaCts 206 demoCraCy aNd opeNNess overshadowed by teChNology 234
assessmeNt 207 departmeNt oF JustiCe 236
authoritative versus authoritariaN 209 dialeCtiC theories 246
avoidiNg the FloreNtiNe dilemma 210 diFFereNt CommuNities librariaNs serve 249
baChelor oF iNFormatioN aNd iNstruCtioNal desigN 210 digital eNviroNmeNts 250
bouNdary issues 211 eduCatioN 250
CatalogiNg relatioNships 212 embedded librariaNs 251
CirCulatioN 213 eNtailmeNt mesh 252
Co-learNiNg 213 eNtrepreNeurium 252
ColleCtioN developmeNt 214 eNviroNmeNt 257
CommuNiCatioNs 214 ethiCs 258
CommuNity as ColleCtioN 215 every Course has symposia aNd praCtiCa 261
Computer sCieNCe 215 evolutioN oF iNtegrated library systems 261
CoNstruCtivism 216 evolutioN oF systems 262
CoNversaNts 219 evolutioN oF the soCial CompaCt 264
CoNversatioN theory 220 extriNsiC 266
Core sKills 224 Free library oF philadelphia 266
Core values 225 From authority to reliability 267
CreatiNg a New soCial CompaCt 227 From sChool to sChool oF thought 267
CreatiNg aN ageNda 229 gamiNg 268
Credibility 230 gettiNg past the l v i debate 270
CurriCulum oF CommuNiCatioN aNd ChaNge over traditioNal go to the CoNversatioN 270

ideas oF leadership 231
goverNmeNt 271
viii CoNteNts
growiNg importaNCe oF two-way iNFrastruCture 274 l0 305
humaNities 274 l 1 305
hybrid eNviroNmeNts 275 laNguage 306
importaNCe oF a worldview 276 leadership 309
importaNCe oF aCtioN aNd aCtivism 278 learNiNg 311
importaNCe oF teChNiCal sKills 280 learNiNg theory 311
importaNCe oF theory aNd deep CoNCepts 281 libraries are iN the KNowledge busiNess, thereFore
the CoNversatioN busiNess 317
iNCrease FriCtioN iN the proCess 283
library iNstruCtioN 318
iNFormatioN orgaNizatioN 283
limitatioNs oF taggiNg 319
iNFormatioN sCieNCe 284
lis eduCatioN 320
iNFormatioN seeKiNg 284
loNgitude example 321
iNFormatioN serviCes 285
mappiNg CoNversatioNs 322
iNFrastruCture providers 285
massive sCale 322
iNNovatioN 286
meaNs oF FaCilitatioN 329
iNNovatioN versus eNtrepreNeurship 287
meetiNg spaCes 331
iNstitute For advaNCed librariaNship idea 287
members Not patroNs or users 333
iNtelleCtual Freedom aNd saFety 295
memory 333
iNtelleCtually hoNest Not uNbiased 297
motivatioN 334
iNterNet model example 297
motivatioN theories 336
iNtriNsiC 299
musiC CeNter 336
iNvest iN tools oF CreatioN over ColleCtioN oF artiFaCts 300
Need For aN exeCutive doCtorate 337
issues oF iNstitutioNal repositories 300
Need For aN expaNded deFiNitioN oF literaCy 337
KNowledge 303
Need to expaNd the eduCatioNal ladder 338
KNowledge is Created through CoNversatioN 304
CoNteNts ix
obligatioN oF leadership 339 shared shelves with the CommuNity 379
opeN sourCe 339 shelviNg 380
opeNNess 340 shiFt iN iNNovatioN From aCademy to ubiquity 381
paraproFessioNals 340 soCial JustiCe issues 382
physiCal eNviroNmeNts 341 soCial literaCy 386
poliCy 342 soCial NetworK sites 388
postmoderNism 344 sourCe amNesia 392
pressure For partiCipatioN 346 speCial 394
publiC 347 system view 397
publiC serviCe 349 tCp-ip 397
publisher oF CommuNity 349 the missioN oF librariaNs is to improve soCiety through

FaCilitatiNg KNowledge CreatioN iN their CommuNities 398
reCogNize a sChool as a partiCipatory NetworK 350
topiCal CeNters with CurriCulum 399
reFereNCe 350
traNsitioN oF traditioNal sKills 399
reFereNCe extraCt 351
true FaCilitatioN meaNs shared owNership 400
relatioN to other domaiNs 351
truly distributed digital library 401
risKs oF data 352
user 401
sCapes 352
user systems 402
sCholarly CommuNiCatioNs 366
user-based desigN 403
sChool 368
vital roles oF meNtors 404
sChool iNFormatioN maNagemeNt systems 371
warehousiNg FuNCtioNs 404
seleCtive dissemiNatioN oF iNFormatioN 371
web 2.0 405
seNse-maKiNg 372
writiNg CeNter 405
serviCe 378
atlas postscript 407
serviCe is Not iNvisibility 379
x CoNteNts
preface
Ive always had a hard time figuring out the purpose of a preface. If its
important stuff, why isnt it just chapter 1? Well, heres where I ended
up on the topic and why you are now reading a preface. It is not about
the content itself; it is more about the authors intent and frame of
mind. Ironically, it is written last and, although a bit self-indulgent,
gives me a chance to reflect on the whole process.
The first thing Id like to make clear before you read this is that I
do not claim that everything in here has sprung like Athena from my
head. There are some old ideas in here. In some cases, they are brilliant
and radical ideas that have either become lost or so widely adopted
that we have forgotten they were once radical.
There are also some current ideas culled from dedicated practitio-
ners from around the globe. It may not seem like a large chunk of text is
an interactive process (it is notas I hammer on over and over again
it is an artifact), but the thinking behind the Atlas was very interactive.
From the initial forums set up to comment on the first drafts of a white
paper in 2006, to the hours of sometimes heated debate in an office, an
airport, a conference center, or over good food in good cities, the Atlas
may be my words, but it is the thoughts and experiences of hundreds.
This leads me to a personal note. The writing of the Atlas and
the years of work that it took to develop these ideas have renewed my
faith in librarianship. It is easy, in the daily grind, to see the worst of
our profession. Often I am invited in to help fix outdated practices
and ideas. It seems like conferences are just as much an opportunity
to bemoan what is not happening as to learn about what is possible.
What I have come to understand is that the complaints about the
recalcitrant old school librarians that dont get it have, in fact, in-
creased because there are more folks who do get it to complain.
Its like that scene in the West Wing when a liberal staffer is com-
plaining about the National Rifle Association (NRA) and a conserva-
tive Republican points out that if everyone who wanted to ban assault
rifles simply joined the NRA, they could vote the organization out of
xi
existence. In other words, if people like me would simply stop yelling
about the laggards and look around the room at everyone else who is
complaining, we might realize that there are fewer and fewer folks left
to complain about.
One last note; a plea really. This book is all about conversations.
The Atlas is my latest contribution to that conversation, and it is really
an invitation for you to join in. What do you agree with? What do
you disagree with? What is offensive or supportive? What did I miss?
What should I know? What do we need to change? Lets talk.
xii Preface
acknowledgments
I was in a meeting with Lewis Hyde, author of The Gift, where he

talked about different narratives on intellectual property. One narra-
tive, often used by large media companies, is that creativity and the
creation of intellectual property are acts of individual genius: that an
author or artist sits back, gets inspired, and makes something. The
other narrative is that creativity and creation are an act of a commu-
nity: that while you may paint something unique, you were able to
do so from a lifetimes inspiration and input from those around you.
I very much subscribe to the latter of these narratives.
The Atlas may be my work, but that is only useful in assigning
blame. The good stuff in here comes from the brilliance of the library
community. I have done my best to package their ideas and represent
them together as they make sense to me. What I got wrong is my
fault. What is right is most likely from them.
Contributors
This Atlas is the result of a large number of smart and generous peo-
ple. They contributed everything from writing of Agreement Supple-
ments, to editing, to providing feedback on the drafts. Where possible
I have noted their contributions in the text, but I wanted to begin by
thanking them here.
AtlAs reseArCh teAm
This is the crew that did the heavy lifting on the Atlas manuscript
through editing, reviewing, arguing, and generally getting it done.
Todd Marshall, Angela Usha Ramnarine-Rieks, Heather Marga-
ret Highfield, Jessica R. OToole, Nicole Dittrich, and Xiaoou Cheng.
Special thanks to Julie Strong for her help.
xiii
Agreement reseArChers PArtiCiPAtory librAriAnshiP reseArCh grouP
One of the advantages of being in an innovative school like Syracuse After the white paper was out, a group of talented faculty and doctoral
Universitys iSchool is that every so often I get to make classes up. So I and masters students worked with me to further refine the ideas now
did. The students did a fantastic job of slogging through rough drafts in this Atlas: Todd Marshall, Angela Usha Ramnarine-Rieks, Joanne
of the threads and doing a lot of really amazing work on the agree- Silverstein, Jaime Snyder, Keisuke Inoue, David Pimentel, Gabrielle
ments and discussion questions. Gosselin, Agnes Imecs, and Sarah Webb.
Jocelyn Clark, Amy Edick, Elizabeth Gall, Nancy Lara-Grimaldi, Special thanks to Meg Backus for her ideas on innovation.
Michael Luther, Kelly Menzel, Andrea Phelps, Jennifer Recht, Sarah
Schmidt, and William Zayac. mit Press
PArtiCiPAtory networks white PAPer Marguerite Avery, Senior Acquisitions Editor, for giving the book a
chance.
The work in this Atlas really began with the formation of participa-
tory librarianship. That happened because Rick Weingarten and Car- ACrl
rie Lowe of the American Library Associations Office for Information
and Technology Policy (OITP) commissioned a white paper on social Kathryn Deiss, for insisting that I had to publish with ACRL, and
networking in libraries. Much of the foundational work on these con- Mary Ellen Davis, who told me I was allowed to piss off anyone I
cepts came from long hours of conversation between my co-authors, needed to.
Joanne Silverstein and Scott Nicholson.
From the white paper on, OITP has been a great support in the the ileAdu teAm, the stAte librAry of illinois, And imls
work. I thank them and all the folks at ALAs Washington Office: Em-
ily Sheketoff, Rick Weingarten, Carrie McGuire, and Alan Inouye. Thanks to Anne Craig, Gwen Harrison, and all the folks involved with the
ILEADU Project for giving me a chance to try out some of these ideas.
stArter kit sites
the John d. And CAtherine t. mACArthur foundAtion
Most of the examples and experiments throughout the Atlas come
from a wide variety of library and information settings. The following Thanks to Kathy Im and Elspeth Revere for supporting a study on
folks were gracious enough to open their doors for me and share their the future of libraries and the development of the Reference Extract
insights. Idea. It is a rare treat to find funders who are great collaborators and
Blane Dessy and the librarians of the Department of Justice Law ask the best questions. Also thanks to Connie Yowell for support on
Libraries. my credibility work.
Linda Johnson and Sandra Horrocks of the Free Library of Phila- Reference Extract is very much a product of brilliant collabora-
delphia Foundation, and Elliot Shelkrot, Joe McPeak, Kyle Smith, tors like Jeff Penka, Mike Eisenberg, Eric Miller, and Uche Ogbuji.
and all of the great librarians (past and present) of the Free Library.
Jeff Penka, Susan McGlamery, Paula Rumbaugh, and Tam Dal- ideAs And reACtions
rymple of OCLCs QuestionPoint service.
Robert Johnston and the librarians of LeMoyne College. I do practice what I preach. Most of my learning happens in conversa-
Elizabeth Stephens of the Glendale Library. tions over lunch, coffee, and in hallways. What I love about the field
of librarianship is that you are never at a loss for interesting company.
I am going to miss a lot of people in making this list, but I wanted to
give a shout out to some of the folks who had patience with me dron-
ing on about new librarianship.
xiv ACknowledgments
Scott Nicholson, Joanne Silverstein, Meg Backus for the brilliant
librAriAns who hAve And Continue to insPire me
concepts on innovation versus entrepreneurship, Joe Janes, Eli Nei-
burger, Jill Hurst-Wahl, Mary Ghikas, George Needham, Chuck Mc-
Abby Kasowitz-Scheer, Blythe Bennett, Joann Wasik, Pauline
Clure, Michael Eisenberg, Joe Ryan, Megan Oakleaf, Blythe Bennett
Shostack, Holly Sammons, Rivkah Sass, Sari Feldman, Stewart Bod-
(who cemented the name for the Atlas), and Buffy Hamilton.
ner, Stephen Bell, Stephen Francoeur, Donna Dinberg (who is no
An apology to those I forgot.
doubt whipping Heavens reference desk into shape as we speak),
Franceen Gaudet, Joe Janes, Nicolette Sosulski (a one-woman refer-
generAl ACknowledgments ence SWAT team), Jenny Levine, Karen Schneider, Joan Stahl, John
Collins, Linda Arret, Nancy Morgan, Melanie Gardner, Joe Thomp-
Thanks to my family, who had to see a lot of my back while I was son, Buff Hirko, Caleb Tucker-Raymond, Nancy Huling, Jane Janis,
typing in my office. Riley, I marvel every day at the man you are be- Joyce Ray, Bob Martin, Tasha Cooper, Mary Chute, Keith Stubbs
coming. Andrew, you are the epitome of infectious joy. Anna Maria, (although you may not have the degree, you have the brain, heart,
my wife and love of my life, you make me a better man and the world and soul of a librarian), Joe Ryan (the first and second), Linda Smith,
a better place. Pauline Nicholas, Kathleen Kerns, Meg Backus, Mary Fran Floreck,
Thanks to all of the audiences of my presentations. Your ques- Kate McCaffrey, and Lorri Mon.
tions, comments, and challenges honed these ideas. Whats more,
they demonstrated that the best days of librarianship are ahead of us.
Thanks to the University of North Carolina, Greensboro, for the
time to write this book.
Thanks to the Free Library of Fayetteville for the place to write.
I cant tell you the number of tough fixes I worked through on the
Stickley furniture.
To Ray von Dran, who taught me true mentorship. He gave me
my first real job, his trust, and faith. His time on Earth was too short,
but his impact was great.
To my dad, who taught me that everything is retail. Whether
youre selling ink or ideas, you still have to sell. I miss him every day.
To my mom, who has every one of my books and may well be the
only one to have read them all (including me).
To Michael Eisenberg, my one-time advisor, but always mentor
and friend.
To Chuck McClure, who has shown me that staying on the top
of your game throughout your career is possible.
To Joan Laskowski, my real boss.
To Lisa Pawlewicz for all her hard work in helping me play with
technology.
To Marie Radford, who covered for my Atlas obsession on that
other book.
Thanks to the creators of Galcon who gave me the perfect activity
to think things through (well technically, take a break from thinking
things through). And damn you Plants vs. Zombies for that lost week!
ACknowledgments xv
introduction to the atlas
atlas |'at-l s|
e
noun
1 (pl. atlases) a book of maps or charts : I looked in the atlas to find a

map of Italy | a road atlas.
a book of illustrations or diagrams on any subject : Atlas of Surgi-

cal Operations.
This atlas is written for you. It seeks to bolster the defiant who stand
bravely before the crushing weight of the status quo and seeks to give
hope to those silenced by the chorus of the mediocre and resistant to
change. It seeks to show the way forward for librarians in a time of
great challenge, change, and opportunity. It is also a statement that
you are not alone, you are not crazy, you are right: It is not about cata-
loging, or books, or buildings, or committeesit is about learning,
knowledge, and social action.
But being right is irrelevant if it is not followed by real action and
change. As I said at the 2002 Virtual Reference Desk conference, we
must be brave and bold in addition to being right. We must be brave
and stand up to the inertia of colleagues unwilling to change and an
antiquated stereotype of librarians within our communities. We must
be bold, in that this is no time for small ideas or limited action. A
committee on innovation and a few brown bag talks about change are
not going to help the world.
The work in the Atlas is founded on the simple precept that the
very definition of our field, its perception, and its ultimate effect are
in the hands of librariansour hands. Thousands of years of tradition
serve as inspiration for our future, not as a set of shackles binding us.
1
As Israel Zangwill, the English writer, once wrote1: These are lofty goals, and it would be pure hubris to claim that
the Atlas could accomplish all of this. Indeed, as is discussed at length,
The Past: Our cradle, not our prison; there is danger as well as no artifact, however compelling, can accomplish anything. It is only
appeal in its glamour. The past is for inspiration, not imitation, people who make change. The highest hope I can have for this Atlas is
for continuation, not repetition. to inspire positive change and to move forward a conversation on the
role of librarians that has all too often become mired in an obsession
The ultimate goal of this book is to enumerate and express the inex- with things, processes, and defining boundaries.
pressible: that stripped of your collections and policies and organiza- The Atlas is also an attempt to answer the most frequent and im-
tions, you still stand noble. Your nobility comes from a mission no less portant question asked at all of those conferences where the preachers,
than the preservation and improvement of society. Our nobility is not prophets, and demagogues of librarianship speak: Now what? The
found in collections, or walls, or organizational structures, or even in work to recast librarianship to date has focused on core concepts and
our historyit is found in our action. The nobility of librarianship is generating examples. It has lacked a set of marching orders and some
earned every day by the dedicated action of thousands of individuals key tools in reinvention. The Atlas seeks to be a tool. It is intended
around the globe. That nobility is found in inspiring someone to read, to be a textbook, conversation guide, platform for social networking,
in helping someone find a job, in connecting an abused wife to social and inspirational sermon.
services to save her life, and in a Philadelphia caf at the central library
staffed by dedicated personnel in transition from homelessness to work.
the FoundAtIons oF the AtlAs
The nobility of librarianship is found in schools where library
media specialists prepare our future in the children they teach. It is The Atlas is the result of more than 100,000 miles of travel to 29 loca-
in the government librarian who preserves freedom in the halls of tions on three continents; input from hundreds of librarians and pro-
political power. The nobility of librarians can be seen in the corporate fessors from 14 accredited library programs, 25 formal presentations
offices, hospitals, law firms, departments of transportation, and col- to more than 50 conferences, and 14 publications. The foundational
leges throughout the world. Although it has been cloaked in an air of data for this book come from large organizations and small; national,
service and hidden away behind quaint and romantic stereotypes, it is public, academic, school, and special libraries; associations with local,
time for that nobility to shine and to be brought into clear focus for regional, national, and international reach; doctoral and masters stu-
our communities. dents; librarians, lawyers, historians, programmers, venture capital-
ists, and teachers. The whole point of all of this effort was to discover
nAvIgAtIng the Future and develop a new approach to librarianship from the ground up.
This means good theory, good practice, and real examples.
There is a theme that pervades this atlas. It is navigation. This is not The result of all this work was a concept called participatory li-
merely a convenient metaphor or simple literary conceit. Rather, it brarianship, and it serves as the basis for the new librarianship de-
emerges from the dynamic nature of the topic. Librarians are on a tailed in this work. Simply put, new librarianship recasts librarianship
journey that started literally millennia ago and continues to this day. and library practice using the fundamental concept that knowledge is
It is a journey that will continue for centuries to comeso long as we created through conversation. Librarians are in the knowledge busi-
dont lose our way. In any journey, there are milestoneskey moments ness; therefore, librarians are in the conversation business. New librar-
that allow us to stop and review our course. As the web explodes, the ians approach their work as facilitators of conversation. Be it in prac-
world economy stumbles, the newspaper industry implodes, the me- tice, policies, programs, and/or tools, librarians seek to enrich, capture,
dia landscape fragments, and societies around the world face social store, and disseminate the conversations of their communities.
unrest, librarians have not only an opportunity but an obligation to However, although you will read a great deal about participation,
find their center and the means to continue a centuries-long mission you will not see many specific references to participatory librarian-
to use knowledge to better understand the past, make a better today, ship. This is intentional. Modifiers and titles are useful in gaining
and invent an ideal future. attention, but the ultimate success of any idea is the loss of a modifier.
1. http://www.quotationspage.com/quote/4482.html
2 I n t r o d u c t I o n t o t h e At l A s
Virtual reference becomes simply reference when the ideas put days youth culture any more radical than the counterculture of the
forth are widely incorporated throughout practice. Digital libraries fabled 1960sor the beatnik generation? Which is having a greater
are quickly becoming simply libraries as they become integrated effect on society: the World Wide Web or the fact that over the past
into the larger organizations and collections of a library. So too must century life expectancy for U.S. citizens has gone from 47 to 77?2
participatory librarianship, if it is to be successful, become part of the Which is a greater challenge to credibility: the fact that I just cited
overall concept of librarianship. Wikipedia or the fact that three candidates in the 2008 presidential
The central concepts of participatory librarianship have not race indicat[ed] they did not subscribe to Charles Darwins theory of
changedthat conversation and knowledge are core to all that li- evolution?3
brarians do. This central principle has been explored, expanded, and What is amazing is that, through all of these changes and even
detailed over the years. It will continue to be refined after the initial greater ones over the centuries (the Renaissance, the Enlightenment,
release of the Atlas as well. The Atlas is incomplete, in the same way indoor plumbing), the concept of the library has survived. To be more
the field of librarianship is incomplete. New times, new ideas, and precise, the concept of libraries has been able to evolve to meet a
new needs within the community create a dynamic world for librar- changing world. This is an important difference because those who
ians. Librarians and their work must be equally dynamic. may be comforted that libraries survive should not be lulled into be-
lieving either that it has done so by being a fixed point in a world of
change or that it has done so without wrenching and fierce debate as
FIndIng A center In the dynAmIc
to its mission. Just as physicians, universities, and farmers have existed
The Atlas is about reaffirming the roots of librarianship not in build- for millennia, they have done so by adapting.
ings and collections, but in knowledge, community, and advancing Let me be clear: The world we live in IS changing. It is not your
the human condition (not human documents). The approach out- imagination. The world of information is moving faster, new technol-
lined in the Atlas does not discount books, buildings, or ivy, but it ogies are making it to market in less time, new markets are emerging
does put these tools in their proper perspective as tools. Remember, as you are reading this, and, yes, the world we lived in just 5 years ago
we are the future of libraries, not buildings, although they may stand is now gone. You cannot ignore the change, and you cannot ignore
for centuries still. Weyou and Iare the future of libraries. Ivy may the victories of the past in accommodating the change.
grow on the columns, coffee may well be served, and books may be The Atlas before you is an attempt to follow Israel Zangwills ad-
shelved. But they shall be done so by our decision in response to the vice and look to the history of the field for the core and constant while
needs of our communities. looking to even deeper theory of how people know to help shape the
Some have attributed the dynamic nature of the librarians world future.
to technology. The web, social networking, blogging, and so forth,
they will say, have totally changed the world, and librarians must A note on rhetorIc
abandon old ways of thinking and embrace the new world of open-
ness, participation, and so on. I would say that technology has indeed The Atlas is a combination of topical map, scholarly theory, practical
brought about revolutionary change and indeed requires librarians to example, persuasive argument, textbook, and inspirational sermon.
adopt (and, I would argue, create) new tools. However, seeing tech- The rhetoric seeks to match. There are plenty of sections of the Atlas
nology as the sole driver for change is short-sighted in the extreme. that do dwell on the scholarly and theoretical. They are not in here
Here is the truth: The world is changing radicallyjust like it to make me sound smart; they are in here because the deeper our
always has. It does no good to ignore that librarians and society as understanding, the better our decisions and the better our practice. I
a whole have faced times of massive change in the past. Can anyone shall not, however, shy away from the personal by masking it behind
really argue that the scale of change offered by todays digital ubiq-
uity (in the so-called developed world) is of greater magnitude than
the advent of movable type? Is the Internet a seismic shift of greater 2. http://en.wikipedia.org/wiki/Life_expectancy
magnitude than, say, the advent of universal public education? Is to- 3. http://www.cnn.com/2007/POLITICS/06/05/debate.evolution/index.html.
I n t r o d u c t I o n t o t h e At l A s 3
the third-person passive voice. When I talk of passionate topics, I do
so with passionate rhetoric.
Some may fault me for the use of inspirational and even over-
the-top rhetoric. I feel this field is in need of some inspiration. All
too often we seem to reserve passionate and inspiring rhetoric for our
political speeches and action movies. Why? Why divorce the everyday
struggles of a noble profession like librarians from soaring words? Are
we not worthy of it? Why are the struggles of librarians less deserv-
ing of a sermon and some inspiration than the politician running for
office or the football team seeking the next victory? It is time that
those who seek to unlock the imagination and power of our society,
the librarians, get a few supportive and overheated words themselves.
What can be more inspiring than knowledge and those who
seek it out? Some in academia feel that knowledge is a cold thing,
a dispassionate examination of facts and limitations. Yet knowledge
is anything but cold and dispassionate. Scholarship is a passionate
quest approached with dispassionate tools. The questions that push
the quest forward come from deeply personal parts of us. We seek the
truth from a faith that it exists, that it is discoverable, and that finding
it will make things better.
Any attempt by librarians to wrap ourselves in the rhetoric and
attitudes of some mythic, detached scholar misses the point of under-
standing. Look at the examples of the greatest minds that have moved
the worldscholars who talk of epiphanies. The quest of truth is of-
ten described not as a methodical description of facts but of discovery.
After all, Einstein unlocked the secrets of the atom and then was a
tireless advocate for containing nuclear weapons. The top law schools
dont just teach the law; they go into court to defend civil liberties.
MIT doesnt simply teach mathematics, it builds software. Example
after example shows that discovery of knowledge carries an equal ob-
ligation to fight ignorance and act. Scholarship is activism, truth is
teaching, and librarianship is radical change. One must be both right
and righteous. The rhetoric of the Atlas can be nothing less.
4 I n t r o d u c t I o n t o t h e At l A s
the atlas
The Atlas is a topical map represented by a series of agreements in

relation to one another organized into a series of threads. While many
terms are discussed in detail throughout the Atlas, it is useful to at
least provide a basic definition before we proceed:
Agreement An understanding about the field of librarianship that
may include a skill area, a relevant theory, a practice, or an example.
One might be tempted to think of these as facts that lack context
for example, the fact that Mt. Everest is 29,029 feet high. That fact is
useful but not nearly as important as when teamed with the fact that
your plane can only climb to 29,000 feet. Agreements are more like
persuasive arguments that are related to each other. This teaming of
agreements is context, and within the Atlas this is achieved through
relationships.
Relationships True knowledge lies not in facts but in the relation-
ships among them. Relationships provide context to agreements and
sit between them. These are aggregated together for explanatory pur-
poses into threads.
Threads Threads are intended to tell the story of key concepts in
the Atlas. For example, one thread focuses on the conceptual founda-
tions of the Atlas, whereas another focuses on the skills and values
that librarians need. Taken together, the threads, relationships, and
agreements are visually represented in the Map.
Map The Map is the visual representation that acts as an index to
the entire Atlas. It is a snapshot that allows the reader to explore and
navigate through an emerging, grounded understanding of the field
of librarianship. It is the centerpiece of the Atlas.
Atlas The Atlas is the sum total of this work. It is the visual Map,
as well as the detailed discussions of agreements and threads.
There is one other term used throughout the Atlas that must be clari-
fied: member. While this is fully explored within the agreement
5
Members Not Patrons or Users, it is worth explaining its use here. ships between them, implying only a rigid hierarchy. After all, the
What do you call the people whom librarians serve? In the aggregate, Map is actually a mesh not a hierarchy.
Ill call them community, realizing that the community might be the One could imagine three-dimensional views of the Map or sim-
faculty, staff, and students of a university; taxpayers in a city; or em- ple aesthetic changes in the colors. The point is not the actual picture
ployees in a commercial firm. Individually I refer to them as mem- but rather the agreements and relationships contained within it.
bersas opposed to patrons, customers, or users. I picked up this
term from Joan Frye Williams, the librarian and information technol-
how To NAVigATe The ATlAs
ogy consultant who solved the naming problem by doing something
amazingshe asked folks in the library what they wanted to be called. The Atlas is divided into three major components: The Map,
I like the term because it implies belonging, shared ownership, Threads, and Agreement Supplements. If the Atlas is seen as a
and shared responsibility. It is, frankly, a bit awkward to talk about course, the Map is the syllabus, the Threads are the lectures, and the
membership in a work dedicated to an individual, the librarian (after Agreement Supplements contain the accompanying readings and dis-
all, can someone be a member of a librarian?), but I am willing to deal cussion materials. The Map shows agreement titles and their relations
with the awkwardness to reinforce the idea of member as stakeholder. to one another. The bulk of information about these agreements and
After all, a user connotes a consumer who takes without giving, and a their relationships is explained under Threads. Agreements are ex-
customer implies a lopsided relationship where service is bought and panded in entries within the Agreement Supplements.
paid for. Patron is fine but derives from the concept of patronage, It is suggested that the first time through the Atlas, you read the
which has always struck me as a bit paternalistic. So I use member. Threads in a linear way and then refer to the Agreement Supplements
They are members of a community, a library, or a conversation (and as needed to find more information on a given area or idea. As you be-
often all three at the same time). come more familiar with the overall concepts of the Atlas, the Agree-
ment Supplements become more useful in application. To help you
explore concepts throughout the Threads, some headers will have a
A NoTe oN VisuAlizATioN
* next to them with an accompanying bolded footnote indicating
The shape of the Mapthat is, how it is actually displayedis ar- that additional information beyond index data can be found in the
bitrary. The current picture in the Atlas was chosen as a compact Agreement Supplements.
design that is easy to navigate and aesthetically pleasing. The true map The Map is read in a top-to-bottom manner. That means that the
of agreements and relationships can be displayed in a nearly infinite relationships expressed are phrased as coming from the top node to
number of ways. Indeed, the beginning of each thread and agreement the bottom node. For example, take a look at figure 5.
changes the position of agreements to maximize clarity and space. For This relationship is read as Creating a new social compact re-
example, in the overall Map, the Mission thread has the shape seen sults in the Evolution of that social compact. However, this is just
in figure 1. the phrasing. The relationship in reading bottom to top is the same
While in the discussion of this thread, it is represented more but would be phrased differently: Evolution of the social compact
compactly as figure 2. results from Creating a new social compact. The relationship is
The relationships and agreements are the same; simply the posi- still resulting, but the phrasing is slightly different. Ultimately, the
tion is different. choice of top to bottom, a sort of deductive presentation, is chosen to
The Atlas as a whole can also be displayed in various ways. For make explaining the whole Atlas easier.
example, it can be seen as a hyperbolic tree in figure 3. The size differences between agreements represent their relative
This format is actually better for exploration and direct inter- importance. As you can see, the emphasis in the preceding relation-
action but more difficult for static viewing and understanding the ship is on the creation of a new social compact. The evolution of the
whole. compact is important but not as fully explored in the Atlas, or at least
The Map could also be displayed simply as a sort of textual out- not as fully emphasized.
line, say for a Wiki interface in figure 4. Although this format is ef-
ficient for navigating the agreements, it all but obscures the relation-
6 T h e AT l A s
The Mission of Librarians is
to Improve Society through
Facilitating Knowledge
Creation in their
Communities
mission
Importance of
a Worldview
lea
ro
example is
f
ds
es
to
m
co
Importance of
Theory and Longitude
Deep Concepts Example
a is s
are yi
ant or
is
lev
a relevant theory is
he
a rele
a re yt
area
e
ak
vant
vant
theory
a rele
is
Motivation Learning Dialectic Sense-

Theories Conversation Theory Theories Making
Theory
s a relevant area is
lain
exp
a relevant
area is
helps define
Motivation Construct-
ivism
Creating a New
Credibility Social Compact
Post-
modernism
results in
Evolution
of the Social
Compact
Figure 1
T h e AT l A s 7
Figure 2
Importance of a Worldview
ion
miss
The Mission of Librarians

is to Improve Society through
Facilitating Knowledge Creation
exa
m
leads to
ple
in their Communities
is
Longitude
Example
m
ro
Creating a New
sf
me
Social Compact
co
s in
ult
res
Evolution
of the Social
Compact
Importance of Theory
and Deep Concepts
a key theory is
Conversation Theory
a re
leva
nt th
eory
is
ar
ele
va
nt Dialectic
ar
Theories
a re
is
ea
rea
is
leva
a relevant area is
nt a
nt
leva
theo
a re
ry is
helps define
Post-
modernism
Learning Sense-
Theory Making
Motivation
Theories
a relevant area is
explains
Credibility
Construct- Motivation
ivism
8 T h e AT l A s
Avoiding the Getting Past
Florentine Shelving Circulation Postmodernism the L v I
Dilemma Debate
Figure 3
Bachelor of Institute for

From School to Every Course Need for an
Information and Advanced Vital Roles of Warehousing Community as Computer
Co-Learning School of has Symposia
Instructional
Executive
Librarianship Mentors Functions Collection
Reference Communications
Science
Humanities Information Science
Thought and Practica Doctorate
Design Idea
Education
Shift in Recognize a Need to

Increase Curriculum of Communication
Innovation from School as a Expand the Information Collection Relation to Para-
Friction in the and Change overTraditional Administration Public Service
Academy to Participatory Educational Seeking Development other Domains professionals
Process Ideas of Leadership
Ubiquity Network Ladder
Ambiguity is Ability to Work

Transition of
Essential for in
Professional LIS Education Traditional
Interdisciplinary
Skills
Work Teams
Constructivism
Dialectic
Theories
Learning Motivation
Theory Theories
Longitude Sense-Making
Example
and Deep Concepts
Democracy
and Openness Importance of Technical
Overshadowed
by Technology Skills
Risks of Data
Obligation of
Policy Leadership
Creating an
Agenda
Leadership
Evolution of the
Social
Compact
Core Skills
Creating a New Social Service
Compact
Social Justice
Issues
Public
Innovation
Importance of Action
Innovation
versus
and Activism
Entrepreneurship
Information Issues of
Organization Academic Institutional Scholarly
Communications
Repositories
Meeting
Spaces Department of Mapping
Government Assessment
Justice Conversations

Shared Access
Shelves with Boundary
the Community Special
Issues
Gaming
Need for an
Expanded Library Different Growing School
Definition of Instruction Communities Importance of Information
Knowledge School
Literacy Librarians Two Way Management
Means of Facilitation Serve Infrastructure Systems
Social Literacy
Selective
Dissemination Embedded
of Information Environment Archives
Librarians
Pressure for Participation

From Authority
to Reliability
Extrinsic Truly
Go to the
Motivation Distributed
Conversation
Digital Library
Credibility
Digital
Environments
Authoritative vs
Authoritarian
Intrinsic
User
True
Physical
Facilitation
Means Shared
Knowledge is Created through Environments
Members not
Ownership
Conversation
Patrons or Internet Model Information
Users Web 2.0
Example Services
Hybrid
Environments
Application
Open Source
Builders
Conversation Theory
Infrastructure
TCP-IP
Providers
Topical Centers
with Curriculum
Entrepreneurium
Conversants Language Agreements Memory

Libraries are in the Knowledge
Business therefore the
Free Library of
Conversation Business Philadelphia
Writing Center
Entailment
Service is not Invisibility L1 L0 Artifacts Mesh
Music Center
Publisher of
Community
Invest inTools
Source of Creation Death of Cataloging
Core Values Scapes Annotations
Amnesia over Collection Documents Relationships
of Artifacts
Evolution of
Intellectual Intellectually
Integrated Reference Limitations of
Ethics Openness Learning Freedom and Honest not Massive Scale Library Extract Tagging
Safety Unbiased
Systems
User-Based
Social Network Sites User Systems
Design
System View Evolution of Systems
T h e AT l A s 9
The Mission of Librarians is to Improve
Society through Facilitating Knowledge
Creation in their Communities
Knowledge is Created through Conversation
Libraries are in the Knowledge Business therefore the Conversation Business
Boundary Issues
Different Communities Librarians Serve
Public
Free Library of Philadelphia
Entrepreneurium
Innovation versus Entrepreneurship

Writing Center
Music Center
Publisher of Community
Academic
Government
Department of Justice
Assessment
Creating a New Social
Mapping Conversations Compact
Special
School
Growing Importance of Two Way Infrastructure
School Information Management Systems
results in
Archives
Go to the Conversation
Embedded Librarians
Truly Distributed Digital Library
Digital Environments Evolution
of the Social
Internet Model Example Compact
User
Credibility
From Authority to Reliability
Figure 5
Authoritative vs Authoritarian
Information Services
Web 2.0
Application Builders
Open Source
Figure 4
10 T h e AT l A s
I also hope that members and communities beyond librarians
ReAdeRs oF The ATlAs
find value in the Atlas. I think there is a lot of food for thought for
This Atlas, although not an encyclopedia, tries to capture the whole of board members, college presidents, principals, and elected officials
librarianship. As such, it is not an easy one sitting read. It also covers a lot who oversee libraries in these pages. However, I hope that is true for
of different topics that may have variable interest for different audiences. members of the general public as well. Within these pages is a call to
The primary audience for the Atlas is practitioners; librarians in engage our communitiesyouin a new social compact. This social
the field. Practitioners are the implied antecedent to pronouns like compact spells out the true value of the library and librarians, what is
you. It is vital that current librarians act as thoughtful or reflective expected from them, and by them. Youas a parent, as a job seeker,
practitioners who seek to understand the why of service and not simply as a reader, as a web surfer, as a gamer, as a child, as a student, as a
the how and what. Although a practitioner may want to jump right to business manhave a voice in the future of libraries. I hope this Atlas
the more applied parts of the Atlas (namely, the Communities and helps you find that voice.
Librarians threads), they shouldnt. All of the examples and specifics
are derived from the mission, a deep understanding of knowledge, and
limiTATioNs oF The ATlAs
the means of facilitation covered in the first three threads.
Another audience for the Atlas is Library and Information Sci- The Atlas is formative. Although it contains examples, it doesnt go
ence (LIS) scholars. Although the rhetoric of the threads is definitely into the specifics of all skills mentioned. Rather, it lays out a broad
and deliberately not scholarly in tone, the ideas are being put forth framework and a direction. This is important because I dont intend
to the scholarly community for consideration and validation. There to necessarily negate current understandings and work. However, in
are plenty of studies implied here and assertions in need of testing. many places, it does call for reexamination of functions and assump-
There is an overall challenge throughout the Atlas for scholars: Can tions. There is value in taking such a high-level perspective: It gives
we think bigger? Each agreement may well be a dissertation waiting to us all a chance to step back and reflect. Much of current practice has
be written, but arent we as scholars also obliged to try and integrate been encased in decades (centuries) of practice and evolution. This
our own valuable and detailed work into a larger whole? I think so. history, although certainly representing the aggregate efforts of best
The Atlas is my attempt at this goal. thoughts in the profession, can also serve as baggage weighing down
The last purposeful audience I have written for is the corps of LIS needed reform. Any standard, policy, or practice results not only from
students. You are our future. Although we all have a role to play, you, true insight but also compromise, and it reflects the limitations of
as a student, right now, have a unique position that will never come attitudes and technology of the time. So although we dont want to
again. You are new to the field. Even if you have worked in or around throw the baby out with the bathwater, it is good to every so often ask
a library, you are now breaking through our dense crust of language whether the baby is clean enough.
and acronyms (which I apologize have not entirely disappeared in this Another limitation of the Atlas is that it reflects a decidedly North
work) to see what it is we do and why. Why is being new to something American perspective. This is obvious, for example, in the discussion
so special? As Michael Brooks observes in his book 13 Things That of LIS education because bachelors-level librarianship degrees exist
Dont Make Sense: The Most Baffling Scientific Mysteries of Our Time1: in many countries already. Although efforts were made to learn from
and think about the librarian experience in other countries, the truth
Kuhn observed that his paradigm shift model means that major is that most of my time and energy have been spent around libraries
discoveries are only made by people who are either very young or in the United States and Canada. I certainly hope the Atlas can serve
very new to that particular scientific discipline. as a springboard for further conversations globally (preferably starting
with in-person dialogs about librarianship in the South of France).
Thats you. Dont waste your precious gift of a fresh perspective by There are, no doubt, other limiting perspectives in this work, and
reading these words or listening to the voices of your faculty and as- it is your responsibility to point them out and my responsibility to
suming we are right. We are preparing you to be librarians not clones. listen and work with you to correct or at least account for them.
An important thing to remember as you read through the Threads
1. Brooks, M. (2008). 13 things that dont make sense: The most baffling scientific myster- is this: to question something is not to seek weakness but rather to
ies of our time. New York: Doubleday.
T h e AT l A s 11
seek fitness. If an idea is good or an approach is valid, it should not
only stand up to scrutiny, but it should welcome it. A major reason for
the Atlas is to get the library community to ask hard questions so that
we are fully ready for hard scrutiny from our members and beyond.
OK, lets get started.
T h e AT l A s 12
threads
As detailed throughout this Atlas, knowledge is not simply a set of

accumulated facts but rather a web of personal truths and their rela-
tionship to one another (the context). As such, this Atlas is not simply
a list of definitions about librarianship but a set of agreements with
relationships, with many agreements contextualizing any single agree-
ment. Threads are a constructa way of explaining the arrangement
and logic that sit around the agreements. Threads are context and a
means of understanding the full set of agreements and relationships.
The Threads of the Atlas are organized around the six major con-
cepts in the mission of librarians, seen highlighted here:
The mission of librarians is to improve society through facilitating knowledge

creation in their communities.
Rather than take each Thread in order, I present them in a building

sequence. I first establish the case for a new mission and definition
of librarianship in the Mission Thread, and I then lay the founda-
tions of this new mission in the way knowledge is created. Upon this
foundation, I lay the means of facilitating knowledge creationthe
proposed role for librariansand examine the concept of communi-
ties in todays increasingly interconnected world. Finally, I show the
importance of action and activism, and I discuss the particular skills,
values, and preparation of new librarians.
In general, the Threads form a sort of funnel, starting with broad
concepts (the conceptual foundations of new librarianship) and then
moving to more narrowly conceived examples and aspects. Each
thread builds on the previous. So that an example in the Communi-
ties Thread is an expression of how people create knowledge outlined
in the Knowledge Thread, which helps reinforce a worldview first
put forth in the Mission Thread.
13
ion
miss
The Mission of Librarians

is to Improve Society through
exa
m
leads to
ple
is
Longitude
Example
m
ro
Creating a New
sf
me
Social Compact
co
s in
ult
res
Evolution
of the Social
Compact
and Deep Concepts
a key theory is
Conversation Theory
a re
leva
nt th
eory
is
ar
ele
va
nt Dialectic
ar
Theories
a re
is
ea
rea
is
leva
a relevant area is
nt a
nt t
leva
eor h
a re
y is
helps define
Post-
modernism
Learning Sense-
Theory Making
Motivation
Theories
a relevant area is
explains
Figure 6 Credibility
Construct- Motivation
ivism
14 threads
view that the mission of the library is situated within it. If you see the
Mission
librarys primary value being the maintenance of a collectionthat
The library is not a shrine for the worship of books. It is not is, the mission of a library is the collection and provision of materi-
a temple where literary incense must be burned or where ones alsthen it makes a lot of sense to increase the materials budget. In
devotion to the bound book is expressed in ritual. A library, to contrast, if you see the main asset of a library as the professional or,
modify the famous metaphor of Socrates, should be the delivery even better, the potential positive effect librarians can have on a com-
room for the birth of ideas. munity, then it makes no sense at all.
Norman Cousins
iMportance oF worLdview*
the Mission oF Librarians is to iMprove society through FaciLitating
KnowLedge creation in their coMMunities In many ways, this entire Atlas is intended to make clear a worldview
of librarianship not founded on materials, but outcomes and learning.
The mission of librarians is to improve society through facilitating Once again, this may seem like an easy or even obvious approach.
knowledge creation in their communities. There are some important However, look at the budgets that most libraries spend on materi-
things to note about this mission statement. First, it is not the mis- als and the activities surrounding them. Between buying, licensing,
sion of a library or an organization; it is the mission of a librarian. It cataloging, shelving, housing, and circulating things, what is left? If
focuses the field on information professionals, but it also makes the you have a hard time answering that question beyond reference,
responsibility personal to an individual. It doesnt matter whether a you are not alone. The worldview of librarians has become so fixated
librarian works in a library or hospital, a law firm, a search engine on artifacts (books, CDs, etc.) that they have a hard time separating
company, or out of his or her own home; the mission still stands. out their goals from the tools they use to achieve them. Allow me to
Although other threads in the Atlas unpack some of the key illustrate with a story.
phrases in the mission statement, one must first answer the most basic A foundation was working with a large urban library to design
question: Why bother having a field-wide mission statement anyway? a physical space for youth to explore new modes of learning. The li-
A mission, vision, or goal provides a yardstick by which to gauge brary had identified an underutilized storage space and turned it over
efforts and judge options. When librarians are faced with decisions, to researchers funded by the foundation. The researchers went about
as they increasingly are in times of tight budgets, they must have designing the space to be open, collaborative, and infused with tech-
some means of making the decision. Should a public librarian spend nology. All seemed to be going well until architectural plans for the
precious resources on popular materials? Databases? Longer hours? new space came in and the librarians asked, Where are we going
Without a common and deeply held mission, these decisions come to put the books? The researchers were dumbfounded. The library
down to personal or political choice often based on unquestioned as- didnt need the space for collections, and the researchers felt that a
sumptions. lot of shelving would deaden the space they envisioned. In a state of
For example, I was on the board of a public library. The board confusion, they asked me what was going on.
had made a goal before I joined of constantly increasing the materi- My short answer was that the foundation researchers had run
als budget by 10%. When hard times hit, the goal remained, and so smack into a materials-centered librarian worldview. In essence, the
come budget time, the initial proposal to the board was to increase librarians were trying to identify their own contributions and value
the collection budget and lay off staff. After a quick discussion about in the new space. Without collections, they felt they had no value.
how having books that could not be found, shelved, or even circulated Ironically, the researchers saw great value in the librarians as modera-
didnt make much sense, it was decided to cut the materials budget tors and facilitators. Youth were going to be entering new spaces and
and retain the staff. would need help and guidance. In fact, one of the reasons the foun-
This might seem like an easy choice to the librarians reading this
(even a victory), but that is not the point. Why was the initial propos-
al put forth in the first place? The answer comes down to the world- *see agreement supplement for an annotated bibliography of worldviews in librarianship.
threads 15
dation had originally approached the library was because of the great merce and the wealth of nations was very much centered on a nations
perceived value of librarians in a network of learning that included sea fleet and its ability to navigate the world. Since ancient times, sea-
schools, museums, and homes. going vessels have plied the waters of Europe and the Mediterranean
Ask yourself, how artifact-centric is your worldview? Assume for for trading purposes. Since ancient times, this type of navigation was
a moment they are rightyou know, them: The ones who say that based on the concepts of latitude and landmarks.
the Internet/Mass Digitization/Search Engines/Wikipedia/Docu- Latitude is the measure of ones relative position north and south
ment Right Management/whatever is going to put libraries out of on the Earth. In modern times, it is defined by how far you are from
business. Assume that the stacks are bare, the coffee bars are empty, the equator. Early sailors determined their latitude by the use of land-
and the ivy is left to run riot over the columns. Is there still a library? marks. Seeing a certain cliff wall or a certain lighthouse on the shore
If that strikes you as an odd question, let me ask you another one. Is would determine their location along the coast. Later sailors could use
the future of the library a question of stacks, coffee bars, or ivy? the stars and star charts to determine their north and south location.
I have long contended that a room full of books is simply a closet However, sailors had to stay close to the shore because they had
but that an empty room with a librarian in it is a library. Will that no way of determining how far east or west they were (a measure we
librarian build a collection of artifacts over time to help in his or her now call longitude). If a crew lost sight of land, they would have no
mission of facilitating knowledge? Probably. If that empty room has way of determining their true location and might as well have fallen
an Internet connection, there is a good chance that the room will soon off the edge of a flat Earth. Even when it was widely known that the
also serve out a web page full of links. Over time, the room may fill Earth was round (long before Columbus sailed the ocean blue starting
with magazines, computers, or (hopefully) whiteboards and meeting as far back as Aristotle), making use of that information was difficult
spaces. However, these things come from the librarians doing their and treacherous. Massive fleets and treasure were lost trying to go
jobs; they are not the job itself. beyond the sight of land.
Librarianship is not the only profession currently dealing with a Huge amounts of money were spent trying to figure out a meth-
worldview that has too closely co-mingled a mission with the tools of od of determining longitude by the position of the moon and stars.
the trade. Take the current media obsession with the death of newspa- Proposals were even put forth to build a system of cannons across
pers. Around the nation, newspapers are folding or facing tremendous the ocean that would fire at precise times each day to set up shipping
financial difficulties. Many have said this signals the death of journal- lanes. Finally, in an early version of crowdsourcing, governments put
ism. However, reporters at local, national, and cable television news up huge rewards for the person who could figure out a method of
outlets might disagree. What is dying is a medium of delivery and a determining longitude accurately and effectively.1
business model for print. Journalismand its methods of credibil- The winner, it turns out, was a man named John Harrison who
ity, ethics, and even overarching mission of telling truthis still very invented an extremely accurate clock. With an accurate clock, you can
needed and alive. determine what time it is at some fixed point of longitude (today we
What we must develop, and what this Atlas puts forth as a first use a line that goes right through Greenwich, England), say noon. You
effort, is a new worldview of librarianship that transcends tools, and can then determine noon at your current location (when the sun is at
even former missions like information organization (a means to an its highest point). By using the difference in the two times and a little
end), and maintaining recorded knowledge (an oxymoron that is dis- math, you can accurately determine your location east/west.
cussed later). It is vital to do so not simply to survive the current times Using these two concepts, longitude and latitude, you can now
but to open up a world of possibilities. chart the globe. You no doubt have seen a map like the one in fig-
ure 7. The lines on the map, latitude running from top to bottom
Longitude exaMpLe and longitude left to right, dont actually exist in nature. They are
a purely human construct. Yet with this constructquite literally a
It might seem a bit grand to think that something as abstract as a
worldview can open up a world of possibilities, but that is precisely 1. Sobel, D. (1995). Longitude: The true story of a lone genius who solved the greatest
what happened in eighteenth-century England. At the time, com- scientific problem of his time. New York: Walker.
16 threads
Figure 7
threads 17
iMportance oF theory and deep concepts*
So Albert Einstein goes to a party. The host is keen to show off the
world-famous physicist to his mostly blue-collar friends, so he escorts
Einstein around, introducing him.
The first guest asks Einstein, So what is it you do, Albert?
Einstein replies, I seek to understand time.
Wow, says the guest, Were in the same business. I sell watches.
The host introduces him to the second guest, who asks, So Al-
bert, what is it you do?
Einstein, trying to impress, replies, I seek to understand how all
the planets and stars in heaven move about the universe.
Wow, says the second guest, Were in the same line of work. I
build telescopes.
A third guest asks Einstein, What is it you do?
Einstein replies, I have discovered how light, magnetism, and
Figure 8
electricity are connected.
Wow, says the third guest, Were in the same business. I repair
TVs!
The host takes a now depressed and exasperated Einstein to meet
worldviewone can understand not only where you are but where a fourth guest.
everything else is and how to get there. It is such a powerful world- What is it you do, Albert? asks the fourth guest.
view that it is still used today, although the stars and moon have been Now completely deflated, Einstein says, Nothing. I dont sell
replaced by satellites and Harrisons clock replaced by digital clocks in anything. I dont build anything. I cant even repair anything. Im
our global positioning system (GPS) units. useless.
It should be noted that even this map represents a view of the Wow, says the fourth guest, Im a tenured professor too!
world that is far from universal. After all, this is a flat map of a sphere. Few would actually see a watch salesman, a telescope builder, and a
In fact, throughout the twentieth century, many cartographers advo- TV repairman as in the same business as Einstein, but the joke il-
cated for the use of the Gall-Peters Projection (as seen in figure 8) lustrates an important point: Functional definitions of professions in
that some felt better represented the distribution of land on the globe. general, and of librarianship in particular, do not work. That is, if you
This is a different view than the maps based on the Mercator seek to define the worldview of librarians by the functions they do,
Projection most of us grew up with, where Greenland and Africa ap- you will run into all sorts of problemsproblems we have all seen
pear to be about the same size even though Africa is 14 times larger. played out at conferences and on blog posts.
Some maps in Australia actually put South at the top of the map (who Let us recast the joke. This time it is a librarian being introduced
says North has to be up). The bottom line is this: How we envision around instead of Albert Einstein (feel free to put a snide comment
the world influences our navigation through it and the decisions we here).
make. What do you do? asks the first guest.
Throughout this Atlas, I attempt to articulate a worldview so that I help people find information, says the librarian.
we cannot only determine where we are but what our options are and Wow, says the guest, Were in the same business. I work at
where we can go next. Further, this worldview must be independent Google [or Bing, or Yahoo].
of any given set of tools and/or technologies because we know they
change rapidly. The worldview must be based on theory and deep *see agreement supplement for an annotated bibliography on theory in libraries.
concepts. Allow me to illustrate the point with a joke.
18 threads
To the second guest, the librarian answers, I provide access to
books, CDs, and all types of materials.
Wow, says the second guest, Were in the same business. I
work at Amazon.
To the third guest, the librarian replies, I answer peoples ques-
tions when they ask.
Wow, says the third guest, Were in the same business. I work
at the Sears Helpdesk.
Ill let you fill in the punch line (although I think it should either
involve a belly dancer or a politician). The point remains the same.
If you define the whole of librarianship as a set of tasks or functions,
you end up with a lot of confusion and understandable concern about
the future. This, by the way, I see as the major shortcoming of ALAs
Core Competencies of Librarianship.2 It is a document that lists
functions with no explicit declaration of worldview (although it is
clearly based on one that is strongly artifact-centric).
The keen reader is quick to point out that, although the world-
view behind the functions may be different, the average users of these
functions may not be able to tell the difference. If there is no func-
tional difference, then why does worldview matter (or at least a world-
view that seeks to go beyond following the landmarks of the search
engines and such)?
The short answer is time. As is obvious to anyone in librarian-
ship, the world is changing. It is dynamic. It is changing not just
in the technology it produces and uses but also in other more pro-
found ways. Ive already mentioned that over the past century, life
expectancy for U.S. citizens has gone from 47 to 77 years.3 Profound Figure 9
changes in technology, demographics, connectivity, and more mean

that functions are also changing, and it is the ability to change in the
direction of current and future service that will spell success or disaster
(or an uncomfortable stasis). That ability to change and anticipate is
a product of a worldview.
Let me walk you through three examples to show you what I
mean. The first is silly and is only presented to make the point obvi-
ous. Imagine I gave you a task: pick an animal to run a land race and
win. You might pick a cheetah, the worlds fastest animal. You could
also pick a dog (lets say a greyhound). Functionally, both could run a
race. However, given that the task is to win, the cheetah might seem
the obvious choice. What is missing, and what becomes obvious over
2. http://www.ala.org/ala/educationcareers/careers/corecomp/corecompetences/final-
corecompstat09.pdf
3. http://en.wikipedia.org/wiki/Life_expectancy
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time, is that the real variable you need to consider is mentioned no- eters of the environment change, an important aspect of a task, or-
where in the taskthe length of the race. ganization, or worldview may not become apparent at any given mo-
You see, while the cheetah is very fast, it is not very fast for very ment. It is only over time that one approach wins out over the other.
long. Its explosive speed is short-lived and helps it hunt. After a quick Let me move off the simple example of a race to one in the real world.
burst of speed, most of the cats energy is used up, and it requires a Take Wikipedia and Encarta in 2004. Both were online encyclo-
very long nap to restore its energy. Dogs, on the other hand, while not pedias. Both had freely available content. Both had a wide range of
as fast, can maintain their top speed for a long time. So if the race is a topics. Yet something interesting happened over the next two years.
100-yard dash, the cheetah would win. If it is a marathon, the dog is As the graph in figure 10 shows, Wikipedia exploded while Encarta
the best bet (see figure 9). imploded.
You may think this is cheating, holding out a key aspect of the In retrospect, we can say the fact that users could add their own
task. Yet that is exactly what happens in the real world. As the param- content made the big difference, and that a 2.0 approach was the
Figure 10
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obvious winner. However, put yourself back in 2004. Microsoft fund- Both were situated as social in nature. But as time moved forward, the
ed Encarta. Encarta had a huge number of existing users through its more restricted nature of GeoCities and its limited ability for custom-
CD-ROM products (particularly in the K12 domain) and was pro- ization changed their adoption as shown in figure 11.
fessionally edited and designed. Wikipedia had no advertising budget, We could continue with examples that range from web search
no expert editors, and no real organizational backing. What Wiki- (with Alta Vista looking at the web as a set of documents and Google
pedia did have was a different worldviewthat of radical openness. seeing it as a set of connections) to nondigital examples, such as how
Over time, as the web changed, that worldview proved more success- Deweys classification system took off while other systems, such as
ful (Encarta eventually closed shop). Simply saying that Encarta and Ranganathans facetted classification, did not. However, the point is
Wikipedia were functionally similar misses the whole point. clear: Over time, functional views dont and cant capture the dynamic
Take, as another example, MySpace and GeoCities. Functionally nature of the world. Whats more, they tend to lead to stagnation and
they provided the same basic function: a personal space on the web. an inability to adapt.
Figure 11
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threads 21
If, on the other hand, we build a worldview on theory and deep library per say but about the action that is taken in a library (namely,
conceptual foundations (such as latitude and longitude), we should asking and answering questions).
be able to build a more robust mission statement, allow functions to When you think about it, this makes sense. Theories and science
change as the environment changes, and still retain a core identity are all about explaining and exploring natural or organic things. So-
as librarians. So when the public library in Gilbert, Arizona, drops cial scientists use theories and methods to explore how humans make
Dewey, we dont have to ask, Is it still a library? Although the tools their way through the world. Theories from the natural sciences study
have changed, the core mission of knowledge creation and societal how the physical world reacts. Even in areas where the study is explic-
improvement remains. Their identities as librarians are not predicated itly about organizations, such as economics, management, or systems
on whether they catalog but by how they see the world (worldview) theory, the emphasis is on general behaviors, not tied to a specific type
and determine whether they should or shouldnt catalog (a function). of organization.
The reasoning behind the decision is much more important over time Science always looks for the general. Having a theory of libraries
than the decision itself. is like having a theory about General Motors or the grand unified the-
The worldview of new librarianship put forth in this Atlas is ory of McDonalds. Because libraries are artificial creations of people
founded on a theory of how people learn called Conversation Theory. (societies, communities), one must look to the underlying drivers that
It is also informed by other key theories and concepts such as Motiva- lead to the act of creation.
tion Theory, Sense-Making, and Postmodernism. All of these com- In other words, to learn about why organizations are shaped the
bined approaches call out for a new social compact among librarians way they are, we try to understand what drives people to organize.
and those they seek to serve. Likewise, to improve libraries, we dont look to theories of buildings
but to theories that drive the goals that librarians seek to accomplish.
Libraries and Theory For decades, those have been presumed to be theories of infor-
mation. From Shannon and Weavers Theory of Information7 to the
Before we proceed into the theories and conceptual frameworks that more specific information-seeking world, to the humancomputer
lie at the base of new librarianship, it is worth exploring a bit on interaction world that seeks to understand how people interact with
why theories on learning and conversation are being used over library- information systems. To be sure, these theories have been of great
specific theories. utility and shall continue to be useful. However, in terms of setting
There are two answers: Library science as currently constituted a worldview and grounding a mission, they fall short. After all, how
is not rich in strong theory, and what theory there is revolves around does a library mission of informing help us determine what to do
functional approaches. The field of library science as seen in journals next? Keep informing is not a satisfying answer.
and books is overwhelmingly about empirical explorations and system Setting aside the inability of the library and information science
building. So there are ample data on how members feel about a given field to develop a universally satisfying definition of information (Is it
function (surveys on catalog usage, behavioral studies on web-based in our heads or what is transmitted? What is the difference between
information seeking, content analysis of digital reference questions) data and information and knowledge anyway? What is the unit of
but little attempt to answer why the results turn out the way they do.
There are, of course, some exceptions. McGrath,4 for example, has
tried to determine a grand theory of library science. However, on the
4. McGrath, W. E. (2002a, Winter). Explanation and prediction: building a unified
whole, few have put forth library-specific theories, and what is there theory of librarianship, concept and review. Library Trends. Available: http://www.
is more like theories of cataloging, reference, and so on. findarticles.com/p/articles/mi_m1387/is_3_50/ai_88582619
Some have taken this lack of theoretical work to claim that library 5. Dervin, B., & Dewdney, P. (1986). Neutral questioning: A new approach to the
reference interview. Reference Quarterly, 25(4), 506513.
science is an atheoretical field. However, this notion is not true. Take 6. Radford, M. L. (1999). The reference encounter: Interpersonal communication in the
a run through the reference literature. You have Brenda Dervins de- academic library (ACRL publications in librarianship, no. 52). Chicago: Association
of College and Research Libraries.
velopment of neutral questioning5 to Marie Radfords work on refer- 7. Shannon, Claude E., & Weaver, Warren. (1949). The mathematical theory of com-
ence encountering.6 However, here the use of theory is not about the munication. Champaign, IL: University of Illinois Press.
22 threads
analysis for information?), the fact is that we have yet to encounter The fundamental shift is from things to human knowledge. It
any organization, society, or individual who doesnt use information. changes the focus of the work of librarians from artifacts and the
How can something so universal help guide libraries? products of learning (like books, web pages, and DVDs) to the learn-
Lets take just a quick example. Cognitive studies show us that ing process. Rather than being concerned with some externalized con-
people can processes about seven (plus or minus two) pieces of in- cept such as information (or, worse, recorded knowledge), it places
formation at a time.8 That is, if I give you a phone number, you can the focus of librarianship squarely on behavior and the effects of ser-
probably remember it, but if I give you a credit card number, you have vices on the individual. In essence, the value of a book, or librarian
to write it down. OK, so this may be useful in a reference interview for that matter, is evaluated against the need of the library members
(how many sources to cite) or a catalog interface (number of results ability to learn. Even the need for a library to collect artifacts (materi-
to show), but does it help you determine why you do reference or als) is determined by the learning needs of the member or the aggre-
cataloging? gated needs of the community. So a library where people are learning
For this reason, I go to learning and knowledge. Here we have a and building their knowledge may have no books, no computers, no
rich array of conceptual tools on which to draw. It also fits squarely DVDs, and no building. What it will have is a librarian facilitating
into the mission of libraries over their history (after all, libraries do the process. This may seem odd, if not outright wrong. Allow me to
not collect resources just to fill space). It has wide applicability over present you two scenarios of a library with no books: the first histori-
the types of organizations libraries serve, and it is about the individu- cal, and the second proposed.
als (both the individuals who are learning, as well as the individuals Many people trace the history of libraries back to the Library of
who are facilitating that learning). Alexandria in ancient Egypt. Most talk about its enormous collec-
To be sure, not everyone agrees with this choice. There are some tion of scrolls and documents from around the known world. One
who even question the need for theory at all. When living in such a of my favorite aspects of the library was that any ship entering into
data-rich world, why not just let the data tell you where to go next or Alexandria, a major trading port, would have all of its documents
how to act?9 When Google wants to make any changes, including itty confiscated. The library would then copy the documents and return
bitty cosmetic changes to its home page, it creates a new version of the copies to the ship.
the site and randomly feeds it out to a few hundred thousand users.10 What many people dont recall in this history was that the library
It then has plenty of data to determine whether the change was ben- was not actually one big building. It was more of a campus. The docu-
eficial. However, such an approach would never have invented Google ments were stored in several buildings, including a structure dedicated
in the first place. It takes insight and a mission to even know what to the Muses called the Museionthe origin of the term museum.
data are important. The campus was a dormitory and working space for scholars. Scholars
So let us now proceed into theory; theory that looks past any and thinkers were paid to take up residence in Alexandria, and the
institution and into human nature itself. buildings were designed with colonnades to maximize their interac-
tion. If these scholars had some great thought or wrote down some
conversation theory* new insight, the artifact was then retained. The library was much
more a precursor to todays university systems or even to economic
Conversation Theory11 serves as the conceptual foundation of the incubators.12 The library existed for the scholars interactions, and the
worldview set forth in this Atlas. As such the theory is covered in librarian of Alexandria was seen not as a caretaker but an advisor to
greater detail elsewhere (see the Knowledge Creation Thread or the the rulers of the city-state.
Conversation Theory Agreement Supplement). What is essential to
understand in terms of mission and worldview is that Conversation 8. Miller, G. A. (1956). The magical number seven, plus or minus two: Some limits
on our capacity for processing information. Psychological Review, 63(2), 8197.
Theory focuses on learning and knowledge. This is a departure from a 9. http://www.wired.com/science/discoveries/magazine/16-07/pb_theory
current focus on information, access, and artifacts. More precisely, in 10. http://gizmodo.com/5181402/googles-design-problem-all-data-no-vision
*see agreement supplement for an overview of conversation theory and more links to the literature.
the lens of conversation, artifacts and access are only useful in that they 11. Pask, G. (1976). Conversation theory: Applications in education and epistemology.
are used to (or results of ) build knowledge through active learning. New York: Elsevier.
12. For more on the library as a think tank, see Casson, L. (2001). Libraries in the
ancient world. New Haven, CT: Yale University Press. 3239.
threads 23
Just a quick note on worldview before I move on to the next Conversation Theory shapes our mission. It focuses us on learn-
example. Many have heard of the Library of Alexandria, but few have ing and, as I detail elsewhere, shapes the means of facilitation into a
heard about the campus and the use of the library beyond the col- unique profession. Our worldview and our mission must accommo-
lection. History is often a narrative that reinforces worldviews rather date learning theories and focus on individual learning and respon-
than challenging them. In this case, the worldview is that libraries are sibilities. Conversation Theory also provides insight into one of the
storehouses for materials. greatest assets a librarian has: credibility.
Now let us think about a modern library that would not carry
books. You might expect a discussion of digital libraries or web spaces, Credibility
but in truth these can be seen as store houses of artifacts where the
artifacts are web pages and digital files. What we want is a library of The prime value of librarians is not their skill set or their credentials.
behaviors and learning. These things will change. The enduring value of librarians on which
Let us first set up a few concepts. There are plenty of things everything flows is their credibility. Building and holding the trust of
that cannot be well taught through text or even video; they must the community is the scaffolding on which all facilitation is built. The
be learned by doing. There are also people who learn much better reason that credibility is discussed in conjunction with Conversation
through hands-on experience. So what if we wanted to set up a library Theory is that the predominant means of determining credibility of a
of manufacturing? We want to build a space that facilitates knowledge source is shifting. In an increasingly networked world, credibility de-
of building things. Our first instinct might be to go and collect ma- terminations have shifted from a basis of authoritythe abdication of
terials on how-tos, industry reports, and the like. While in reality we personal credibility judgments to another source (the authority)to
might well do this, lets stick to the task: a library without traditional one of reliabilitypolling a number of sources for commonalities.
information artifacts. The effect of this on the mission of librarians is at least two fold:
Why not fill the space with manufacturing equipment? Whats Librarians must understand that they are only one source among
more, we need to fill the space with experts who can teach folks how many for a community, and librarians must be at least aware of the
to use this equipment. Members of our manufacturing library might views of many sources on topics. This is not new by any means. One
come into the space with their own building projects, work with could argue that this is exactly how librarians have become seen as
experts to learn the equipment, and build. We might have appren- honest and credible agents. Not by seeking to be the authority on
ticeship programs where members get certified. We might even have a source but rather by openly and transparently guiding members
spaces filled with Legos, building blocks, and Tinker Toys for kids to through multiple sources seeking consistency. This would indicate
learn the basics of structure and construction. that as librarians move forward, they must be willing to move beyond
Why is this a library and not a trade school or vocational acad- any one class of resources (such as artifacts over experts).
emy? The answer is because it is brought together and managed by a
librarian. Not just in title but in what the librarian brings to the space. other inForMative concepts and theories
The role of the librarian in this space will not seem so different from
what you might do today. The librarian must know the community Before we proceed, it is worth a quick revisit to theory. Dont worry;
and its needs. He or she might conduct surveys or have focus groups this is not a textbook on theory and theory development. It is just
to identify the most useful manufacturing equipment. The librarian important to understand what I mean by theory and how several
must also build a collection. Rather than this being a collection of theories can relate to a new librarianship. It is also important that as a
documents, it would be a collection of expertise and processes. The librarian, you understand and appreciate theoryit is a fundamental
librarian would organize programs, answer reference questions, and difference between a job position and a profession. If you are uncom-
even complete an inventory of projects through some form of cata- fortable with theory or you question its importance to practice, you
loging. The manufacturing library is a library not because of these are not aloneit is an unfortunate side effect of the field and LIS
functions, however, but because a librarian brought his or her world- educations myopic focus on process and functions. Part of being a
view of knowledge and learning to a community (including his or her librarian in the new librarianship worldview is to be aware of theory
values, which we review in the Improve Society Thread). and, therefore, be a reflective practitioner.
24 threads
The term theory has a lot of possible meanings depending on number theory, but you dont spend too much time trying to discover
your background and the situation. Some use theory to mean edu- how to change the basics of addition.
cated guess. On the other end of the spectrum is the use of theory by There are a host of these theories and concepts that inform new
physicists to describe a strong and well-vetted explanation of a given librarianship. The following sections outline key bodies of work to
set of evidence. Certainly, Gordon Pask, the originator of Conversa- consider. These sections are not much more than glorified pointers
tion Theory, would say that Conversation Theory is not a guess but here. There are more details in the associated agreements.
rather a thorough and tested explanation of how people learn.
In the social sciences, there is even an informal distinction be- Dialectic Theories*
tween big T Theory and little t theory, where Theories spelled
with a big T are broad in their applicability and more basic in na- Conversation Theory belongs to a larger class of complementary theoreti-
ture (think the Theory of Evolution, Complexity Theory, the Theory cal constructs called dialectic theories. These theories, while emphasizing
of Relativity). Little t theories, in contrast, are specific. LIS is rife different facets such as human cognition, learning, concept acquisition,
with these examples, from theories of information retrieval to theo- sociology, or interpersonal communications, all address the acquisition
ries of virtual reference. I would consider Conversation Theory a big of knowledge through iterative messagesroughly conversation.
T Theory because it seeks to understand broadly and fundamentally Many of these theories and their applied methods compliment the
how people learnthat is, how they learn in libraries, schools, their more holistic Conversation Theory and help bring Pasks concepts up
homes, anywhere. to date, filling in aspects of conversation beyond Pasks more system-
The reason for giving you a primer in theories is that often theo- oriented thinking. Theories such as Speech Act Theory and method-
ries can be combined or at least used together. For example, in the ologies such as discourse analysis have been important in advancing
Atlas, Conversation Theory really serves as the basic theory informing and refining the worldview of new librarianship presented in the Atlas.
worldview and indeed most aspects of what new librarianship is. Yet
it is broad and a bit dated. Many of the concepts that Pask labored to Sense-Making*
explain are now more commonly held and better understood. These
more recent refinements dont refute, but rather add to, Pasks work. Sense-making is a set of concepts and methods for determining how
For example, in his book on Conversation Theory,13 Pask devoted individuals understand the ideas and tasks they encounter and how
nearly a whole chapter to the idea that it is impossible to separate out they communicate those ideas and tasks. As Marshall14 wrote:
the conditions of an experiment from the results of the experiment.
So, for example, when you ask a student to come into a laboratory Dervins Sense-Making focuses on the individual as he or she
and perform some test, the fact that the student is in a laboratory moves through time and space. As this happens, gaps are encoun-
(instead of, say, his own room) will have an impact on the results of tered where the individual must make sense of the situation to
the test. The ideas of researcher bias, limitations of controlled experi- move, physically or cognitively, across the gap. The key compo-
ments, and the fact that context can affect performance are now well nents in this process are the situation, gap, and uses. The situ-
understood and accounted for. If Pask were writing today, he would ation is the context of the user, the gap is that which prevents
have just cited this or even assumed the reader understood that. movement, and the use is the application of the sense which is
Conversation Theory defines the basic theoretical underpinnings constructed. (Dervin, 199915)
of the Atlas but is also informed by numerous other approaches. An
informing theory is one where I gain insight from it but dont worry *see agreement supplement for a much deeper discussion of these theories.
about how the outcome of my work refines (or redefines) that theory. *see agreement supplement for a greatly expanded discussion of sense-Making.
14. Marshall, T. (2009). Participatory networks in a nonprofit organization: An inter-
For example, you do mathematics every day by being informed by pretive case study. Unpublished doctoral dissertation proposal, Syracuse University,
Syracuse, NY.
15. Dervin, B. (1999, May). Sense-makings theory of dialog: A brief introduction.
13. Pask, G. (1976). Conversation theory: Applications in education and epistemology. Paper presented at a nondivisional workshop held at the meeting of the International
New York: Elsevier. Communication Association, San Francisco, CA.
threads 25
It is an approach that seeks to focus on individuals and their cognitive human needs are arranged in a sort of pyramid where basic physi-
processes. It is closely aligned to Sensemaking (look, Ma, no dash), in ological needs (need for food, warmth, etc.) must be satisfied before
which Weick seeks to understand how organizations understand their safety needs (the need to feel protected), before social needs (the need
environment.16 for friendship), before esteem needs (the need to feel good about one-
These approaches to how people and organizations move through self ), and before self-actualization (the need to learn and grow). One
an uncertain world help enrich our worldview and mission. Dervin,17 must satisfy the basic needs before preparing for greater motivations.
Dewdney, and Nilans18 work, for example, provides numerous meth- This set of theories is tremendously helpful in the areas of out-
ods for determining how library members perceive problems. Many reach and public service by librarians. How can we expect the home-
of Dervins ideas already lie at the heart of the reference interview with less to learn new skills or find new occupations if their basic needs for
concepts such as neutral questioning.19 food and shelter are not met? Ideas of motivation are also useful when
talking about how to facilitate knowledge.
Motivation Theories For the purposes of the Atlas, motivations are seen as a combina-
tion of extrinsic rewards (where the reward for accomplishment comes
As with dialectic theories, the Motivation Theories agreement rep- from another person or outside source), intrinsic rewards (where the
resents a number of conceptual approaches to the question of what reward for accomplishment comes from within the individual), and
leads a person to action. These theories include Attribution Theory,20 a series of other factors such as perceived ability or competency (the
Expectancy Theory,21 Goal-Setting Theory,22 and Self-Determination likelihood of success).
Theory.23 In essence, what cognitive processes and/or reward systems
are in play when a person decides to learn, adopt, or act on some- Motivation*
thing? There is a great deal of work around the concept of motiva-
tion in the field of education, where the driving question is, What Let me pause here for a moment to show how understanding theory
engages learners? or, more broadly, What drives someone to learn? directly affects practice. Even those who already see the library as a
Some theories of motivation focus on fulfilling fundamental learning place, or part of a larger network of learning, tend to as-
needs. Abraham Maslow proposed a hierarchy of needs,24 in which sume a particular kind of motivation: intrinsic. That is, much of how
libraries are set up now assumes that the people who use them do so
16. Weick, K (1995). Sensemaking in organizations. Thousand Oaks, CA: Sage. voluntarily. Even when presenting library service as essential, it is of-
17. http://communication.sbs.ohio-state.edu/sense-making/default.html is a great ten couched in terms of the motivation for use coming from outside
starting place for learning more on sense-making.
of the library. So the student using an academic library to work on a
18. For example, see Dalrymple, P. W. (2001). A quarter century of user-centered
study: The impact of Zweizig and Dervin on LIS research. Library & Information paper is impelled to do so from a professor. A child attending story
Science Research, 23(2), 155165. Retrieved on September 13, 2009, from Library, hour either does so of his or her own volition or is impelled to do so
Information Science & Technology Abstracts with Full Text. <http://search.ebscohost.
com/login.aspx?direct=true&db=lih&AN=ISTA3700451&site=ehost-live>; Dewd- by a parent or guardian.
ney, P., & Ross, C. (1986). Effective question asking in library instruction. Reference There is a danger to this view. It implies that library use is driven
Quarterly, 25(4), 451454; and Nilan, M. S., Newby, G. B., Paik, W., & Lopatin,
solely by external forces, and it also implies that the library is some-
K. (1989). User-oriented interfaces for computer systems: A user defined online help
system for desktop publishing. Proceedings of the ASIS Annual Meeting, 26, 104110. how passive (it is unable to compel use on its own). One clear depar-
19. Dervin, B., & Dewdney, P. (1986). Neutral questioning: A new approach to the ture from this approach can be seen in the rise of teaching informa-
reference interview. Reference Quarterly, 25(4), 506513.
20. Roesch, S. C., & Amirkham, J. H. (1997). Boundary conditions for self-serving tion literacy skills in primary and secondary education. Here school
attributions: Another look at the sports pages. Journal of Applied Social Psychology, 27, library media specialists have their own goals, curricula, and place
245261.
in the school. They become an extrinsic motivational force to move
21. Vroom, V. H. (1964). Work and motivation. New York: Wiley.
22. Tetlock, P. E., & Kim, J. (1987). Accountability and judgment in a personality students along a path. This sets up a different relationship not only
prediction task. Journal of Personality and Social Psychology: Attitudes and Social Cogni- with library members (in this case students) but also with other school
tion, 52, 700709.
23. Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in personnel.
human behavior. New York: Plenum Press.
24. Maslow, A. H. (1943). A theory of human motivation. Psychological Review, * see agreement supplement for more on motivation.
50(4), 370396.
26 threads
In terms of developing a mission for new librarians, it is crucial Note, for example, the wording of the mission: facilitate knowl-
that librarians have a better understanding of motivation. By having a edge creation. It is not about transferring knowledge or teaching a
better understanding of why members use the service (and why non- community. Rather, the role of the librarian is as facilitator, and the
members dont), librarians can begin to, with some fidelity and craft, knowledge created of concern is resident within the learner at the end
compel use where it makes sense and be much more proactive in the of the facilitation process. It is also the reason that librarians are not
knowledge life of their members. We revisit this idea in the Facilitat- referred to as teachers. Teaching is a profession with its own norms
ing Thread. and boundaries, and a teacher is someone who can make learning
happen.26 Librarians dont make learning happen; rather they both
Learning Theory* create the conditions for learning and fulfill the need for learning
on the part of the member. Constructivism and motivation are very
Learning theories constitute a broad range of conceptual frameworks much about a member-centric view. The effect of librarians is seen in
devoted to the hows and whys of learning. This includes things such the member. The power is ultimately resident in the member.
as Motivation Theory and Conversation Theory. It also involves cog- This, by the way, in no way contradicts the idea that librarians
nitive and behavioral theories. Perhaps the most notable thing about must be active and strong partners in a conversation. After all, al-
learning theories in relation to librarianship is their startling absence though a customer ultimately gets to decide whether he or she likes
from librarian preparation outside of some school media programs. the food in a restaurant, the cook still has to make the dish.
How can you as a librarian hope to design effective services and
systems to help people learn if you dont have a basic understanding of Postmodernism*
the process and variables involved (e.g., learning styles and modalities
for the catalog)? What learning theory adds to librarianship and our Talking about postmodernism27 is somewhat akin to tap dancing in
worldview is an understanding that simply providing access to a con- a minefield. Because the entire movement is one based on interpreta-
cept is insufficient to learn that concept. One theory that speaks more tion and criticism, postmodernist debates are often debates about the
to worldview and the conceptual underpinnings of new librarianship character of the one who is doing the interpreting. I had one student
is constructivism. who groaned when I mentioned it because she had fled an English
program for librarianship to avoid heated postmodernist debates.
Constructivism* Postmodernism is brought up in this context as a way of empha-
sizing individual action and interpretation in the work of librarian-
One of the distinguishing characteristics of learning theories from ship. In essence, the collections that librarians currently work with
many other bodies of theory has to do with the underlying philoso- are artifacts that prompt conversations that lead to knowledge. The
phies that shape these concepts. Beyond the neurological and basic collections by themselves are not knowledge. When someone reads a
cognitive studies, there is a great deal of debate in education in terms book, he or she is engaged in a conversationnot with the author but
of the role of the learner and that of the teacher. For example, struc- with him or herself about how to interpret and use the ideas generated
tural approaches believe that, particularly for novice learners, guiding in reading. This is why books, CDs, and web pages are referred to
a student through a topic is the most effective means of learning. Such
approaches range from university lectures to so-called drill-and-kill *see agreement supplements for a deeper discussion of learning theories.
pedagogies that emphasize memorization and the role of the teacher. *see agreements supplement for a much more thorough discussion of constructivism, include
links to the relevant literature.
An alternative approach is constructivism.25 Here the emphasis
25. Delia, J. G., OKeefe, B. J., & OKeefe, D. J. (1982). The constructivist ap-
is on active learning, where students learn by doing, and the ultimate proach to communication. In F. E. X. Dance (Ed.), Human communication theory (pp.
meaning they derive from learning is individual. At the heart of a con- 147191). New York: Harper & Row.
26. To be fair, there are many teachers and education scholars who dont believe that
structivist approach is the belief that someone can create conditions teachers can make anything happen if the learner does not want to engage.
for learning, but it is impossible to impose knowledge or learning on *see agreement supplement for more on postmodernism.
someone. This approach is evident throughout the Atlas. 27. http://plato.stanford.edu/entries/postmodernism/
threads 27
throughout the Atlas as artifacts as opposed to recorded knowledge. service use agreements in social networks like Facebook. In all cases,
You cant record knowledge; it is an inherently human thing. All you they never happen unnoticed. Whether brought on by crisissuch as
can do is promote and hope to shape conversations. the unfolding reformation of the regulatory apparatus in the finan-
cial markets brought on by the worldwide economic downturnor
creating a new sociaL coMpact* by opportunitysuch as the expectation of technological advances
and planned obsolesce in the technology sectorthere is debate and
So where are we? We started talking about missions, grounded the agreement between stakeholders in the compact.
statement in a worldview, and just tripped quickly through a load of It is one thing to say that librarians are now central and that
theories. Are we done yet? Not quite. Although I have attempted to their role is in learning not collections or books. It is quite another
show you the importance of having a mission, and how the particular to have academies, municipalities, schools, corporations, and govern-
mission of improving society through facilitating knowledge creation ments agree. In some cases, it is simply bringing stakeholders up to
in our communities is grounded in deep concepts and worldviews, speed with a new situation and reality. In some cases, it is a true clash
this is still only half of what we need to succeed. Just as knowledge of value systems.
comes from a conversation between at least two parties, a mission to I would argue that the ideas presented within this Atlas, although
improve society is only effective if it is mutually agreed on by two par- not ubiquitous, are present in many forms throughout librarianship
ties: the party doing the improving and the party being improved or, now. Some vary in form or extentthere will certainly be disagree-
more accurately, the two parties that must work together to improve. ments over parts of the whole picturebut there is a growing un-
As an example, I work in Syracuse, New York. The city has the derstanding that libraries have gone from quiet buildings with loud
same problems that trouble most urban centers: violence, poverty, ra- rooms to loud buildings with quiet rooms. Libraries have gone from
cial tensions, and so on. For years the University would send research- a place to gather knowledge to a place to create and transmit knowl-
ers and students into the city to help the community. I put help in edge. They have long ago gone beyond booksfirst to other media,
quotes because, after a while, city residents made it clear that certain but now to ideas, experts, and services with no resource element. Yet
departments of the University were no longer welcome. While the librarians all too often have strived to do so quietly or in a way that
University felt it was bringing needed assistance to the community has avoided potentially rancorous debate between other librarians and
as part of a mission, the community felt like it was always being told the community served.
how it was broken. Community residents became tired and angry Yet look at what has happened when librarians were not quiet
with being an experiment to a distant university community on the and passive in their ideals. Look at issues of free speech, access, and
hill. This feeling is hardly unique to Syracuse. The town and gown member privacy.28 Here librarians were far from quiet and got into
divide exists all over the United States. fights. Rather than damaging the community, I would argue that, in
My point is that having a mission is important, but if it is not these areas, we have earned respect.
supported by the larger community served, it is useless. There must I was presenting some of these ideas at a conference some years
be a social compact between the community and the librarians. This ago. During the questions, someone asked that if librarians are aggres-
is ultimately the most important conversation that librarians can have sive in their new mission, wouldnt they be inviting increased scrutiny,
with the community and not just when budgets are on the line. In particularly by policymakers? My response was simple: If you want
many ways, this Atlas is in response to a current social compact that is the illumination of the spotlight, you must be prepared for the heat.
fraying, with librarians seeking to either reify the old or push the new, If we expect support from our communities in the form of taxes,
and a community that is all too often unaware of the debate. budget lines, or endowments, we must not shy away from negotiat-
These social compacts can happen gradually, such as the growing
expectation among many geographic communities that public librar- 28. A few places to start looking include ALAs Office for Intellectual Freedom
[http://www.ala.org/ala/aboutala/offices/oif/index.cfm], the New York Times [http://
ies serve as Internet hubs. They can also happen rapidly, such as in www.nytimes.com/2003/09/28/magazine/WLN104134.html], and the WIRED arti-
cle, Dont Mess With Librarians Is Just Fun [http://www.wired.com/politics/security/
*see agreement supplement for readings on social compacts and higher education. news/2004/09/64945].
28 threads
ing the terms on which we are supported. If we allow the funding to thread concLusion
continue based on old perceptions of quiet book repositories, we will
soon find that funding going away. People will say that they dont The greatest asset any library has is a librarian. Librarians go well be-
need book warehouses and cut us. Then it will be too late for us to yond a collection of skills and tasks. They are on a mission to improve
show what we have really been up to: knowledge and empowerment. society through facilitating knowledge creation in their communities.
To establish a new social compact, we must do so loudly, with Of course a mission statement is just words. It must be grounded
transparency, and we must actively shape the conversation. We dont in an overarching worldview and deep conceptual foundations. Only
market innovation or find our future in surveys. We dream, plan, and through these can the field of librarianship evolve to meet new chal-
execute in an open way. lenges.
At the heart of the mission are knowledge and innovation (as is
Evolution of the Social Compact* explored in other Threads). A librarian must understand that knowl-
edge is not some artifact or item, but rather a uniquely human re-
It is clear from the preceding discussion that social compacts evolve. source arrived at through active conversation. In other Threads, the
They often begin simply and grow more complex over time. Under- mission is further refined, but the themes of innovation and knowl-
standings, like standing contracts, are amended and refined. What edge remain constants.
begins as a simple agreement evolves into standards, policies, and co- It is this mission and associated worldview that truly define li-
operatives. Sometimes the origins of the original intent are lost. In the brarians. It is also our mission and worldview that we must actively
cases where social compacts become either irrelevant (the ethical code bring to our communities to forge a new social compact where librar-
of the scrivener) or so burdened with specificity that they become ies are rewarded and held accountable not for the items we maintain
inflexible, it is time to start fresh. but for the real improvements we facilitate.
In effect, the current compact on libraries (as opposed to librar-
ians) has been encased in a growing crust of praxis, policies, standards,
cooperatives, curricula, and risk aversion that has frozen the profes-
sion when it is so desperately in need of agility. This is a moment, a
moment of our choosing and creation, to scour the old compact for
original intent, best practices, and effective services and to mix these
with opportunities, current realities, and visions of a new ideal future
to forge a new social compact. A compact that builds on the work of
people like Andrew Carnegie, who said29:
There is not such a cradle of democracy upon the earth as the Free
Public Library, this republic of letters, where neither rank, office,
nor wealth receives the slightest consideration.
Where 100 years ago Andrew Carnegie built libraries to further de-
mocracy, we must now build librarians to further a knowledge-based
society.
*see agreement supplement for a deeper discussion of evolving social compacts.

29. http://www.quotegarden.com/libraries.html.
threads 29
Knowledge is Created
through Conversation
n
e creatio
knowledg

in their Communities Agreements
explained
ore
ref
the
in
is
co
me m
s eco po
se
fine nb d
de ca of
Artifacts
Memory is composed of Conversation Theory
Knowledge ans
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can be represented in
ure
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influenced by
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Libraries are in the Knowledge Th
Business therefore the

Conversation Business Invest in Tools
of
of Creation over
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is composed of
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Collection of
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Artifacts
om
sc
su
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Death of
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Mesh
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uen
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ll i
es
Source infl
wi
includes
sh
will
me
Amnesia
re
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ca
to
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m
Cataloging
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conversants are equal, therefore

sy
pos
Relationships
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ne
of
System Annotations
View
Reference Now can search on meshes Scapes
is composed of
Extract L0
demonstrate
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wil
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User-Based fro
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Limitations
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Service is not
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User Social Network Sites

Example Evolution of Systems Systems are going to have to allow multiple L1s L1
Systems
Figure 12
30
web citations
To talk about librarianship in this day and age requires a great deal of
citing the web and Internet-accessible resources. This of course poses
a challenge to librarians and scholars alike as we seek to accurately (or
at least credibly) preserve memory and help create new knowledge.
To that end, I present table 1 as one means of battling the link rot so
rampant in todays conversations.
The list is a simple column of the original footnote number and
an archival version of that page archived at WebCite (http://www.
webcitation.org/), a service of a consortium of publishers seeking
to bring some permanence to web citations. Please note that not all
pages are equally well archived, and some URLs in the Atlas were
not archived at all (due to limitations set by the page authors). A lot
of the archived pages retain the original content but definitely miss
the look and feel of the original. Still, it is a start and a nice chal-
lenge to librarians to do better. Why not just put the archived URL
in the footnotes? I think the original URL contains a lot of informa-
tion folks use to make credibility decisions, and so the originals are
retained for readability.
189
footnote archive
introduction facilitating
1 http://www.webcitation.org/5mSSCuqVl 64 http://www.webcitation.org/5mVi0ctL1
2 http://www.webcitation.org/5gxG3k8hg 66 http://www.webcitation.org/5mSXD4Q33
3 http://www.webcitation.org/5mSSLan4R 67 http://www.webcitation.org/5mVi5xD6j
68 http://www.webcitation.org/5mVi8LFio
mission thread
72 http://www.webcitation.org/5mViY5Sew
6 http://www.webcitation.org/5mVfSzyes
73 http://www.webcitation.org/5mVibmZN1
7 http://www.webcitation.org/5gxG3k8hg
74 http://www.webcitation.org/5mVievash
13 http://www.webcitation.org/5eBIPrwc60
77 http://www.webcitation.org/5mVihFm2e
14 http://www.webcitation.org/5mSSdpw3h
21 http://www.webcitation.org/5mSShjASM communities
31 http://www.webcitation.org/5mSSkUD2N 78 http://www.webcitation.org/5mVk68HwL
32 http://www.webcitation.org/5mSSnObz4 80 http://www.webcitation.org/5mVk8D3Nv
32 http://www.webcitation.org/5mSSpfzk3 81 http://www.webcitation.org/5mVk9yGVc
32 http://www.webcitation.org/5mSSrcrNN 82 http://www.webcitation.org/5mVkBjjks
33 http://www.webcitation.org/5mSStrPdm 83 http://www.webcitation.org/5mVkD3cHR
84 http://www.webcitation.org/5mVkKJqfW
knowledge
85 http://www.webcitation.org/5mVkMB92I
37 http://www.webcitation.org/5mVipTfXY
86 http://www.webcitation.org/5mVkOq8mJ
39 http://www.webcitation.org/5mX5BMSOY
87 http://www.webcitation.org/5mVkQqGgL
39 http://www.webcitation.org/5mSTQkAgn
88 http://www.webcitation.org/5mVkSdXir
44 http://www.webcitation.org/5mVgJeu0Qw
89 http://www.webcitation.org/5mVkUyL6H
45 http://www.webcitation.org/5mVglph7V
90 http://www.webcitation.org/5mVkWxX1u
46 http://www.webcitation.org/5mSTxsDOB
91 http://www.webcitation.org/5mVkZD8o5
47 http://www.webcitation.org/5mSU28G0n
92 http://www.webcitation.org/5mVkaz3LY
48 http://www.webcitation.org/5mSU63IiF
93 http://www.webcitation.org/5mVkd5hnt
49 http://www.webcitation.org/5mSU7g3AB
94 http://www.webcitation.org/5mVkequ8d
50 http://www.webcitation.org/5mVgx939T
95 http://www.webcitation.org/5mVkgkD2U
facilitating 97 http://www.webcitation.org/5mVkizXv3
51 http://www.webcitation.org/5mSW446G8 98 http://www.webcitation.org/5mVkoPj99
52 http://www.webcitation.org/5mVhYiiZD 99 http://www.webcitation.org/5mVkmxrLf
53 http://www.webcitation.org/5mVhgO0tm 101 http://www.webcitation.org/5mVkq64wd
55 http://www.webcitation.org/5mSW91uA6 102 http://www.webcitation.org/5mVksJetB
56 No archive allowed 103 http://www.webcitation.org/5mVkuFlz1
57 http://www.webcitation.org/5mSWCd0ZY 104 http://www.webcitation.org/5mVkwQVOi
58 http://www.webcitation.org/5mSWE8rMT 105 http://www.webcitation.org/5mVky9woK
59 http://www.webcitation.org/5mSWGhXZK 106 http://www.webcitation.org/5mVkzlql8
60 http://www.webcitation.org/5mSWHnOxM 114 http://www.webcitation.org/5mVl3dOZf
62 http://www.webcitation.org/5mSWLGQts 115 http://www.webcitation.org/5mVl5GzYq
190 threads
improve society
116 http://www.webcitation.org/5mVtqwMJb
117 http://www.webcitation.org/5mVttLalD
118 http://www.webcitation.org/5mVtvfp2o
119 http://www.webcitation.org/5mVtxOJxV
120 No archive allowed
121 http://www.webcitation.org/5mVu8ETQa
125 http://www.webcitation.org/5mVuAHZfG
127 http://www.webcitation.org/5mVuBv2qc
130 http://www.webcitation.org/5mVuEQUL1
133 http://www.webcitation.org/5mVuH9Fon
librarians
134 http://www.webcitation.org/5mVuaTB5W
135 http://www.webcitation.org/5mVucjamb
136 No archive allowed
140 http://www.webcitation.org/5mVukYkLh
141 http://www.webcitation.org/5mVumxChr
143 http://www.webcitation.org/5mVuqHa0c
144 http://www.webcitation.org/5mVusLafK
146 http://www.webcitation.org/5mVuuXsmz
147 http://www.webcitation.org/5mVuxQGQ9
148 http://www.webcitation.org/5mVuzjW82
149 http://www.webcitation.org/5mVv1wdTT
150 http://www.webcitation.org/5mVvHzyzf
151 http://www.webcitation.org/5mVvJVBE1
152 http://www.webcitation.org/5mVvL79r1
153 http://www.webcitation.org/5mVvMdEwm
154 http://www.webcitation.org/5mVvOo5dp
155 archive UNavailable
156 http://www.webcitation.org/5mVvTKE8E
157 http://www.webcitation.org/5mVvc8GzG
158 http://www.webcitation.org/5mVveSGCC
161 http://www.webcitation.org/5mVvjYoAZ
162 http://www.webcitation.org/5mVvhzU6p
163 http://www.webcitation.org/5mVvlUq4C
166 http://www.webcitation.org/5mVvwYKIA
w e b c i tat i o N s 191
agreement supplements
Every agreement of the Map was covered at some level in the Threads
section of the Atlas. However, for the purposes of space and creating
a narrative flow, information on some agreements was left out. This is
also due to the fractal nature of knowledge first raised as part of the
Ability to Work in Interdisciplinary Teams agreement in the Librar-
ians Thread, where any agreement could be explored to an almost in-
finite depth. The end result is this set of supplements, where additional
information, citations, thoughts, and/or examples are given.
These supplements serve three purposes. The first is as an index
for the Atlas. Looking up each agreement, you can find out where
it is on the Map, as well as where it is discussed in the Threads. The
second purpose is as appendices to the Threads, with additional ideas,
citations, examples, and, in some cases, whole essays related to some
agreements. The third purpose, and perhaps the most important in
the long term, is as a conversation starting point. As new ideas, stud-
ies, examples, questions, and answers are developed throughout the
life of the Atlas, they can initially be added to the Agreement Supple-
ments and later, if appropriate, into the Threads.
Not all agreements in the Threads or this supplement are equally
fleshed out or of equal weight. Ill remind you that the Atlas is not an
encyclopedia of librarianship. If anything, the supplements are more like
Wikipediastub records waiting for further discussion and elaboration.
These agreements are not written to be read in a linear way. There
is no attempt to have one agreement flow into one anotherthat is
accomplished through Threads. In fact, I have organized agreements
alphabetically specifically to avoid the resemblance to some sort of
hierarchical classification system. You could, and should, take these
agreements and organize them in your own system (technically an
entailment mesh) and even swap out my agreements with your own.
This structure also allows me (or you) to add new agreements or re-
fined agreements as this new view of librarianship evolves.
193
Each agreement supplement will have:
title The agreement title used in the Map and the Threads.
map location Coordinates to the agreement on the Map.
thread location Page numbers that point to a discussion of the
agreement in the threads.
scape A graphical representation of the context of the agree-
ment. Related agreements are shown centered on the current
agreement.
In addition, some supplements will contain more information such
as:
Author/Contributor The author of a supplement or the person
who provided the bulk of the content for the agreement. If there
is no one listed, I am to blame for the content.
Agreement Description A narrative discussion of the agreement.
Conversation starters Questions to consider related to the agree-
ment.
related Artifacts Articles, books, presentations, data-collection
instruments, and other materials that relate to the agreement or
can deepen the understanding of the agreement. Take special note
that not all resources cited agree with positions in the Atlas. They are
provided as general background.
So the best way to proceed from this point is to read through the
Threads if you havent already. When you hit an idea in the Thread
that either doesnt make sense or needs a more thorough discussion,
look it up in these agreements. Within the Threads, youll have a sense
of what is waiting for you here by looking for the symbol * and the
accompanying bolded footnote.
194 Agreement supplements

Ability to Work in interDisCiplinAry teAms
mAp loCAtion
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threAD loCAtion
Page 170
sCApe
Relation to
other Domains
of
ledge
es know
requir
Ability to Work in
Core Skills includes Interdisciplinary
Teams include
s
Para-
professionals
Figure 84
Author no librAriAn is An islAnD

R. David Lankes
Learning theory, policy, legal issues, technology, and information orga-
Agreement DesCription nizationthese are just some of the skills outlined within the Atlas. To
advocate that one person (with one type of degree) could be a master of
This Atlas centers on librarians and the organizations they build and all of these skills is ludicrous. While a librarian should be aware of these
support. As such, it focuses on what librarians can and should do. areas (and master some), the ultimate answer to bringing an expanded,
This focus might leave the reader with the impression that the role of participatory skill base to the library is a team approach. Librarians
librarians is the only necessary role to build knowledge in communi- must work with lawyers, technologists, educators, and content experts
ties. This is far from the truth. Improving decision making, building to choreograph the necessary facilitation within their communities. By
knowledge, and improving communities are complex tasks. They re- working in functional teams, a librarian can bring necessary resources
quire a multitude of perspectives and skills and individuals. Librarians to a community beyond simple artifacts and materials.
must be ready to not only work with other problem solvers, but to Often when the idea of an interdisciplinary team approach is pro-
step in and coordinate these people. posed, several obstacles are quickly identified. Almost all of these are
Why leave it to librarians to facilitate multiskilled teams? It fits based on the assumption that the whole team is organizationally and
their core skills and values. Librarians are facilitators and are therefore physically located within the library. Certainly there have been issues
prepared to aggressively put forth both their principles and their voice with nonlibrarians (e.g., technologists) feeling like second-class citi-
while still being able to put their own agenda aside for the good of the zens or lacking a peer group. Libraries often complain about a lack of
community and their problems. resources to attract highly qualified specialists or point out how salary
Agreement supplements 195

discrepancies caused by a competitive marketplace can alienate librar- tise as a new form of collection development. Librarians need to have
ians. These are real concerns. strong relationships, both professional and interpersonal, with folks
However, nothing says that all team members must be under the from other fields. This way they can quickly call on these resources to
egis of the library. Crossing administrative lines is possible. In fact, solve a given problem. Rather than seeking to build a large centralized
there is an advantage to pulling teams from across these boundaries, scheme for gathering experts, librarians need to facilitate flexible and
such as leveraging resources, gaining advocates in other organizations, permeable groups. Because facilitation is a core skill of librarians, it
and more. makes sense for them to take the lead in this process.
There is, however, one essential factor in effective teams: clear
respect and identification of the value of team members. Effective A speCiAl note on Diversity
teams require a team member to feel valued and to value their team
members. All too often in the library profession, facilitation is seen as This agreement is clearly about the power of diverse skill sets brought
a primarily passive and often invisible task. The goal seems to be to together to solve problems. There are all kinds of diversities beyond
interject as little of the librarians voice as possible to avoid bias. professional competencies. These include religious, social, ethnic, and
This realizationthat facilitation is a proactive shaping activ- so on. There is a great body of literature on the importance of all of
ityalso provides a foundation for a team approach to service and these types of diversities, and I do not seek to repeat it here. Rather
for technological innovation. Teamwork requires a strong sense of I would emphasize that the more diverse the team, on all levels, the
identity. greater its ability to respond and solve problems.
Without a strong sense of purpose, method, and underlying con-
ceptual frame, librarians can have great difficulty working in teams. An exAmple
It is, in essence, a form of professional insecurity that often sees other
skill sets and conversants as competition. This realization points out An example of the facilitating role that librarians can play in interdis-
the dangers of using technological landmarks outside of the library ciplinary teams is currently under study at Syracuse University. The
profession as a pointer to some preferred future. It leads to a sort National Science Foundation has funded the development of a curric-
of schizophrenia whereby members of the profession are looking ex- ulum for Cyber-Infrastructure Facilitators (CI Facilitators). The cur-
ternally for innovation and, when they find it, see the innovators as riculum is being developed in response to the growth of e-science or
competition and a threat. the use of networked technologies in the so-called STEM1 disciplines.
This situation was apparent in much of the discussion of the li- As physicists are crunching terabyte datasets from particle collisions
brary in relation to Google, Yahoo!, and Amazon over the past decade. on another continent, as astronomers are using telescopes thousands
It was not unusual to go to conferences where Google was described of miles away, and as meteorologists are simulating weather patterns
as a great threat to libraries in an era of good enough information on shared terascale grid computing platforms, it is becoming increas-
(Google will put us out of business because people would rather have ingly difficult for scientists to understand both their field of expertise
it quick than right) and in the next session a discussion of using a and the increasingly sophisticated technology infrastructure.
simple single search box to search library Web sites, catalogs, and da- CI Facilitators are envisioned as individuals who do not master all
tabases (All library search has to look like Google because that is what the technology but who coordinate teams of scientists and technolo-
they expect). Before Google forced libraries to adopt simple search gists. Much of the curriculum being developed draws on traditions
boxes, Yahoo! forced us to fit all of our services and resources into 13 in library science and is based on cases where librarians have become
categories on a homepage. The truth is that if libraries continue to part of labs and research teams and increased efficiency and funding.
try and be a better Google, a better Yahoo, or a better Amazon, the One can also see the increasingly powerful roles that librarians are
best they can ever achieve is coming in second. Adopting innovation playing as part of legal teams in the discussion of the Department of
without a matching mission is a followers game. Justice (see Department of Justice).
Instead of competition, librarians must see other expertise (and
other organizations) as resource poolssee creating teams of exper- 1. Science, Technology, Engineering, and Mathematics.

ConClusion
ACADemiC
There is power in librarianship. Yet this power, as it is called on in
mAp loCAtion
wider and wider contexts, can become diffuse. The solution is not to
D, 5
avoid such contexts but rather to armor ourselves with the company
of experts. By working with the scientist, the writer, the technologist,
threAD loCAtion
and the community leader, we amplify our effect and help forward the
Page 101
mission. Further, by engaging and valuing our brothers in the com-
mon good, we better serve our members. To stand in this company of
sCApe
experts, we must have a firm belief in our own value.
ConversAtion stArters
Different Issues of
Communities such as Academic deals with Institutional
1. Librarians need to be able to work in interdisciplinary teams be- Librarians Repositories
Serve
cause the community problems they are seeking to solve are in-
creasingly complex and multifaceted.
2. Librarians can play the key role of facilitators in these teams be- Figure 85
cause of their focus on core skills and values. Author
R. David Lankes
relAteD ArtiFACts
Agreement DesCription
Documents
Lankes, R. D. (Forthcoming). Innovators wanted: No experience necessary? In Walter, Academic libraries have been steadily migrating from warehousing ar-
S., Coleman, V., & Williams, K. (Eds.), The expert library: Staffing, sustaining, and tifacts to being more directly integrated into the educational missions
advancing the academic library in the 21st century. Chicago, IL: Association of College
& Research Libraries. of colleges and universities. This can be seen in the push of services
Lankes, R. D., Cogburn, D., Oakleaf, M., & Stanton, J. (2008). Cyberinfrastructure to the desktop of students and faculty. This began with a massive
facilitators: New approaches to information professionals for e-Research. Oxford e-Re- increase in the expenditures on full-text databases. This made the arti-
search Conference. Retrieved from http://ora.ouls.ox.ac.uk/objects/uuid:392876bd- facts of the library more accessible outside of the physical facility. This
5d9f-40b0-822f-269332643e6b.
was later matched by the wide availability of digital reference services
to make the librarians also accessible from the academies desktops
Presentations
(and laptops and increasingly mobile phones).
Cyberinfrastructure Facilitators: New Approaches to Information Professionals for
E-Research Oxford e-Research08 Conference, Oxford, UK.
Academic libraries are also working hard to retask their physical
Abstract: This paper introduces the concept of a CI Facilitator defined as a vi- spaces. They are moving collections offsite in favor of more meeting
tal member of the research enterprise who works closely with researchers to identify and commons space. This transition has been met by quite a bit of
extant tools, datasets, and other resources that can be integrated into the process of
pursuing a research objective. To prepare CI Facilitators to evolve with e-Research resistance from some faculty and academic disciplines, most notably
endeavors, they must be grounded in deep conceptual frameworks that do not go out the humanities.
of date as quickly as any given cyberinfrastructure technology. One such framework,
that of participatory librarianship, is presented here and explored in terms of tackling
the issue of massive-scale data in research. Participatory librarianship is grounded in
conversation theory and seeks to organize information as a knowledge process rather
than as discreet objects in some taxonomy.
Slides: http://quartz.syr.edu/rdlankes/Presentations/2008/Oxford.pdf
Audio: http://quartz.syr.edu/rdlankes/pod/2008/Oxford.mp3
Video: http://ptbed.org/downloads/Oxford-Record.mp4

Academic libraries are, however, well situated for their next step endeavors but to also connect them with other academics working on
of evolution to conversations and new librarianship. The ideas of related issues. Rather than trying to simply capture and archive the
knowledge, conversation, and learning are far from new in this arena. intellectual output of the academy (see Issues of Institutional Reposi-
Joan Bechtel said1: tories on page 103 and the corresponding agreement supplement),
librarians need to be knitting it togetherknitting it together not
That these are challenging, often difficult, times for academic li-
simply through classification or pathfinders but mediating an inter-
braries is no news to anyone in the library world. Concern for
disciplinary meeting of the minds and ongoing conversations on in-
professionalism, with its attention to accountability and respon-
tellectual efforts.
sibility, abounds. Unprecedented growth in technology provides
One example might be arranging for interdisciplinary symposia
vast new opportunities for communication, and the availability of
or summits between faculties. Take topics identified of mutual inter-
information far outstrips most peoples capacity to digest it all. In
est, link them to like conversations happening in the wider world
the face of this information explosion, it is ironic that academic
(through identifying resources, conversants, etc.), and then moderate
librarians are casting about for an appropriate myth or model for
the symposia, seeking out next steps and new initiatives. The librarian
library service. . . . While critics charge that academic libraries are
acts as honest broker, a neutral ground of intellectual camps, seeking
not sufficiently integrated into the central concerns of the col-
new conversations.
lege or university and that librarians have their own, independent
This will only happen if the library is constantly engaged with
agendas, librarians responsible for present services as well as plans
faculty. This can be done through becoming involved in tenure sup-
for the future are uneasy.
port services, attending faculty meetings, and/or being embedded in
Perhaps it is an overstatement to say that academic librarians
the schools. The bottom line is that, rather than trying to capture the
are drifting in a vast sea of information and technological advanc-
output of research and teaching, make yourself indispensible in terms
es, searching for an appropriate course of action. Nevertheless, we
of outcomes and the process of discovery.
appear to have lost the stabilizing rudder of confidence in who we
are and what we are to do.
relAteD ArtiFACts
As a more powerful alternative to the images of librarianship
already available or proposed, I suggest that we begin to think of
libraries as centers for conversation and of ourselves as mediators Documents
of and participants in the conversations of the world. Bechtel, J. M. (1986). Conversation, a new paradigm for librarianship? College and
Research Libraries, 47(3), 219224.
This quote always startles me when I look at the date, 1986, because
it feels amazingly contemporary. Presentations
The academic library used to be seen as the heart of the cam- Library Science and the Ivy League, Cornell Libraries, Ithaca, NY
pus. Unfortunately, too many academics are starting to see it more Abstract: A discussion of the intellectual contributions libraries make to the academy.
like the spleen (somewhat hard to find, and they could probably get Slides: http://quartz.syr.edu/rdlankes/Presentations/2008/Cornell.pdf
along without it). I think that the college library needs to move from Audio: http://quartz.syr.edu/rdlankes/pod/2008/Cornell.mp3
the heart of the campus to the circulatory system, moving vital ideas Video: http://ptbed.org/downloads/Cornell.mp4Instruments and Data
around the different schools and departments.
Think about how well the library is situated in these days of mul-
tidisciplinary initiatives. What other part of the academy is better able
to engage and interconnect the intellectual work of the faculty than
the library? Imagine engaging with faculty (and students, adminis-
tration, and staff) to not only provide services to their intellectual
1. Bechtel, J. M. (1986). Conversation, a New Paradigm for Librarianship? College

and Research Libraries, 47(3), 219224.

ACCess
mAp loCAtion
D, 3
threAD loCAtion
Page 67
sCApe
Publisher of
Community
as Information
ed
p lifi Organization
exem
y
bled b
is ena
Collection
Means of Facilitation is composed of Access redefines Development
can be
done th
can rough
be
do Meeting
ne
thr Spaces
ou
gh
Shared
Shelves with
the Community
Figure 86
ADministrAtion
mAp loCAtion
E, 7
threAD loCAtion
Page 160
sCApe
Transition of Warehousing
Traditional such as Administration includes
Functions
Skills
Figure 87

Agreements
mAp loCAtion
E, 2
threAD loCAtion
Page 39
sCApe
Conversation Theory is composed of Agreements can become Artifacts
Figure 88
See Conversation Theory Agreement Supplement

Ambiguity is essentiAl For proFessionAl Work
mAp loCAtion
C, 9
threAD loCAtion
Page 168
sCApe
Ambiguity is
Core Skills includes Essential for
Professional
Work
Figure 89

AnnotAtions
mAp loCAtion
F, G, 2
threAD loCAtion
Page 49
sCApe
Entailment Annotations Limitations of

includes demonstrate
Mesh Tagging
Figure 90
Author
Nancy Lara-Grimaldi

Agreement DesCription relAteD ArtiFACts
Annotations are a mechanism whereby users can document their con- Robert, C. A. (2009). Annotation for knowledge sharing in a collaborative environ-
texts (relationships and agreements). This is an important function ment. Journal of Knowledge Management, 13(1).
that began back in the dark ages with glossing text and continues to Han, L., & Yan, H. (2009). A fuzzy biclustering algorithm for social annotations.
Journal of Information Science, 35(4), 426438. Retrieved September 27, 2009, from
this day with lists and tagging. doi:10.1177/0165551508101862
An annotation is a summary of the contents of a particular book,
Jrgensen, C. (2004). Unlocking the museum: A manifesto. Journal of the American
article, or other document and is traditionally created by the author or Society for Information Science & Technology, 55(5), 462464. Retrieved September 27,
publisher of the work. Library catalog records include concise summa- 2009, from Library, Information Science & Technology Abstracts database.
ries, or abstracts, of library holdings and system resources, which aid in Pomerantz, J., & Marchionini, G. (2007). The digital library as place. Journal of Docu-
locating appropriate resources. These metadata describe the contents mentation, 63(4).
of a particular item, whereas annotations may cover a wide range of Quint, B. (2009). The foresight of searchers, or how I love being right. Information
Today, 26(5), 78. Retrieved September 27, 2009, from Library, Information Science
notations. Annotations allow users to put documents into context rel- & Technology Abstracts database.
evant to their topic or subject area. Annotations may include personal
Verhaart, M., & Kinshuk (2006). A dynamic personal portfolio using web technolo-
observations, reactions, insights, interpretations, or any other type of gies. Encyclopedia of Human Computer Interaction.
notation for that matter. Similarly, wikis and blogs provide a means for Wu, P., Heok, A., & Tamsir, I. (2007). Annotating eb archivesstructure, provenance,
users to add individual annotations to documents created by others. and context through archival cataloguing. New Review of Hypermedia & Multimedia,
If libraries developed a client-side tool for members to create and 13(1), 5575. Retrieved September 27, 2009, from doi:10.1080/13614560701423620
share annotations, whose responsibility would it be to monitor it? Yang, S. (2008). An ontological website models-supported search agent for web ser-
vices. Expert Systems with Applications, 35(4), 20562073. Retrieved September 27,
Will this information be stored on library servers, and what policies 2009, from doi:10.1016/j.eswa.2007.09.024
must be developed for access and privacy? In her article, Unlock-
ing the Museum: A Manifesto, Corinne Jorgenson proposes a new
concept in the creation and distribution of annotated contents to al-
low information consumers to become information producers. She
notes that a revolutionary reconceptualization of practice which pro-
vides flexibility in the concept of the locus of authority in the descrip-
tion of documents could not only offer hope for tangible solutions
to these problems of descriptions, but could facilitate the creation of
new knowledge.
1. How can the use of annotation facilitate knowledge creation?

2. Would users find value in creating, sharing, and reading annota-
tions with friends, individuals, or groups of people?
3. What are the implications for libraries in providing this service to
their members?
4. How can degrees of annotations at L0 and L1 benefit different users?
5. How do you organize the many different levels of annotation into
a single, searchable format?

AppliCAtion builDers
mAp loCAtion
E, 6
threAD loCAtion
Page 87
sCApe
Internet Model Application

is composed of results in Open Source
Example Builders
Author Figure 91
R. David Lankes
Application builders are the agents devoted to software development Lankes, R. D. (1998). Building & maintaining Internet information services: K-12 digi-
tal reference services. Syracuse: ERIC Clearinghouse on Information & Technology.
on the Internet. An application produces software that uses the infra-
structure to produce, provide, capture, and organize information on
the Internet.
Software, for the purpose of this agreement, is considered content
free. That is not to say that this software does not provide information
to the user. Rather, the information provided does not directly match
the information needs of the member. The member utilizes these ap-
plications as a means to access other information. Applications cre-
ated by application builders are a means to an end. For example, when
someone uses the Firefox web browser to access a weather report, he
or she is interested in the weather not the Firefox software.
Not all the software created by these agents, however, is visible
to the member. Software used to provide and organize information
within organizations is also included in this category. Servers, for ex-
ample, are vital to the client/server paradigm used in todays Internet
information services. It is the servers ability to remain invisible to the
member that makes the client/server model so powerful.
See also Internet Model Example Agreement Supplement

ArChives
mAp loCAtion
D, 4
threAD loCAtion
Page 113
sCApe
Different
Communities
such as Archives is related to Memory
Librarians
Serve
Figure 92
Contributor Roe, K. (2005). Arranging & Describing Archives & Manuscripts (Archival Fundamen-
Michael Luther tals Series II). Chicago: Society of American Archivists.
Schellenberg, T. R. (1988). Management of Archives. Washington, DC: National Ar-
chives and Records Administration.
relAteD ArtiFACts
Schellenberg, T. R. (1968). Modern Archives, Principles and Techniques. Chicago: Uni-
Bastian, J. A. (2009). Flowers for homestead: A case study in archives and collective versity of Chicago.
memory. American Archivist, 72(1), 113132. Retrieved October 20, 2009, from the Yakel, E., & Torres, D. A. (2007). Genealogists as a Community of Records. Amer-
American Archivist eJournal database. ican Archivist, 70(1), 93113. Retrieved October 21, 2009, from http://archivists.
Annotation: This article gets at the issue of memory as a feature of archives. metapress.com.libezproxy2.syr.edu/content/ll5414u736440636/?p=a558f0aa518149
06b05acf6bcc6a8d34&pi=5.
Galloway, P. (2006). Archives, power, and history: Dunbar Rowland and the begin-
ning of the State Archives of Mississippi (19021936). American Archivist, 69(1), 79 Annotation: I felt this article touched nicely on matters of memory, community,
116. Retrieved October 21, 2009, from http://archivists.metapress.com.libezproxy2. sense making and conversation in terms of archives.
syr.edu/content/m462n0564g87jqm0/?p=459438df7ded4576b1e1a15b30826834&
pi=0
Annotation: Also dealing with memory, this article takes the issue one step
further: the power to be had by influencing memory through collection prac-
tices.
Pederson, A. (n.d.). Basic concepts and principles of archives and records manage-
ment. Understanding Society Through its Records. Retrieved from http://john.curtin.
edu.au/society/archives/management.html
Society of American Archivists. (n.d.). Provenance. In A Glossary of Archival and Re-
cords Terminology. Retrieved from http://www.archivists.org/glossary/term_details.
asp?DefinitionKey=196
Society of American Archivists. (n.d.). Original order. In A Glossary of Archival and
Records Terminology. Retrieved from http://www.archivists.org/glossary/term_details.
asp?DefinitionKey=69

ArtiFACts
mAp loCAtion
F, 2
threAD loCAtion
Page 41
sCApe Source
Amnesia
to
ptible
susce
Invest in Tools
Agreements can become of Creation
Artifacts The nature means
over Collection
of Artifacts
influe
nced b
y
Death of
Documents
Figure 93
Contributor
Michael Luther
(the functional view) but rather on what they are for. It is here that the Atlas
ConversAtion stArters diverges somewhat. Lewis says libraries provide information to the public easily
and affordably. I think this is a far more humble view of librarianship than that
put forth by the Atlas.
1. What is the role of the library in preserving cultural heritage?
MacPherson, D. L. (2006). Digitizing the non-digital: Creating a global context for
2. To what extent do different library types (public, academic, cor- events, artifacts, ideas, and information. Information Technology and Libraries, 25(2),
porate, etc.) have a preservation responsibility? 95102. Retrieved September 25, 2009, from the Library Literature and Information
Science Full Text database.
relAteD ArtiFACts Annotation: This article, if I understand it, might be a bit of a stretch to our
discussion. I mention it because it relates well to some of the other abstracts and
Bee, R. (2008). The importance of preserving paper-based artifacts in a digital age. annotations provided here. Context-Driven Topologies is a system that recog-
Library Quarterly,78(2), 179194. Retrieved September 24, 2009, from the Library nizes the value of an artifacts context as well as its content. Tracking relationships
Literature and Information Science Full Text database. between artifacts and people could provide valuable information. It also notes
the human dimensionthat artifacts are connected to people. I find all of this
Annotation: Bee reminds us that the artifactlets say a bookcarries a lot relevant and interesting to our discussion of the artifact in librarianship.
more information than can be contained within the textual content between its It brings to my mind the observation that an artifact can have a digital con-
covers. Artifacts provide insight into their own construction, their creators, and text in its digital state as well as a natural context in its natural state.
the time and place from which they come. As librarians use their precious space
less for artifact storage and more for interaction, it might be wise to consider the Smiraglia, R. (2008). Rethinking what we catalog: Documents as cultural artifacts.
potential costs to a reliance on digital or otherwise reformatted content. Cataloging and Classification Quarterly, 45(3), 2537. Retrieved September 24, 2009,
from the Library Literature and Information Science Full Text database.
Lewis, D. W. (1998). What if libraries are artifact-bound institutions? Information
Technology and Libraries, 17(4), 191197. Retrieved September 25, 2009, from the Annotation: Smiraglia speaks of the cultural value of artifacts from the catalogers
Library Literature and Information Science Full Text database. perspective. He states that it is part of the essence of librarianship to comprehend
and transmit the cultural milieu along with the artifact. In a sense, catalogers are
Annotation: In this grim and somewhat dated article, Lewis informs us that the curators. This line of thinking is at odds with the Atlas in that it understands
ship is going down; rather than saving it, we should direct our efforts toward the this essence not as conversation but as dissemination. Curators are storytellers.
safety of the passengers. Monographs and serials first! Lewis has a similar premise They tell us what all the stuff means. For an utterly contrarian view on the much-
to the Atlas in some ways. He exhorts us to focus not on what libraries have done loathed recorded knowledge, see section two, paragraph one of this article.

Assessment
mAp loCAtion
F, 6
threAD loCAtion
Page 106
sCApe
Department of Mapping
highlights the importance of Assessment needs a method
Justice Conversations
Author Figure 94
Megan Oakleaf
Library assessment is not an optional activity; assessment is a librar- sures, should consider writing goals in the language of educational ob-
ians professional obligation. Assessment enables librarians to articu- jectives: The member will be able to + ACTION VERB PHRASE.
late member needs and organizational goals and allows them to know The member will be able to articulate the impact of library re-
whether both are met effectively and efficiently. Librarians who assess sources on his or her job search.
also maximize opportunities to demonstrate library value and impact The member will be able to identify journal articles relevant to
to their stakeholdersand they are ready with evidence to bolster diagnosis of patient health issues.
requests for additional resources as needed. The member will be able to locate credible online information.
Assessment, like many library activities, is not a single event. The member will be able to engage in face-to-face conversations
Rather, it is an ongoing cyclical process. The process begins with the about new fiction publications.
identification of goals or expected outcomes of a library service or collec- The member will be able to contribute new information to online
tion. Historically, librarians have focused on input or output mea- discussion forums.
sures, such as the number of books circulated, the cost of databases Taking the time to craft explicit outcomes enables librarians to
per use, or the percentage of students receiving information literacy articulate the value they provide to their members. Once librarians
instruction. While critical for managing library services, collections, have clearly stated their outcomes, they enact the services, collections, or
and other activities, such measures do not provide librarians with the other activities that are necessary to achieve them.
information they need to assess library impact. In contrast, outcome In the next step of the assessment process, librarians collect, in-
measures reveal information about library value in many forms, such terpret, and analyze evidence to ascertain whether their activities are
as the effect of circulated resume books on job seeker success, the role achieving the intended outcomes. Evidence collection can take many
of medical journal articles in patient care, or the increased ability of forms, and most of them involve members in an assessment conver-
students to select and use credible information resources. Librarians sation either directly or indirectly. For example, surveys, interviews,
seeking to investigate outcomes, rather than input and output mea- and focus groups allow members to self-report how they have felt

the impact of the library. Artifact analysis is another method for col- Questions/ConversAtion stArters
lecting evidence; librarians can observe or evaluate member-created
documents, such as blog posts, multimedia presentations, or bibliog- 1. What outcomes do our libraries seek to achieve? Are we being
raphies to determine the ways in which the library facilitates informa- ambitious enough?
tion use and knowledge creation. 2. What tools will enable us to know whether we have achieved our
Finally, librarians use evidence analysis to make decisions and take outcomes? Do they actively involve members in the process?
actions to achieve the main purpose of assessmentto increase library 3. What does achievement of our outcomes look like? What does a
impact on members. In this step, sometimes called the closing the member who has been impacted by our library look like?
loop stage, librarians use assessment evidence to improve library ac- 4. What will we do if we find out we have not yet achieved our out-
tivities and increase library value. In addition, librarians can use as- comes? What do our next steps look like?
sessment evidence to tell the story of the library to stakeholders, either 5. How do we articulate library value to members?
to celebrate successes or leverage problem areas to gain additional re-
sources. relAteD ArtiFACts
With so much benefit to be gained from assessment, why do some
ALA Connect. (2010). Assessment and evaluation. Retrieved January 25, 2010, from
librarians avoid it? Librarians commonly cite these barriers: lack of http://connect.ala.org/taxonomy/term/9133
time or resources, lack of a coordinated structure, lack of experience
American Library Association. (2010). Selected outcomes assessment resources. Retrieved
or knowledge of assessment processes, and fear of negative results. January 25, 2010, from http://www.ala.org/ala/educationcareers/education/accredit-
Although challenging, these assessment barriers are not insurmount- edprograms/resourcesforprogramadministrators/outcomesassessment.cfm
able. They can be addressed using a few key strategies: prioritize, coor- Association of Research Libraries. (2010). Library assessment conference. Retrieved
January 25, 2010, from http://www.libraryassessment.org/
dinate, educate, and communicate. Librarians who are short on time
or resources for assessment must prioritize. What is important must Association of Research Libraries. (2010). Statistics and assessment. Retrieved January
25, 2010, from http://www.arl.org/stats/
be accomplished. Thus, if librarians acknowledge the importance of
Harada, V. H. (2005). Working smarter: Being strategic about assessment and ac-
assessment, then they must minimize, reassign, or eliminate anoth-
countability. Teacher Librarian, 33(1), 815.
er work duty or resource cost. Fortunately, assessment often reveals
Horowitz, L. (2009). Assessing library services: A practical guide for the nonexpert.
which library activities are most valuable and which may be termi- Library Leadership Management, 23(4), 193.
nated without a significant decrease in library impact. Librarians who
Kyrillidou, M. (2010). Library assessment blog. Retrieved January 25, 2009, from
need supportive structures can coordinate with others who engage in http://libraryassessment.info/
assessment within the library, in other areas of their overarching insti- Maki, P. L. (2004). Assessing for learning: Building a sustainable commitment across the
tution, or in a professional association. If know-how or experience is a institution. Sterling, VA: Stylus.
barrier, librarians should educate themselves by identifying profession- Oakleaf, M. (2009). The information literacy instruction assessment cycle: A guide
al development opportunities focused on assessment, participating in for increasing student learning and improving librarian instructional skills. Journal of
Documentation, 65(4).
assessment communities online, or seeking out seminal readings on
Oakleaf, M., & Kaske, N. (2009). Guiding questions for assessing information lit-
the topic. Finally, communication is the best way to address librarians
eracy in higher education. Portal: Libraries and the Academy, 9(2), 273286.
who fear negative results. Librarians who conduct assessment must
Rubin, R. J. (2005). Demonstrating results: Using outcome measurement in your library.
communicate with their colleagues and stakeholders clearlynot only Chicago, IL: ALA Editions.
about how assessment results will or will not be used but also about
what information will be shared beyond library walls.
Armed with these strategies and the steps of the assessment cycle,
librarians are well prepared to engage members in library assessment
and use the results to continuously improve library services, collec-
tions, and other activities. This is the professional obligation of all
librariansto increase library value.

AuthoritAtive versus AuthoritAriAn
mAp loCAtion
F, 3
threAD loCAtion
Page 91
sCApe
Authoritative vs
Credibility has an aspect of
Authoritarian
Figure 95

AvoiDing the Florentine DilemmA
mAp loCAtion
F, 9
threAD loCAtion
Page 182
sCApe
From School to Avoiding the

School of a danger is Florentine
Thought Dilemma
Figure 96
bAChelor oF inFormAtion AnD instruCtionAl Design
mAp loCAtion
E, 8
threAD loCAtion
Page 183
sCApe
Need to Bachelor of
Expand the Information and
an example is
Educational Instructional
Ladder Design
Figure 97

bounDAry issues
mAp loCAtion
C, 5
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Page 85
sCApe
Pressure for Participation has

Boundary
Issues
Figure 98

CAtAloging relAtionships
mAp loCAtion
G, 2
threAD loCAtions
Pages 44, 53, 139
sCApe
Death of
Documents
will in
fluen
ce
Massive Scale
influenced by
Information Cataloging
Organization will be translated as Relationships
influen
e ces Evolution of
uenc
w ill infl Integrated
Entailment Library
Mesh Systems
Author Figure 99
R. David Lankes
Much of the reasoning and ideas for cataloging relationships is well OWL 2. (n.d.). In Semantic Web. Retrieved from http://semanticweb.org/wiki/OWL.
covered in the Threads. The underlying technologies to do so are not. RDF. (n.d.). In Semantic Web. Retrieved from http://semanticweb.org/wiki/RDF.
There is an active set of projects, communities, and research going into
building the necessary infrastructure for this work. Most of it falls un-
der the rubric of the semantic web. Although not all the concepts of
the semantic web are in line with new librarianship (there seems to be
a much more optimistic vision of data without context), the standards
being put forth such as the Resource Description Framework (RDF)
and registries and service-oriented architectures hold great promise.
relAteD ArtiFACts
Main Page. (n.d.). In Semantic Web. Retrieved from http://semanticweb.org/wiki/

Main_Page.

CirCulAtion
mAp loCAtion
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Page 166
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Warehousing includes Circulation

Functions
Figure 100
Co-leArning
mAp loCAtion
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sCApe
Shift in
Innovation from
requires Co-Learning
Academy to
Ubiquity
Figure 101

ColleCtion Development
mAp loCAtion
F, 4
threAD loCAtions
Page 157
sCApe
Community as
Collection
results in
Transition of Collection
Traditional such as
Development
Skills
helps de
fine
Issues of
Institutional
Repositories
Figure 102
CommuniCAtions
mAp loCAtion
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Page 172
sCApe
Relation to
other Domains such as Communications
Figure 103

Community As ColleCtion
mAp loCAtion
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Page 159
sCApe
Collection Community as
results in
Development Collection
Figure 104
Computer sCienCe
mAp loCAtion
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Page 174
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Relation to Computer
such as
other Domains Science
Figure 105

ConstruCtivism
mAp loCAtion
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Page 27
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Learning
a relevant area is Constructivism
Theory
Author
Figure 106
Jocelyn Clark
From the agreement Importance of a Worldview, we move along the Constructivism is generally agreed to be the process where indi-
mission Thread to The Importance of Theory and Deep Concepts vidual knowledge is created internally through a persons interaction
to Learning Theories and then to Constructivism. Exploring con- with an external world. Learners construct their own knowledge by
structivism as a learning theory as relevant to the mission of librarians looking for meaning and order; they interpret what they hear, read,
leads us to the development of constructivism as a theory of knowl- and see based on their previous learning and habits (Thanasoulas).
edge creation. Constructivism postulates that knowledge is created This contrasts with the objectivist philosophy that learning is trans-
within a person, not communicated from the outside (i.e., knowledge mitted from teacher to student directly. Social constructivism ac-
is internally constructed based on interpretation of our experiences). knowledges the roles that social interaction and culture have on that
Cooperstein and Kocevar-Weidinger (2004) give a great summary ar- knowledge creation.
ticle on the application as a learning theory. Thanasoulas (n.d.) also There are critics of constructivism. They argue that it denies the
gives an excellent overview of the topic. existence of a true realitythat philosophically there are issues with
Psychology, philosophy, educational theory, sociology, and other creating a worldview of complete relativism. They take issue with
schools of thought have contributed to the development of construc- statements like that of Tobin, A constructivist perception acknowl-
tivism as a learning theory. The credit for the development of edu- edges the existence of an external reality, but realizes that cognizing
cational constructivism is generally credited to Jean Piaget and his beings can never know what that reality is actually like. Critics of
work on childhood learning. Other names that are associated with constructivism as a learning theory suggest that constructivists want
this field are Ernst Von Glaserfeld, John Dewey, Jerome Bruner, and to teach that there are no objective facts to be learned; that construc-
Lev Vygotsky. Vygotsky developed the theory of social constructiv- tivists want people to reinvent the wheel repeatedly. In addition, there
ism, which affirms that social interaction plays an essential role in exists an ongoing debate between encouraging self-discovery of sci-
cognitive development. Three particular reference Web sites are listed ence and mathematical relationships through constructivism versus
below with extensive bibliographies of these theoretical works (Ryder teaching the principles objectively (Chakerian). Despite the ongoing
and Marsh, Barrie, & McFadden, Jean Piaget Society). philosophical debates, many constructivist principles are employed

routinely and successfully but perhaps are not representative of pure time of the reader. Sometimes we are involved in accessing multiple
constructivism. In the context of new librarianship, we do not neces- sources, creating theories, exploring topics, and creating knowledge.
sarily have to enter into the philosophical debate about constructiv- Sometimes we just want to know a quick answer to help us on our
ism because we are looking more narrowly at its concrete applica- way; we dont want to be involved in an additional protracted jour-
tions as a learning theory and at its application within the cosmos of ney of self-discovery. It reminds me of a conversation I had with my
librarianship. mother in about the eighth grade:
In the classroom, constructivist theories are applied through a
Me: Mom, what does didactic mean?
learning model that includes opportunities for active questioning, in- Mom (giving the appropriate mom response): Well, why dont you
terpreting, and problem solving (Marlowe). The work of Jean Piaget is look it up in the dictionary?
used extensively in developing programs that support active learning. Me: Mom, I know how to use a dictionary, can you just tell me what
Solomon provides some concrete principles to guide the use of con- the word means?
structivist principles in the classroom. Cooperstein and Kocevar-Wei-
dinger also discuss constructivism in library education. Many other Sometimes having your mother tell you the answer is all you really
resources are available that discuss the implementation of construc- need if the objective is an external fact so you can carry on with your
tivist principles in a classroom environment. Some are listed below. other activities. At the reference desk, we might send a student on a
However, a classroom is not the same thing as a library, and a librarian quest with just some guidance, or we might just hand a user the an-
is not the same as a classroom teacher. swer. Which one really depends on the situation, the library, and the
In a library, the concept of facilitating knowledge creation is question. In the process of constructing knowledge for themselves,
closely tied to the principles associated with developing an indepen- people might need anything from a quick fact, to a formal lesson on
dent-learning, inquiry-based, project-based classroom. However, the identifying credible sources, to an uncensored Internet connection,
question relative to the mission of librarians isnt about classroom to a room to work on a group project. Identifying those tools is the
studies so much as it is about use of the theory of constructivism to challenge of applying constructivism in libraries.
build a model of librarianship that enables people to create their own To go in the opposite direction, if we have a librarian with an
knowledge. How do we create an information environment that fa- Internet connection (and no library) standing between an informa-
cilitates personal knowledge creation? In most of the classroom appli- tion-seeker and the knowledge, can we really be implementing con-
cations, we still have a situation with a teacher designing a lesson and structivism? Perhaps we need to get out of the chair and let them use
then administering it using constructivist principles. The teacher has the computer to facilitate their exploration. The question changes to:
an agenda for the students, and although students are experiencing How do we create tools to facilitate knowledge creation in the virtual
some freedom to explore, in the end, the teacher has defined learning world? Constructivism as a learning theory encourages us to look at
objectives. That type of instruction may work in school library media all the ways people create knowledge and understanding for them-
centers but is not a model we can use for auto-didactic activities, as selves and then challenges us to explore those tools in our redefinition
those in a public library, or anywhere outside a formal learning envi- of librarianship.
ronment. In librarianship, we are often less an instructor than a guide.
In physical libraries, we are often inherently creating an environment relAteD ArtiFACts
for personal knowledge creation without defined learning objectives.

One example is the creation of learning commons in academic librar- Documents
ies. Another might be the integration of a discover layer tool onto a Bruner, J. S. (1966). Toward a theory of instruction. Cambridge, MA: Belknap Press of
Harvard University.
traditional library catalog. In addition, many of the social library and
Web 2.0 library tools are based on interactive knowledge construction Chakerian, G. D., & Kreith, K. (n.d.). The Pythagorean Theorem. Retrieved from
http://www.mathematicallycorrect.com/pythag.htm
and align with the theories of Vygotsky.
Cooperstein, S. E., & Kocevar-Weidinger, E. (2004). Beyond active learning: A con-
One interesting question about the application of constructiv-
structivist approach to learning. Reference Services Review, 32(2), 141148.
ism in the library goes back to Ranganathans principle of saving the

Glaserfeld, E. V. (2002). Radical constructivism in mathematics education (Math- Possible Constructivist Tools
ematics education library). In Mathematics education library, v.7. New York: Kluwer
Academic. Discovery Layer Interfaces. (n.d.). In Library Technology Guides. Retrieved from http://
www.librarytechnology.org/discovery.pl
Glasersfeld, E. V., Larochelle, M., Ackermann, E., & Tobin, K. G. (2007). Key works
in radical constructivism (Bold visions in educational research). Rotterdam: Sense. Digital Learning Commons (n.d.). Washington State. Retrieved from http://www.
learningcommons.org
Marlowe, B. A., & Page, M. L. (1998). Creating and sustaining the constructivist class-
room. Thousand Oaks, CA: Corwin Press. Retrieved from http://www.mathematical- Five Weeks to a Social Library. (n.d.). Retrieved from http://www.sociallibraries.com/
lycorrect.com/pythag.htm course
Solomon, P. G. (2009). The curriculum bridge: From standards to actual classroom prac- Library Wikis. (n.d.). Retrieved from http://librarywikis.pbworks.com
tice. Thousand Oaks, CA: Corwin Press. Wikis. (n.d.). In Library success: A best practices wiki. Retrieved from http://www.
Talja, S., Tuominen, K., & Savolainen, R. (2005). Isms in information science: libsuccess.org/index.php?title=Wikis
Constructivism, collectivism and constructionism. Journal of Documentation, 61(1),
79101.
Reference Websites: These Web sites contain a multitude of writings on
Thanasoulas, D. (n.d.). Constructivist learning. Retrieved from http://www.seasite.niu. constructivism. The Emtech site contains writings in opposition to construc-
edu/Tagalog/Teachers_Page/Language_Learning_Articles/constructivist_learning. tivism in addition to other writings.
htm and http://dimitristhanasoulas.com/wordpress/?page_id=8
Marsh, G., Barrie, J. P., & McFadden, A. C. (n.d.). Constructivism, Instructivism, and
Tobin, K. G. (1993). The practice of constructivism in science education. Hillsdale, NJ: Related Sites. Emerging Technologies. Retrieved from http://www.emtech.net/construc.
Lawrence Erlbaum Associates. htm
Jean Piaget Society. (2008). Internet Resources. Retrieved from http://www.piaget.org/
Resource Material links.html
Piaget Ryder, M. (2009). Constructivism. University of Colorado School of Education. Re-

trieved from http://carbon.ucdenver.edu/~mryder/itc_data/constructivism.html
Jean Piaget Society. http://www.piaget.org
Resources for Students. (n.d.). Jean Piaget Society. Retrieved from http://www.piaget.
org/students.html
Classroom Examples
Here are some Web sites and videos that give concrete examples and discussion of
constructivism in a classroom:
Constructivism as a paradigm for teaching and learning. (n.d.). Concept to classroom.
Retrieved from http://www.thirteen.org/edonline/concept2class/constructivism/in-
dex.html
tbed63. (2008, October 11). Constructivist math correcting method. Video posted to
http://www.youtube.com/watch?v=Xe1Ei4wYR3E
tbed63. (2008, October 5). Constructivist social studies lesson. Video posted to http://
www.youtube.com/watch?v=p6pFMPSWBds
Constructivism, (n.d.). In Information Age Inquiry. Retrieved from http://virtualin-
quiry.com/scientist/constructivism.htm
Other Videos
changelearning. (2008, January 31). Building knowledge: Constructivism in learning.
Video posted to http://www.youtube.com/watch?v=F00R3pOXzuk
Kliegman, K. (2007, November 5). Constructivism in the library. Message posted to
http://wlteam.blogspot.com/2007/11/constructivism-in-library.html
Koltzenburg, T. (2006, April 1). Rock on! Celebrating the library and learning. ALA
TechSource. Retrieved from http://www.alatechsource.org/blog/2006/04/rock-on-cel-
ebrating-the-library-and-learning.html

ConversAnts
mAp loCAtion
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Conversation Theory is composed of Conversants
Figure 107
See Conversation Theory Agreement Supplement

ConversAtion theory
mAp loCAtion
D, 2, 3
threAD loCAtions
Pages 23, 31
sCApe
Importance of Theory Conversants

and Deep Concepts
f
ed o Language
pos
om
a key is c of
theory sed
is is compo
Conversation Theory helps define Credibility
is com
posed
in is c of
ed om
ex plain pos
ed o
f Memory
Agreements
Knowledge is Created through
Conversation
Figure 108
Author
R. David Lankes

Agreement DesCription agree, or disagree, or simply want clarification. That is a conversation
(to be precise, if you are reading this book, you are having a conversa-
In an interview with an Italian library journal, I was asked, tion with yourself; it is only if you start sending me feedback that I
get involved).
The conversation is a brilliant metaphor, since The Cluetrain
Manifesto, but somehow vague. According to you, which forms Language: Talking at Their Level
can the conversation take?
So what are these two or more agents doing? They are exchanging lan-
guage. This may seem obvious, but it has a lot of implications. There
I responded that conversation is not a metaphor. When I say knowl-
is a large body of research about how people exchange language. For
edge is created through conversation, I mean that at least two parties
example, there is a discussion on how people know how to take turns
are actively going back and forth in an engaged manner and language
in a conversation. There is active research in how people determine
is being exchanged. Why parties and not people? What do I mean
things such as power relationships in a conversation (e.g., who is in
by the notion that language is exchanged? Let me start at a basic level.
charge). All of this research is relevant here and can be (and has been)
This is all grounded in Pasks Conversation Theory (although he does
applied to conversations in libraries.
it at a much deeper level).
However, Conversation Theory does not directly examine these
A conversation has four parts:
aspects of conversations. It omits them for several reasons, not the
least of which is that much of Pasks work predates discourse theory.
1. Conversants: at least two parties,
More important for us, however, is that Pask wasnt just dealing with
2. Language: sets of meaning going back and forth,
language between two people. Conversations can also be between two
3. Agreements: shared understandings between the conversants ar-
organizations or two parts of one individual. So he approached it in a
rived at through language, and
much more general way. It is also a way that has great implications for
4. An Entailment Mesh: a collection and relation of the agreements.
how libraries work on a day-to-day basis.
When two agents are sharing language, they do so at one of two
Conversants: Parties to a Conversation
levels. The first level is directed and pretty low level. This kind of lan-
In a conversation, you have at least two parties or agents. Why not guage is used when at least one of the conversants doesnt know much
call them people? Because agents are a scalable notion, that is to say, about a topic. Take, for example, a librarian walking a patron through
it can be two people (you and I), two groups (say a teacher and his or a database. It might be a simple set of exchanges, such as click here,
her students), two organizations (like a library and a vendor negoti- then click here, then type in your query. The patrons part of the
ating a contract), two countries (a treaty), or even two societies (the conversation may be a series of clicks and OK, now what? Because
great conversation on the meaning of life). the patron doesnt have much knowledge about what he or she is do-
Likewise, these agents can be within a single person. In fact, it ing, the language is not rich. Pask calls this kind of language L0. L0
is the basis of a lot of instruction and education theory. Call it meta- language is used to set up the conversation.
cognition or critical thinking skills, or simply arguing with yourself, In contrast, L1 is language exchanged between two agents when
you have these conversations all the time. If you just asked yourself, they both share knowledge of a topic (or domain as Pask would call
What does he mean by that?!, who are you asking? Pask, in about it). In these exchanges, language is used to build a common under-
100 pages of dense prose, says that you are in a conversation with dif- standing of a domain, mutually expand domain knowledge, or clarify
ferent aspects of yourself set up to come to some agreement about a some part of the domain. Imagine two librarians debating the finer
concept. Waking up in the morning and deciding what to wear (This points of classification, for example.
makes me look fat, this is too dressy) is a conversation. It is easy to say the patron/librarian example from before was an
Also, this conversation can happen over a great period of time example of bad instruction (Dont just teach where to click, teach
and through a series of media. So, you read this book (my part of the why), but that is a bit simplistic. Good instruction (and Pask would
conversation), think about it, and send me an e-mail about how you argue, good systems) attempt to raise the conversation from L0 to L1.

However, you have to start somewhere. Furthermore, there are many include We will never agree on this. The collection of these agree-
times when L0 is just fine. Think driving directions (I just want to get ments is kept in a memory that can be represented in something Pask
to the library. I dont need a lesson in city planning). calls an entailment mesh.
Agreements: Agreeing and Agreeing Not to Agree Memory and Entailment Meshes: Pasks Tangles
So we have a conversation where information is being exchanged in a Your memory constitutes what you know about the world. It is the
sequence between two agents (people, organizations, countries). That sum of agreements we retain after our conversations. However, it is
alone does not create knowledge; that is simply a process between two not a simple list or blob of these agreements. As we just discussed,
black boxes. agreements build on themselves. Memory is the agreements and the
If a conversation is at its heart simply a back and forth exchange, relationship of these agreements. If you want to impress your friends,
whats the point? For example, I could say 1, you could say 2, you could call memory a knowledge representation system like on-
then I say 3, and so on. Are we really learning anything? Not really tologies and semantic networks. If you have no friends, think of it like
because we already know what we are doing (counting up by one), a map of the stuff you know.
and that means we already know this. No, to learn something, we The important thing you need to know is that your memory is all
must seek agreements. That is, we go back and forth making an asser- about relationships. That is to say, Conversation Theory talks about
tion and seeing what the response is. If I say something and get back the fact that you understand the world not as a series of isolated events
an unexpected answer, I need to figure out why. So if I say 1 and or facts but as a dynamic network of agreements and understandings.
you say 3, I might ask, Are we counting up by 2s?, and you might So to learn (Pask talks about knowing), a person needs to actively
say,Yes. I might then say fine (meaning I have learned what our relate new information to what is already known.
task is) or even 5, and we can continue. This is a pretty minor case Because were in the thick of theory, I have to introduce another
of learning, I grant you. important phrase: entailment mesh. An entailment mesh is a method
Once weve been doing this for a while, we build a whole host of of representing the relational nature of ones memory. It is related to
agreements, on which we can seek new ones in new conversations. So a whole host of visualizations like concept maps or brain maps. Why
if I say libraries are cool, for that to mean anything to you some- bother with a fancy phrase? Well, for one thing, to keep us in line
where in the past you had to have had a conversation on what the with Conversation Theory, but more important, for precision. Whats
words library and cool mean. If not, I could just as well have said in your head stays there. Although there is a lot of good research from
that we need to turn up the heat in libraries, or, to a C programmer, cognitive psychology to neuroscience that attempts to understand
sets of precompiled functions I can include in my software are really precisely how memories are stored in the brain, Conversation Theory
neat. In truth, this book and your internal and external debates are does not. It is much more concerned with how these relationships are
seeking agreement on what we mean by the word librarian. expressed, particularly in analog and digital systems. Whenever you
Already you can glimpse some of the implications of Conversa- create a representation of the memory (try to show how things are
tion Theory. There are many libraries that claim an educational mis- connected), you are creating an entailment mesh.
sion. If learning is an active set of agreements and conversations, then
simply providing access to information is insufficient to fulfill our relAteD ArtiFACts
mission! Acquiring materials, organizing materials, and presenting
Wikipedia entry on Conversation Theory: http://en.wikipedia.org/wiki/
materials may aid in conversations, but they are insufficient to edu- Conversation_theory
cate. We must present a forum, tools, and opportunities for agree-
Todd Marshall has put together this bibliography on Conversation Theory and the
ment and conversation. Further, librarians need to actively engage works of Gordon Pask:
communities in seeking agreements. Bechtel, J. M. (1986). Conversation, a new paradigm for librarianship? College &
So, we have a process of information interchange in sequence Research Libraries, 47(3), 219224.
that seeks out agreements. It should be noted that an agreement can Bernard, S. (1980). The cybernetics of Gordon Pask. International Cybernetics Newslet-
ter, 17, 327336.

Fisher, K. M. (2001). Overview of knowledge mapping. Mapping Biology Knowledge,
pp. 523.
Ford, N. (2004). Modeling cognitive processes in information seeking: From Popper
to Pask. Journal of the American Society for Information Science and Technology, 55(9),
769782.
Ford, N. (2005). Conversational information systems: Extending educational infor-
matics support for the web-based learner. Journal of Documentation, 61(3), 362384.
Glanville, R. (1993). Pask: A slight primer. Systems Research, 10(3), 213218.
Lankes, R. D., Silverstein, J. L., & Nicholson, S. (2007). Participatory networks: The
library as conversation. Technical Report. Information Institute of Syracuse, Syracuse,
NY.
Lankes, R. D., Silverstein, J. L., Nicholson, S., & Marshall, T. (2007). Participatory
networks: The library as conversation. Information Research, 12(4). Retrieved from
http://InformationR.net/ir/12-4/colis/colis05.html
Laurillard, D. (1999). A conversational framework for individual learning applied to
the learning organization and the learning society. Systems Research and Behavioral
Science, 16(2), 113122.
McKeen, J., Guimaraes, T., & Wetherbe, J. (1994). The relationship between user
participation and user satisfaction: An investigation of four contingency factors. MIS
Quarterly, 18(4), 427451.
Pask, G. (1975). Conversation, cognition and learning: A cybernetic theory and methodol-
ogy. Elsevier: Amsterdam.
Pask, G. (1996). Heinz von Foersters self organization, the progenitor of conversation
and interaction theories. Systems Research, 13(3), 349362.
Patel, A., Kinshuk, & Russell, D. (2002). Implementing cognitive apprenticeship and
conversation theory in interactive web-based learning systems. Sixth Multi-Conference
on Systemics, Cybernetics and Informatics. International Institute of Informatics and Sys-
temics, 523528.
Pimentel, D. M. (2007). Exploring classification as conversation. In Tennis, J. T.,
Eds., Proceedings North American Symposium on Knowledge Organization, 1, 18,
Toronto, Ontario. Retrieved at http://dlist.sir.arizona.edu/1893/
Scott, B. (1993). Working with Gordon: Developing and applying conversation theo-
ry (19681978). Systems Research, 10(3), 167182.
Scott, B. (2001). Cybernetics and the social sciences. Systems Research and Behavioral
Science, 18(5), 411420.
Thomas, L., & and Harri-Augstein, S. (1993). Gordon Pask at Brunel: A continuing
conversation about conversations. Systems Research, 10(3), 183192.
Wenger, E. (1998). Communities of practice: Learning, meaning and identity. New York:
Cambridge University Press.

Core skills
mAp loCAtion
B, 8
threAD loCAtion
Page 137
sCApe
Ambiguity is
Essential for
Professional Ability to
Work Work in
Interdisciplinary
es Teams
lud
inc es
Transition of
lud Traditional
inc
Skills
ires
requ

Core Skills LIS Education
Facilitating Knowledge
librarians requires
Creation in their
Communities inclu
des
Importance of
Tenchical Skills
Figure 109

Core vAlues
mAp loCAtion
G, 3
threAD loCAtion
Page 119
sCApe
Ethics
in
een Openness
is s
of
posed
is com
Service is not Invisibility will influence Core Values is composed of Learning
is comp
osed of
is c Intellectual
omp
ose Freedom and
d of
Safety
Intellectually
Honest not
Unbiased
Author Figure 110

Kelly Menzel, Nancy Lara-Grimaldi

Agreement DesCription what they need when they want it. Such a core value, however, would
likely interfere with other core values, such as service. The most ef-
The Atlas states that we still live in a condition of information scar- ficient service is often not the same as the best service.
city, but it is no longer that information that is the scarce thingit
is our ability to absorb and make sense of information thatto build relAteD ArtiFACts
knowledgethat is scarce. Michael Goreman (2000) mirrors this
statement when he speaks of the relative differences between todays American Library Association. (2004). Core Values of Librarianship. Retrieved from
society and American society in the late 19th century. He speaks of http://www.ala.org/ala/aboutala/offices/oif/statementspols/corevaluesstatement/
corevalues.cfm.
the proliferation of materials, the sudden and numerous technologi-
Andrew L, Bouwhuis Library. (n.d.). Andrew L. Bouwhuis Library. Retrieved Novem-
cal advances, the question of what to do with all of the new materials, ber 7, 2009, from http://library.canisius.edu.
how to catalog them, how to provide access, and so on.1 In all prob-
Goreman, M. (2001). Human values in a technological age: A librarian looks 100
ability, he states, the largest single difference in a late 20th-century years forward and backward [Electronic version]. Logos, 12(2), 6369.
life, compared with a late 19th-century life, is lack of repose and op- OGorman, J., & Trott, B. (2009). What will become of reference in academic and
portunity for repose.2 Many of the questions asked are about how public libraries? Journal of Library Administration, 49(4), 327339. Retrieved from
to run a library. He argues that the core values should be the same as doi:10.1080/01930820902832421.
those asked in the latter part of the 19th century. Special Libraries Association. (2003). Vision, Mission and Core Value Statements. Re-
Many letters, communications, and editorials in the Library Jour- trieved from http://www.sla.org/content/SLA/AssnProfile/slanplan/index.cfm.
nal in the earliest years of the 20th century were concerned with new Tolley-Stokes, R. (2009). Try on a new pair of sensible shoes. College & Research Li-
braries News, 70(5), 288291. Retrieved from Library, Information Science & Tech-
techniques, methods, and applications of machinery. The same ar- nology Abstracts database.
ticles and pages also carry much rumination on the implications of
Vargas, M. (2009). Aligning core values to a philosophy of service. Catholic Library
what they saw as a great rate of change in the profession and in service World, 79(4), 276278. Retrieved from Library, Information Science & Technology
to the growing and changing population.3 Abstracts database.
Regardless of the point in time, librarians have always struggled
to accomplish the same things and held the same things as core values.
So, what has changed since then? According to Goreman, we simply
have less time to wade through all of the information being produced.
Without the opportunity for repose, people are bombarded by too
many items to look at and often too many to even keep track of. That
is when people give up. The question, then, is how we as librarians
should apply our age-old core values to todays society to help a soci-
ety with too much information and not enough time. Should we add
efficiency as a new core value despite that, as the Atlas points out, it
was deliberately not included in it after Deweys obsession with the
topic?4 Being more efficient would certainly aid in slogging through
all of the information and making it easier for our members to find
1. Goreman, M. (2001). Human values in a technological age: a librarian looks 100

years forward and backward [Electronic version]. Logos, 12(2), 6369.
2. Goreman, M. (2001). Human values in a technological age: A librarian looks 100
3. Goreman, M. (2001). Human values in a technological age: A librarian looks 100
4. Atlas, 155.

CreAting A neW soCiAl CompACt
mAp loCAtion
F, 6
threAD loCAtion
Page 28
sCApe
Importance of Action and Activism
invo
lves
Creating a New Social Evolution of the

results in Social
Compact Compact
to
ds
lea
Figure 111

Contributor
Amy Leigh Edick
1. Who gets to pick what the social compact will be?

2. Is it the right choice?
relAteD ArtiFACts
Andrews, J. G. (2006). How we can resist corporatization. Academe, 92(3), 1620.

Anonymous. (2004). What is the future of the social compact? The Presidency, 7(3),
13.
Cherwitz, R. A. (2005). A new social compact demands real change. Change, 37(6),
4849.
Gargarella, R., & Gilabert, P. (2008). Lectures on the history of political philosophy.
Social Theory and Practice, 34(4), 640647.
Stone, D. (2009). Single payerGood metaphor, bad politics. Journal of Health Poli-
tics, Policy and Law, 34(4), 531.

CreAting An AgenDA
mAp loCAtion
F, 7
threAD loCAtion
Page 129
sCApe
Creating an
Importance of Action and Activism means knowledge of
Agenda
however, must avoid Risks of Data
Figure 112

CreDibility
mAp loCAtion
F, 3
threAD loCAtions
Pages 24, 90
sCApe
From Authority
Conversation Theory to Reliability
helps defin results in
e
Credibility
has an a
spect of
Authoritative vs
s in
result Authoritarian
User
Figure 113

CurriCulum oF CommuniCAtion AnD ChAnge over
trADitionAl iDeAs oF leADership
mAp loCAtion
D, 7, 8
threAD loCAtion
Page 180
sCApe
Curriculum of Communication
LIS Education requires and Change over Traditional includes Importance of Action and Activism
Ideas of Leadership
Figure 114

DeAth oF DoCuments
mAp loCAtion
F,G, 2
threAD loCAtion
Page 44
sCApe
Death of Cataloging
Artifacts influenced by
Documents
will influence
Relationships
Figure 115
Author
Jocelyn Clark
1. What kind of tools are we using to store memories and commu- Stone, D. (1997). What is a document? Journal of the American Society of Information
Science, 48(9), 804.
nicate ideas?
2. As our recorded world becomes more fluid, how do we capture
The Changing World of Publishing
snapshots of it for documentation, memories, or communication
of ideas? There is a lot of discussion in the world about the decline of newspaper publishing,
the decline of the independent bookstore, and the growth of self-publishing on blogs,
3. What is a document anyway? wikis, social media, and bulletin boards. Many journal articles are now accessed more
4. Is the document dying or are certain characteristics of the docu- frequently online through fee-based databases. In addition, the world of direct access
publishing is increasing.
ment dying?
Decline of Newspapers
relAteD ArtiFACts
kxan. (2009, April 17). Paul Steiger addresses the future of newspapers. Video posted to
http://www.youtube.com/watch?v=fwA2Ego5BW0.
Documents
Perez-Pena, R. (2008, October 28). Newspaper circulation continues to decline rap-
What is a document and is it even a useful definition? Two theoretical views of the idly. New York Times. Retrieved from http://www.nytimes.com/2008/10/28/business/
definition of a document are found in the following sources: media/28circ.html.
Frohmann, B. (2009). Revisiting What is a document? Journal of Documentation, Who killed the newspaper? (2006, August 24). The Economist. Retrieved from http://
65(2), 291303. www.economist.com/opinion/displayStory.cfm?Story_ID=7830218.

Change in Publishing Document Management Software for Project Managers and
Rich, M. (2009, January 28). Self-publishers flourish as writers pay the tab. New York Business Examples
Times. Retrieved from http://www.nytimes.com/2009/01/28/books/28selfpub.html. Ademero. (n.d.). Retrieved from http://www.ademero.com.
Knowledge tree. (n.d.). Retrieved from http://www.knowledgetree.com.
Predictions of the Death of the Book or the Ultimate Failure
of the eBook
Other Topics of Interest Relative to Document Management
There seem to be dueling theories about the ultimate success or failure of the paper- in the Business World
based book as an artifact. Will the paper or the ebook win out in the end? Does it
matter? How does the business model of publishers change as the format changes? Content management, digital documentation, knowledge management systems, in-
formation delivery systems, and more.
Gomez, J. (2008). Print is dead: Books in our digital age. London: Macmillan.
Contends that printed books will be replaced by digital books and that book dis- Increasing Access to Digital Resources and Digital Archives
tributors and readers should actively support the transformation by encouraging Services like Google books and the Project Gutenberg are increasing digital access to
digital book creation and the standards required for storage and delivery. archival materials at the same time that current book publishing is decreasing. Access
jlaccetti (2007, April 18). Digitise or die: Margaret Atwood. Video posted to http:// to these documents is no longer facilitated by or dependent on the library archives. In
www.youtube.com/watch?v=5GUJ4uA7G2w. contrast, these archives are now partly dependent on commercial ventures, which have
both benefits and costs.
Levy, D. M. (2001). Scrolling forward: Making sense of documents in the digital age.
New York: Arcade. American Libraries. (n.d.). In Internet Archive. Retrieved from http://www.archive.
Marsh, S. D. (n.d.). The death of the book. Retrieved from http://www.marshillreview. org/details/americana.
com/extracts/mash.shtm Google Books. (n.d.). Retrieved from http://books.google.com.
Weinberger, D. (1998, March 19). The death of documents and the end of doneness. Main Page. (n.d.) In ProjectGutenberg wiki. Retrieved from http://www.gutenberg.
Journal of the Hyperlinked Ogranization. Retrieved from http://www.hyperorg.com/ org/wiki/Main_Page.
backissues/joho-march19-98.html#death.
Materiality of Communicative Practices
Changing Permanence
Researchers in communication theory are also dealing with the impact of technology
Documents that exist in the digital world can be much less permanent than paper- on established communication practices. The idea of boundary objects is explored.
based documents. Related concepts include: perpetual beta, living (or evergreen)
Osterlund, C. (2008). The materiality of communicative practices: The boundaries
documents, and continuous improvement. All of these ideas point to the concept of
and objects of an emergency room genre. Scandinavian Journal of Information Systems,
impermanence. Content that exists in a particular form one day may not exist in that
20(1), 740. Retrieved from http://iris.cs.aau.dk/index.php/volume-20-40200841-
format the next day. Efforts to increase permanence such that accessibility to ideas is
no-1.html.
maintained require that time is stopped occasionally such that a snapshot can be kept
as a record. More important is that todays library cataloguing routines are difficult to
apply to documents that wont stand still. How do you catalog an artifact that wont
remain in existence?
Bowker, G. C. (2005). Memory practices in the sciences (Inside technology). Cambridge,
MA: MIT Press.
Internet Archives: Wayback Machine. Retrieved from http://www.archive.org/web/
web.php.
Business Document Management Systems

Although paper books, newspapers, and other printed material may be decreasing,
the business world is turning to digital document and content management systems
to augment their communication and documentation processes. For years, there have
been Paperless Society/Paperless Office utopia theories. In contrast, requirements for
record-keeping seem to be increasing.
Ragnet, F. (n.d.). The future of documents. Retrieved from http://futureofdocuments.
blogs.xerox.com.

DemoCrACy AnD openness overshADoWeD by
teChnology
mAp loCAtion
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threAD loCAtion
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Democracy
and Openness
Policy must change
Overshadowed
by Technology
Author
Figure 116
Andrea Phelps
In this Thread, Lankes (2009) compares the idea of participatory li- The first idea is heavily tied to the Atlass focus on conversa-
brarianship to that of liberal (or participatory) democracy. Liberal tion and is also the easiest concept to incorporate into a library set-
democracy is defined by Encarta as a political system that has free ting. Buschman claims that Jrgen Habermas presents democracy as
elections, a multiplicity of political parties, political decisions made rooted in conversation, and that public places are where these im-
through an independent legislature, and an independent judiciary, portant discussions happened and continue to happen. Further, he
with a state monopoly on law enforcement. A similar definition for claims that some of these previously existing places for discussion,
participatory democracy can be found on AllWords.com. Two excel- namely mass media, are no longer the freely public forums they once
lent and well-known quotes from Thomas Jefferson and James Madi- were (Buschman, 2007, p. 1487). The other big concept presented
son highlight in particular the importance of knowledge and access to by Buschman is that an institution cannot foster democracy without
information to a liberal democracy. The potential for library involve- practicing it (p. 1493), which echoes the Atlas discussion of the im-
ment, then, should be fairly obvious. portance of community interaction and decisions in libraries.
The biggest problem, Buschman argues, is that librarians arent As Michael Buckland (2008) points out in response to Bus-
really doing anything to capitalize on this opportunity. Librarians are chmans article, libraries arent important just for developing a democ-
generally calling on the grand ideals of Jefferson and Madison to show racy but also other political structures and beliefs (p. 1534). Does a
their importance in a democratic nation but not actually concerning library need to practice all modes of government in some way to ap-
themselves with ways to bring the idea into action (Buschman, 2007, propriately foster those methods? Not to do so is another form of bias
p. 1484). To start librarians thinking more about how they can bolster on the librarians part, and there are plenty of people who feel there
democracy, Buschman presents a few ideas put forth by scholars in are better forms of government out there than democracy.
a number of fields that can help guide librarians to doing more for It is not only impossible to be completely unbiased as a librarian;
democracy than just providing access to information. it may be harmful in building trust with library members. Jill Hurst-

Wahl (2009) recently wrote about how the key to earning trust in a ferent than it is normally? The same sorts of downfalls mentioned
social network setting is to behave normally and be yourself; it makes here are common in any instructive use of technology: too much
sense that the same thing may be true for in-person interactions. Yet focus on the tool rather than the material and ideas behind it, not
the same is certainly true for the other extreme. If we let ourselves get using the right tool for the purpose, not marketing it appropri-
too involved or become too fanatic in our jobs, we may lose that hard- ately to the audience, and so on.
earned respect and trust.
There are ways in which librarians can encourage democracy relAteD ArtiFACts
and debate without getting too deeply involved, and the Progressive
Buckland, M. K. (2008). Democratic theory in library information science. Journal
Librarians Guild can be a great resource for ideas. Michele Sipley of the American Society for Information Science and Technology, 59(9), 1534. Retrieved
(2003) presents a number of ways to covertly encourage discussion from doi:10.1002/asi.20846.
in a school library setting, including working with teachers to set up Buschman, J. (2007). Democratic theory in library information science: Toward an
debates by students, holding question-and- answer sessions, teaching emendation. Journal of the American Society for Information Science and Technology,
58(10), 14831496. Retrieved from doi:10.1002/asi.20634.
critical thinking, and more. These ideas can be translated to other
settings, such as public libraries, where there can be space for local Definition of participatory democracy. (n.d.). AllWords.com. Retrieved November 8,
2009, from http://www.allwords.com/word-participatory+democracy.html.
politicians or groups to debate topics.
Drabinski, E. (2006). Librarians and the Patriot Act. Radical Teacher, 77, 1214. Re-
There are also ways for librarians to actively take a stand, the best trieved from Omni File Full Text Mega database.
examples of which are tied to the PATRIOT Act. Emily Drabinski
Gaunt, C. (2004). Jailed for dissent in these times. Progressive Librarian, 24, 4149.
(2006) looks at a number of ways in which librarians were affected Retrieved from http://libr.org/pl/24_Gaunt.html.
by the PATRIOT Act and what they did to fight back. For more ag- Hurst-Wahl, J. (2009, October 31). Lose control & gain credibility. Message posted to
gressive activism for democracy, Chris Gaunt (2004) describes her http://www.enetworking101.com/blog/2009/10/lose-control-gain-credibility.html.
personal experiences with nonviolent dissent outside of the librarian Liberal democracy definition. (n.d.). MSN Encarta Dictionary. Retrieved November
setting. 8, 2009, from http://encarta.msn.com/dictionary_1861696490/liberal_democracy.
html.
ConversAtion stArters Sipley, M. (2003). OperationPatriots Act: The role of school libraries in promoting
a free and informed society. Progressive Librarian, 22, 5262. Retrieved from http://
libr.org/pl/22_Sipley.html.
1. How should librarians move beyond the idea that libraries sup-
port a democracy by supplying information? What else can we do
to create a democratic space?
2. What shouldnt we do (or what is too much and too biased and
should be avoided)? How far can we go before it is considered not
our place or that we are opening an unnecessary can of worms
that is making things worse? Can we ethically do more than pro-
vide a place for a discussion by participating heavily in the con-
versations?
3. Is activism such as Gaunts appropriate within a library setting?
Or is that something only to be pursued as an individual? Can
your personal activism really be separated from you as a librarian?
Too much activism may have a negative effect on trust and re-
spect from the community and could seriously impact a librarys
role in the community.
4. What should be the role of technology in promoting democratic
environments in libraries? Is technology in this instance any dif-

DepArtment oF JustiCe
mAp loCAtion
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Government Department of Assessment

an example case is highlights the importance of
Justice
Figure 117
Author
R. David Lankes
The following report is based on a series of visits to the Department 1. Identify major participatory communities within the service
of Justice (DOJ), February 1315, 2008. During these visits, several community.
conversations took place among the researcher, librarians, and library 2. Identify and describe the major conversations within and across
clients within different sections of the DOJ and in several DOJ librar- these communities.
ies. An initial draft of this report was then provided to the Depart- 3. Identify the services and resources provided by the library to
ment for feedback. This revised report briefly outlines the observations these conversations (later this needs to be refined into means of
in each of these conversations. It attempts to highlight opportunities facilitation).
and provide an outsiders reaction to these conversations given a nar- 4. Look for gaps (where the library could but is not providing fa-
row window of engagement. The emphasis in all of this is on the abil- cilitation), dead ends (where the library is providing a service not
ity/role of DOJ librarians to facilitate these conversations. linked to conversations within a community), and opportunities
What emerged from the visits was the beginning of a planning (where the library could provide service to a communitys conver-
process based on participatory librarianship and conversations. Al- sation but is not).
though the principles of participatory librarianship have been used
to present an overall vision of library systems (Lankes et al., 2007) In the case example below, three participatory conversations were
and to develop library software (Lankes, 2008) and services, a clear identified. Within a key community (legal staff), a high-level conver-
method for planning and evaluating library services holistically has sation was identified (the life of the law). A basic mapping was done
yet to be developed. Although this case does not directly present such (figure 1). Certain opportunities to provide better facilitation were
a methodology, it does point to one. From the case, the approach identified as well (e.g., the In Search of process for lawyers and the
would be to: extranet for the librarians).

This initial approach was used as part of a strategic retreat process munities as possible (including building systems within the commu-
at a small academic library with some success. Although clearly great nities rather than within the library).
specificity and data are needed to firm up this planning process, this For example, within the legal staff, there is not much discussion
case study serves as a first step. or concern with how case files are managed. It seems that most law-
yers keep a set of files in a series of folders on their desktops. There
CAveAts AnD limitAtions is no standardized way of storing these data. Clearly, how these files
are stored is of great interest to librarians. From a library perspective,
Several caveats are important to note. Three days and a handful of capturing these data, organizing them, and providing them back to
focus groups are far from adequate to capture the richness of any or- customers is of high priority, but to the legal staff it is not. Thus, if
ganization. The best that can be hoped for are initial observations and librarians were to attempt to capture these data to build new services,
to capture broad themes and ideas. Although much of this report is they would find great resistance on the part of legal staff. Why? Be-
written in an authoritative tone (i.e., making assertions and general- cause to the legal staff, once all of these data are used to file a formal
izations), that is simply a device to prompt further discussion. The courts document (such as a brief ), the world of documents around
idea is to prompt and provoke. This often leads to richer conversation that formal document becomes nearly irrelevant. If it is not in the
rather than a more cautious and nuanced tone. So although there brief, it is not important. If the library deems it important to capture
arent many the research thinks, it might be, or one would guess and organize this information, it does so by having a conversation
phrases within, they are implied. internally to its own community. If it wants to get lawyers on board,
The initial result of this visit was a chart of the A Participatory it will have to make a strong case based on the norms and in the lan-
View of the Department of Justice Libraries in figure 118. This chart guage of the legal staff.
seeks to capture the different conversations occurring from the library In the site visits, five communities became apparent:
perspective. It is far from complete, but it attempts to capture broad
areas of understanding. 1. Legal Staff Lawyers and support staff are well versed in the for-
mal conversations of the law. From formal filings to informal
pArtiCipAtory Communities searching on databases, there is a high-level understanding of a
general process: understand the legislative intent of a given law,
There appears to be four major participatory communities. These com- build a brief that captures both the facts and the theory of the
munities represent groups of people talking about similar things in case, and understand the life of the law including precedents,
similar fashions. They share processes and concerns. Certainly within decisions, and related legislative action. The conversations of the
the communities there are a lot of different voices with different roles legal staff are in many cases formal and regulated. Not every case
(lawyers, managers, paralegals). Also, there are certainly communities will include Legislative Intent formally. There are also many
not addressed in the visit (policymakers, IT, etc.). Why bother talking informal conversations happening between litigators.
about communities? Why not simply use the standard breakdown of 2. DOJ Librarians The librarians in the Department of Justice
library and patrons? Because in a participatory approach, the librarys form a community that regularly exchanges information, tech-
role is to facilitate communities conversations. They must under- niques, and resources. However, although there is a clear desire
stand the dynamics of the communities regardless of whether those to provide outstanding service, much of how this service should
interactions are with the library. Also, in any attempt to increase the be delivered remains an open question. With little to no data on
quality of participation (conversations) within the communities, and actual service utilization, service priorities and decisions are often
thus improve the knowledge of these communities, one must respect based on individual success, anecdotes, and personal philosophies.
the norms, cultures, and structures of these communities. Simply put, This makes it difficult to truly gauge the effectiveness of services.
why would lawyers want to participate in library systems when they 3. Database Vendors Hein, Westlaw, and LexisNexis constitute
are part of a different community altogether? If libraries want to build the core databases for the legal profession and are clearly needed
effective conversations, they must do so in as close alignment to com- across the enterprise. However, each section has its own key re-

Westlaw
Other Licensed Databases
Lexis
Paper Legal Codes, Regulations and Treaties
Hein OnLine
Life of the Law
Legal Sites
Inter Library Loan
Foreign Law
Informal Information Networks
Thomas
Holdings
Matter Database
Pathfinders
Brief Production
Expert Witness Research

Facebook, MySpace and Social Webs
Ad Hoc Reference Services
Google and Search Engines
Open Web
Public Data Sources
DOJ Produced Legislative Histories

Legislative Intent
Conversation Between DOJ Libraries and a General Audience
Conversation Between DOJ Libraries and Other

Legal Information Organizations
Conversation Between DOJ Libraries

and Vendors
Conversation Between DOJ

Legal Staff and DOJ Librarians
Other Sources of
Legal Staff DOJ Librarians Database Vendors Legal Information General Audiences
Figure 118

sources. There is great competition between these vendors with pathfinders and informal files on experts but only when the legal staff
little information sharing. comes to the library for information and assistance.
4. Other Sources of Legal Information This disparate group consists This is not to say that there arent some attempts at a more sec-
of other law libraries, legal research centers, other law firms, and tion-wide organization of cases and knowledge. One litigating section
a wide variety of other players. There are some formal means of talked about their In Search Of (ISO) process. ISO is a means of
communications, such as AALL, but there are also structural is- section lawyers asking for information from others in their section.
sues in creating formal connections (privacy of case matters, com- Throughout the day, legal staff send requests for information (who
petitive advantage, proprietary information, and billing struc- has dealt with topic X, has anyone used X as an expert witness, etc.)
tures). to a secretary. Twice a day, the secretary bundles up the requests and
5. General Audiences This is not a formal community by any sends out a section-wide e-mail with the questions. Answers are then
means. Rather, it is the open information environment that the sent from legal staff to legal staff with no attempts to match ques-
Department of Justice exists within. It is constantly changing and tions with answers section-wide. Mid-level supervisors also serve as
has little coherence. repositories of organizational knowledge/history. Another mechanism
to share knowledge within a division is a matter database. This in-
Within these communities, there are opportunities for the library to formal system attempts to capture cases and legal matters currently
improve service and to better facilitate knowledge building. Which, if under consideration by a division.
any, of these opportunities the libraries pursue is a matter of internal The informality and patchwork nature of these section-wide con-
priorities and resources, although a few recommendations are made. versations seems to be the result of several factors. The first is the need
It should also be noted that it is in the intersection of these com- for confidentiality in the cases under consideration. Some cases and
munities (and of conversations across communities) that most of the issues are too sensitive to be made known widely (indeed topics may
opportunities for improved library service lie. Therefore, in the dis- not go beyond the lawyers directly involved in the topic). However,
cussion of the communities, special note shall be made of these cross- this need varies widely across sections, with many sections having
community collaborations. virtually no such prohibitions. The other factor relates to the nature
of the cases under consideration. Some sections work on a relatively
Legal Staff (A Litigating Section) small domain of issues where sharing information yields great divi-
dends, whereas a section dealing with a wide variety of cases would
There is an interesting dichotomy of knowledge creation and capture
find little overlap in lawyer knowledge.
that occurs within litigating sections. On the one hand, there are for-
mal processes of documenting knowledge and conversations. Legal
Librarians as Investigators
rules of disclosure, brief production, and case filings force lawyers to
make most knowledge explicit. On the other hand, there is a much It is worth noting an interesting idea that emerged in how some of
larger volume of information or research that is gathered and cre- the legal staff saw the role of librarians. Clearly, librarians have gained
ated in the process of brief development. Along the process of creat- great success in specializing in research concerning expert witnesses.
ing a brief, there seems to be an accumulation of information until Librarians also appear to have a great opportunity in situating them-
a theory of the case is developed. Once this is developed, materials selves directly into the legal process. Several times the idea of librar-
are loosely organized into folders and subfolders. Some of this mate- ians working closely on a casewhether in terms of providing direct
rial might make it into an archiving process, but much remains in the evidence or aiding the development of case theorywas mentioned.
heads of lawyers and other legal staff. It also seems that most informa- In these circumstances, lawyers attributed the success of cases directly
tion organization is case-oriented. All data are gathered and associated to the aid of library staff. In the case of anti-trust, this even developed
with cases with little larger topical-oriented organization. into real staff resources.
It would appear there is a great need for an organizational system The idea of librarians as civil investigators was raised several times.
for lawyers to keep case-oriented information, plus the rich world of Whereas in criminal cases DOJ provides investigatory staff or agents,
research around a case. Right now librarians capture some of this in in civil cases this is not always the case. Civil lawyers mentioned using

librarians in this capacity to discover evidence and materials pertinent also clearly dedicated to service. There are, however, three areas for
to the case. This seemed to go beyond expert witness research and was improvement that stood out when looking at them as a group. Librar-
seen as a much closer relationship between lawyer and librarian. It ians appear to be risk averse, manually oriented, and data poor. Once
seems this kind of relationship is worth special scrutiny (and promo- again, this is an aggregate view with individual exceptions. Let us take
tion) in any follow-up activity. each in turn.
By and large, DOJ librarians are risk averse. This is a result of the
Recommendations DOJ culture and the nature of the practice of law. It is natural and
right for all members of a legal enterprise to be acutely concerned with
There is a great opportunity for the librarians in the department-wide
disclosing too much information. Librarians naturally do not want to
case management initiative. Although development and implementa-
be the source of a leak, to make their legal clients look bad, or to be
tion of the electronic case management system may well be beyond
accused of undermining the core litigation activities. Far from being
the resources, expertise, and authority of the DOJ libraries, they
a negative, this shows keen understanding of the culture. However, it
should be a part of the overall process. By having librarians at the
clearly creates some conflict between librarian principles of openness
table in the development of this system, the libraries can ensure a
and the large DOJ culture. Librarians also seem to fail to take into
presence in the system likely to become the most used interface in
account that the lawyers act as the gatekeepers and either make the
the Department. Beyond this tactical concern, librarians have a great
necessity of confidentiality clear to librarians or do not disclose confi-
deal to offer system creators in terms of information management
dential information in the first place. The result is that the librarians
and reuse. By both better understanding the processes lawyers must
are hesitant to share anything outside of the firewall even when they
use, being more visible to litigators in this process, and helping en-
have clear ability to do so. Currently, librarians default to not sharing
sure good information practice, DOJ librarians can have a large and
and going outside the firewall without formally examining the issues.
positive impact on the system. One approach might be to create an
These issues have been brought up in terms of sharing legisla-
institutional repository that looks like a law review journal or some
tive histories, but the more interesting case might be expert witness
other format lawyers would use on a regular basis.
databases. DOJ librarians have been successful in building their repu-
Such a system would also allow for new services to provide feed-
tations and utility by becoming master searchers in terms of expert
back into the legal community. For example, the Brief Bank cur-
witnesses. Librarians scour the web, databases, and other information
rently offers exemplary briefs to lawyers. It would be interesting to
sources for an experts documents, thoughts, and profile. The result
analyze these briefs and return the results to litigating sections. One
is information that then goes to legal staff. However, experts are of-
could imagine a sort of reverse citation analysis where litigators get
ten used repeated times or by multiple parties. One could imagine
feedback on which items are cited the most in briefs (legal codes,
capturing all of these expert resources into a central repository for a
cases, but more important, bodies of evidence and current thinking).
section. A strategy might be the development of a high-level expert
Analyzing the information sources and people DOJ lawyers use might
database that does little more than identify an expert, a general area
provide interesting data back to divisions. They could see what sourc-
of expertise, and a case they were associated with. This way a lawyer
es they depend on regularly, detect any biases in sources, learn about
could quickly find out whether an expert had been used before and
new resources, and identify seminal cases in the making. This might
by whom without the risk of maintaining extensive files of citizens.
be a good partnership with the Bureau of Justice Statistics. Such an
However, librarians are wary to create such a database, worried that it
initiative also aligns to the purpose of the Brief Bank. If DOJ is con-
could be requested under FOIA and might reveal legal strategy. They
cerned with consistency in approach, policy, and documentation, the
may well be right, but has the question ever been formally asked? By
library can provide a vital bibliographic check toward this end.
defaulting to an If in doubt, dont default position, the librarians
may be holding back useful services unnecessarily.
DOJ Librarians
The second characteristic found was a reliance on highly manual
The DOJ librarians have an excellent reputation among the groups processes. This can be most clearly seen in terms of the DOJ Virtual
participating in the visit. They are proactive and engaged. They are Library and the pathfinders on the site. These pages are static and

require manual link checking, editing, and updating. This results in a same desires are put forth. No one sees an off-the-shelf ILS as ideal.
lot of extra labor in maintaining the site and lost opportunities that a They are cumbersome, lack innovation, are inherently not secure, and
more sophisticated technical approach might bring (such as SDI-like take a great amount of effort to maintain. The only thing that all agree
services or alerts on new/changed resources for interested parties). It on is the value of a good acquisitions system because of the universally
is ironic that some of this manual processing stems from the depart- agreed-on value of efficiently and effectively licensing resources for the
mental use of PHP. PHP is a web-scripting language created for the entire agency (not coincidentally, the acquisitions service has the most
explicit purpose of integrating dynamic elements into web pages. The data available in terms of usage, costs, and overall value to the agency).
root cause for this manual orientation seems to be a distrust of the In the debate on replacing the catalog, risk aversion, manual pro-
IT staff and services. The IT infrastructure is seen as highly buttoned cess, and data poverty are quickly apparent. There is a strong desire to
down and antithetical to innovation. This problem seems exacerbated buy an off-the-shelf solution by the technical staff. Not because these
by a near absence of a library IT authority and a previously failed are seen necessarily as the best solutions, but off-the-shelf ILS solu-
attempt to build a custom acquisitions system. IT authority is not tions are the safest in terms of guaranteed delivery of functionality,
simply technical knowledge that is certainly present in the library but support of the system, and experience. The technical staff was burned
the ability for the library staff to directly control the IT being used. by trying to build custom solutions in the past, and that lesson still
This topic is addressed more deeply in the recommendations. remains front and center in the consideration of a new system. In re-
The last characteristic of DOJ librarians worth noting is the data- sponse to the universally perceived deficiencies with the current cata-
poor environment in which they work. This poverty does not relate log solutions, librarians have been using manual processes to make
to the data and information sources used in the practice of librarian- up the difference. The Virtual Library is a product of manual work
ship (databases, holdings, etc.), which are vast. Clearly DOJ librarians around an inadequate catalog. Yet there is a real question as to the true
have done an excellent job making a case for resources. Rather this value of the catalog in the first place. Without data on who is using the
refers to the evaluative data of service use. Use of data in terms of catalog, for what, and how often, how can the group make a real plan?
evaluation, utilization, and even size of patron base simply is not part It would seem that the primary interface to DOJ holdings for lawyers
of the everyday workings of the librarians. is the reference librarians. Outside of a few notable exceptions, law-
Although there are many good reasons for this near absence of yers ask librarians for materials and dont know or care whether these
data (lack of time to gather statistics, absence of a circulation system, resources come from a collection, interlibrary loan, or, in some cases,
poor tools to track Web site usage), the end result is that discussions librarians using their own public library cards. By knowing the reality
on service priorities come down to persuasiveness of personal argu- of who uses the catalog versus who uses the Virtual Library, one could
ments and reliance on authority. In other words, when deciding what decide where to invest resources. If the catalog is indeed used beyond
services to enhance and which to cut, decisions are made by how well librarians as an inventory system, then using resources to enhance the
someone argues a position, not on actual use and projected impact underlying ILS to be more portal-like makes good sense. However, if
of the services. In a collegial environment like that of DOJ libraries, it is primarily for librarians, buy the easiest to maintain with a good
these methods can work, but they can also cause friction and division acquisitions module and be done with it.
in staff over time.
An example of how all three of these characteristics come into Recommendations
play can be seen in the current discussions around a new integrated
One could make a whole host of recommendations to address some of
library system. The two current ILS systems must be replaced. The
the concerns. However, the fact is that there is a culture in the librar-
question on the table is how to replace these systems. There is cur-
ies, and by and large that culture seems to be working. The questions
rently a perception that the technical service staff and the reference
are not really about how to make libraries less risk averse, nor are they
staff have different priorities in terms of replacing these systems. The
about how to gather more data on service utilization (that only helps
reference staff sees a need for a different approach to holdings and
if someone will attend to the data). What participatory librarianship
feels the technical services staff is being too traditional. However, in
tells us is that, to further a conversation, people must participate in
conversations with the technical service side of the house, the exact
something that has a useful context and meaning in their daily lives.

So the point is to take something the community already considers Once a sizable external collection can be created in terms of in-
important and address issues in that context. The ILS makes an inter- formation resources, the infrastructure used to host this library ex-
esting starting context. tranet becomes wide open, outside the purview of DOJ IT, allowing
First, take the areas on which there seems to be agreement. The the libraries to utilize their own IT skills. With the raft of hosted web
new ILS must act more as a portal to a wide range of information solutions available, DOJ librarians could create sophisticated and in-
beyond physical holdings. Patrons and librarians alike must be able teractive systems (RSS feeds, blogs, streamed instruction, multimedia
to see a more holistic picture of the services and resources available. pathfinders, shared bookmarks, group wikis) without the constraints
Whats more, such a system must provide robust backend systems of firewall-level lockdown. With todays widely available hosted solu-
for acquisitions. Further agreed on is that current ILS systems are tions and open source software, librarians can now build sophisti-
inadequate or, at the least, represent the priorities of different library cated web tools with minimal technical knowledge, thus mitigating
types. Current ILS systems already present a security nightmare for the issues of manual tool building and maintenance. Further, such
the Department and the librarians who have to certify and maintain tools can have built-in tracking and statistical systems (such as Google
them. Add to this the complexity of maintaining a full ILS system Analytics) that will provide rich data on actual use.
when only a fraction of current functionality is needed. Plus ILS ven- These rich reference tools can then be combined with the hosted
dors are busy adding new features in a proprietary manner that will catalog to create a useful portal system for DOJ staff. Further, given
be inapplicable to the DOJ setting, thus increasing the maintenance that these resources are already cleared for public consumption, the
needs without increasing the systems functionality. DOJ libraries can reap the added benefits of better serving tax payers
The obvious alternative to purchasing an existing ILS is to build and be seen by peer institutions as taking a leadership role.
a custom solution, meeting just the needs of DOJ, much as the first Imagine the DOJ extranet: a web-accessible service contributed
OPACs were developed by academic libraries dissatisfied with com- to and used by law libraries across the country. An extranet is an inter-
mercial alternatives. However, past experience has shown how dif- nally focused web presence hosted outside of the organizationlike
ficult that proposition is (in terms of building custom software for an intranet hosted beyond the firewall. A DOJ lawyer could get
DOJ and in terms of building new library systems in general). There onto the site and quickly search across catalog, pathfinders, and da-
is a third option, and one that might work well for the DOJ setting. tabase locator materials (and using technologies such as Open URL,
Because holdings information is not seen as sensitive data and can be perhaps licensed resources) from inside or outside of the firewall. The
made publically available (indeed, it already is within WorldCat), one same lawyer could set up an alert system so as to be notified by e-mail
could see a hosted solution being utilized. This system would reside or RSS feed of new materials in their area of practice. Furthermore,
outside a firewall and simply be pointed to by DOJ. The acquisitions law libraries from across the country could add their own pathfinders
function could remain a separate function hosted within DOJ. and materials because they too can benefit from sophisticated hosted
Several hosted systems are worth looking into, the most notable solutions outside of their own firewalls. They might also add their
being OCLCs WorldCat Local. Other possibilities would be to exter- holdings information to a true union legal catalog.
nally host an open source ILS, such as Evergreen or Koha. However, Aside from the obvious service benefits of the extranet to the
once the idea of hosting a system externally becomes viable, the pos- DOJ lawyers and librarians, DOJ libraries take a highly visible lead-
sible benefits and nature of the system become much more interest- ership position in the legal community. It could also be spun into a
inginteresting particularly in terms of addressing questions of risk great giveback to taxpayers and help address the Departments reputa-
aversion, manual labor, and data poverty. tion for secrecy. The project also creates a new continuing innovation
What if the librarians evaluated all of their resources in terms of opportunity for DOJ librarians. The site can be a testing ground for
what could be externally hosted? What portions of the Virtual Li- new services and help teach librarians about new technologies. These
brary, digitized legislative histories, pathfinders, whatever, could safely technologies may not be directly implemented in the extranet, but
sit outside of the DOJ firewall? This would be done in conjunction they would still have utility.
with clearance officers to make policy and boundaries clear, lowering Take, for example, social networking sites such as MySpace
the risk that librarians feel they are taking by sharing information. and Facebook. Although it is highly doubtful that DOJ law librar-

ies would build and run a successful social networking site for DOJ Recommendations
lawyers (they dont have the time, the confidentiality of their work
It would be worth keeping track of which external legal sources are re-
precludes participation, etc.), by learning how such sites work, DOJ
ferred to and how often. Beyond interlibrary loan requests, how often
librarians can enhance their expert witness searching repertoire and
do librarians seek out these sources on behalf of legal staff? Such work
teach lawyers how information from such sites can be gathered for
is the basis of pathfinder development, but more formal examination
use in briefs. The system becomes a context for continuing education.
of these sources may yield interesting patterns of use. Such patterns
More on this concept is detailed in Key Recommendations later.
would be helpful in an extranet project. In this context, such sites
could be described and included and also invited to directly contrib-
Database Vendors
ute information and data once vetted by library staff.
Another obvious community that DOJ librarians must be aware of
is the loose collection of vendors that create, combine, and sell li- General Audiences
censed resources such as databases to DOJ. There is fierce competition
This broad category is a loose community that in reality constitutes
among these vendors and little in terms of cooperation. The nature
the open web and various disciplines from which DOJ staff draw in-
of this community makes it difficult for easy integration of these re-
formation. It is only seen as a coherent community in that major
sources into any portal solution and will necessitate the continued
trends, fads, and technologies emerge in this space that impact DOJ.
role of librarians in navigating these resources on behalf of the legal
One need look no further than the rise of large-scale digitization ef-
staff. However, with the obvious buying power of DOJ and the ability
forts such as Google books. Such a project creates new resources for
to bring attention to issues in legal information, there may be levers
DOJ to use, but it also creates impressions on the part of some DOJ
that DOJ libraries can use to prompt vendors to aid DOJ libraries in
staff that libraries are becoming less relevant. Such notions are based
their work.
on a fundamental misperception of what a library is. On several oc-
casions, lawyers raised the idea that libraries are less useful because
Recommendations
of increasingly available digital information and the redundancy of
The first thing DOJ libraries should do is press database vendors to print materials. Such cases stood out and the individuals discussed are
provide better and more regular statistics in terms of resource use. exceptions, but it does raise the question of how prevalent this idea is
Although pay-for-use databases provide clear data, flat-fee databases beyond the core patrons the library has won over. This of course goes
do not necessarily provide common and comparable statistics. back to issues of measurement data in terms of patron use of resources
It would also be useful to include database vendors in the discus- and how wide the libraries user base truly is within DOJ.
sion of the extranet. By allowing vendors to participate in the proj-
ect, they will gain attention and have the ability to develop general- Recommendations
purpose tools (such as OpenURL resolvers, web services, XML-layer
The bottom line is that DOJ libraries are not immune from pres-
exchanges) that they can use to enhance their own product offerings.
sures, misperceptions, and fads promulgated on the open Internet. By
knowing its constituency well and being seen as a player on the open
Other Sources of Legal Information
web, the DOJ libraries have an excellent opportunity to proactively
There are many sources of legal information beyond the DOJ and the address and shape these pressures.
database vendors. Courts, state agencies, and university law libraries
are only a few examples. These examples tend to have well-established Key Recommendations
communities unto themselves and are easily discoverable. However,
This report made several recommendations. Some are straightfor-
there are a host of less formal legal sources, many commercial, that
ward: They develop and track more usage data to better aim services
seem to be of value to DOJ librarians in their daily work. In fact, a
and inform decision making of DOJ librarians. This includes DOJ
great deal of effort seems to be spent in locating and evaluating these
library services (such as reference, Virtual Library usage, catalog us-
disparate legal sources.

age), as well as external resources usage like use of vendor databases. A few moments later, a DOJ lawyer receives an e-mail alert that a
The other recommendations are more ambitious. new pathfinder in his or her area is available. The lawyer brings up the
DOJ librarians should look to support informal information net- new pathfinder and clicks through to a preformulated Westlaw query.
works within the litigating divisions. Replicating the success of the Westlaw automatically detects the lawyer is within DOJs firewall and
ISO e-mails and matter databases across litigating divisions cam make executes the query seamlessly (had the lawyer been at home, he or she
lawyers more successful and will allow librarians to support and in- would have been prompted for a password). Finding some relevant
sinuate themselves into these networks to provide better service. additional sources, the lawyer sends an e-mail to his or her librarian,
Certainly a much more ambitious project would be to address where an ILL request will be done.
the need for better case management and knowledge management The preceding scenario is within reach of the DOJ. Using open
by lawyers in the litigating sections. Such a system must take into source software, existing web services, and minor development effort,
consideration that lawyers often do not realize the utility of research such a system can be put in place without substantial investment into
that does not make it into formal briefs and should be made easy for custom software development. Further, such a system can be built
them to use. Rather than building this institutional repository as a in conjunction with a number of high-profile partners. What is re-
sort of bit bucket, where documents are accessible by author and/ quired? An organizational effort on the part of DOJ libraries, an ex-
or date, the library should look to the format and norms of law jour- perimental philosophy, and some resource investment.
nals. Lawyers understand the format, organization, and importance of The necessary components of such a system would be a hosted
these document types. open source infrastructure outside of the DOJ firewall. A university
Perhaps the recommendation with the greatest opportunity for would be an ideal home for such as system, but AALL might also
immediate impact and service improvement would be the creation of provide a home or some other noncommercial, nonadvocacy institu-
an extranet. By creating an externally hosted and cooperative virtual tion. In any case, it would require a supported piece of hardware with
library with DOJ legal resources and pathfinders (those clearly ap- adequate bandwidth and backups.
proved for public consumption), the libraries can raise their visibility, The DOJ libraries would need to review their existing Virtual
provide more innovative services to their clients, and gain an invalu- Library for a substantial base of resources that could initially populate
able testbed for their librarians. The next section details a proposed the public site. Significant work would also need to go into specify-
process for such an initiative. ing and implementing a hosted inventory/catalog system for the DOJ
collections.
Building the DOJ Extranet The whole project would be presented as an ongoing experiment,
seeking reliable service, but stressing innovation over fortification (key
A librarian logs into a hosted site outside of the DOJ firewall. He or
documents and resources could be duplicated as static files within
she quickly scans any broken or updated links they are responsible
DOJ for unexpected downtime). Once this initial base of resources
for. By correcting a link, it is instantly corrected in every page using
and infrastructure is in place, partners should be sought out to be part
that resource. The librarian can then review any outstanding ques-
of the experiment. States, universities, and other non-commercial le-
tions posed by the network of law librarians around the country. The
gal entities could be prioritized, with vendors being invited to develop
librarian can also quickly see any answers for questions he or she has
new products to enhance and integrate with the public site (much like
posed. After a quick read of announcements, he or she uses point-
PubMed).
and-click tools to put together a pathfinder on recent legislation. The
To explore the possibility of the extranet, a few initial steps should
pathfinder links to public data, a new online legislative history, and
be taken:
links to proprietary information that only patrons with licenses will
be able to see. Once the pathfinder is complete, the librarian logs into
1. Technical Readiness In most cases, technology should follow
the DOJ library blog and writes a quick post on the new resource
needs assessment and concrete planning. However, in the DOJ
that is put on the home page as well as disseminated via an RSS feed.
case, librarians need a better sense of what technical capabilities
Finally, the librarian checks in on the online class he or she is taking
exist in the open web environment as a means of stimulating
on ethics and anti-trust.

their brainstorming and thinking. Technical readiness will both tool builders. Pathfinders, ILSs, databases, and even standing files are
expose librarians to the possibilities of new technologies as well tools. The current IT environment makes it difficult for librarians to
as establishing their confidence in using and incorporating these build effective tools. This, more than an environment of confidential-
technologies. They need to be more at ease with technology de- ity, is holding the libraries back from innovation. To this point, it is
velopment. This could be done online, but perhaps a series of the librarians who sense this frustration, and they have been able to
intensive one-day hands-on workshops would be a better idea. In shield lawyers from this reality through a lot of manual effort.
these workshops, they would build technologically enabled path- The good news is that, in participatory library terms, DOJ librar-
finders, blogs, and full-blown sites, increasing their confidence. ies are exemplars. They have a strong understanding of the communi-
2. Brainstorming After technical readiness, librarians can spend ties they serve and are facilitating and improving them. However, it
time thinking about conversations going on within the library is difficult without better evaluative data to say how far that support
(and externally where applicable) and come up with a vision and extends within the DOJ organization. If DOJ does nothing more
mission for the extranet. than document its successes, it is in an excellent position. However, if
3. Inventory and Policymaking With vision in hand, librarians can it wants to continue to be a leader and be seen in that leadership role
scour the existing Virtual Library and other library resources to beyond DOJ, it must come to terms with the technical tools available
determine what can and cannot reside outside the firewall. In to it. By using hosted solutions in the guise of an extranet, it can pro-
parallel, work needs to begin on implementing a hosted solution vide better service to its clients, solve its immediate ILS problem, feed
for DOJ holdings. into the current library staffs thirst for innovation, and position itself
4. Experimentation With a mission in place, a project team can in the larger legal information community.
begin work with an external partner or partners on developing
functional prototypes of the extranet. These implementations relAteD ArtiFACts
should show the advantages and disadvantages of a hosted open
Lankes, R. D. (2008, January 12). Scapes OCLC symposium on reference and so-
approach. It will also give library staff and clients real systems to cial networking, Philadelphia, PA. Message posted to http://quartz.syr.edu/rdlankes/
react to. blog/?p=459
5. Implementation Once prototyping determines the baseline of Lankes, R. D., Silverstein, J. L., & Nicholson, S. (2007, December). Participatory
the extranet, DOJ and partners can go about building and pre- networks: The library as conversation. Information Technology and Libraries, 4.
viewing the system. Librarians should be an integral part of the
building process, not simply clients consuming someone elses
work. They should be given time to work as part of the develop-
ment team.
6. Ongoing Education Once the system is in place, librarians ex-
ploring new or existing technologies and service models can learn
and build within the extranet.
While the priorities and realities of the DOJ will dictate the actual
timeline, the above steps could be accomplished in 12 to 18 months.
ConClusions
The DOJ clearly enjoys great library service. The librarians are skilled,
dedicated, and committed. However, they are also constrained in their
abilities to innovate by a chasm between the services they provide and
the tools to provide them. Good librarians, no matter their titles, are

DiAleCtiC theories
mAp loCAtion
D, 3
threAD loCAtion
Page 25
sCApe
Importance of Theory a relevant theory is

Dialectic
Theories
and Deep Concepts
Figure 119
Author
us put our ideas into action today. Nor does Pasks theory reflect the
Jaime Snyder
subsequent decades of communications research that would follow
after he originally introduced his system.
Here we provide a brief overview of additional theories that ad-
dress the study of conversation, coming from a range of fields. Our
Other Theories of Conversation
intention is to enrich our definition of conversation and attempt to
Limitations of Pasks Conversation Theory
connect Pasks work to the present.
When looking to theory for support of the basic principles of participa- Understanding Conversation in a Wider Context
tory librarianship, as discussed above, Pasks Conversation Theory pro-
Generally, theories of human communication that address conversa-
vides a link to the foundations of library and information science by
tion can be grouped into five broad and potentially overlapping cate-
referencing the information theory and system applications research of
gories: structural/functional, cognitive and behavioral, interactionist,
the 1950s and 1960s. However, Pasks primary concern was to provide
interpretive, and critical (Littlejohn, 1996). All of these categories at-
instructional guidelines for implementing his learning system. Pasks
tempt to explain or describe some aspect of the structure of exchanges
writing style is reminiscent of system specifications, and he focuses on
between individuals; however, they differ in their level of analysis (in-
describing and supporting a set of rules that define the core of his pro-
dividual, group, culture), their unit of analysis (signal, word, utter-
posed educational interface. His perspective is indicative of his times
ance, message), and their filters (systems, linguistics, politics).
and reflects a confident belief in the ability of the machine to surpass
human cognitive limitations if we can only learn to harness that power.
Structural/Functional Theories
While the intention of Conversation Theory resonates with the
spirit of participatory librarianship, the technical aspects are, in fact, Conversation research in the structural/functional realm looks at pat-
over thirty years old, and Pasks specifications do not necessarily help terns of exchanges and utterances with a goal of constructing frame-

works based on the mechanics of verbal communication. Structural- foundations in interpretivist and critical theory and are, for the most
ism is based on linguistics and stresses the organization of language part, outside the scope of our current investigation as they stress the
and social systems. Functionalism grew from biology and seeks to political and social implications of personal exchanges over the poten-
understand the ways that organized systems sustain themselves. Func- tial for knowledge creation.
tional models assume that the world is comprised of systems that con-
sist of variables in a network of functions (Littlejohn, 1996). This Two Approaches to be Considered in More Detail
family of theories includes structural linguistics and discourse analy-
We have identified two approaches to the study of conversation that
sis. Pasks Conversation Theory also falls under this category, a unique
we feel may complement Pasks Conversation Theory as we move for-
example of system theory built on principles of conversation.
ward to refine and implement participatory librarianship: discourse
analysis and conversation analysis. Although these approaches overlap
Behavioral and Cognitive Theories
in theory, method, and goals, each offers a distinctive point of view to
Primarily focused on the individual, theories of communication influ- the study of conversation.
enced by behavioral psychology look at stimuliresponse relationships,
whereas more cognitive theories look into the information process- Discourse Analysis
ing that lies beneath these relationships, often taking into account the
Discourse analysis is the examination of the structure of language as
physiological basis of human perception. Like structural/functional ap-
it occurs above the sentence level. Grounded in the tradition of struc-
proaches, these theories also try to identify the most important variables
tural linguistics, which primarily focuses on the use of language at the
associated with communication. However, in addition to focusing on
sentence level, discourse linguistics studies the structure of messages
the person over the text for evidence regarding these variables, this ap-
as expressed in groups of sentences, paragraphs, and passages. Dis-
proach also focuses on individual human thought rather than collective
course analysis is not strictly limited to dialog but can focus on the
experiences (Littlejohn, 1996). Hence, the residue of conversation (or
text of a single speaker. Depending on the context and application,
participation) in the form of knowledge is not as important as the be-
the analysis of messages can lean more toward a traditional linguistic
havior of individuals. Other approaches refer more directly to socially
basis for structure (more highly ritualized contexts) or can take a more
constructed knowledge, such as interactionist theories discussed below.
sociological perspective (more informal or less predictable situations)
that is more dependent on knowledge regarding culture and social
Interactionist Theories
context. Regardless, discourse analysis always starts with the concepts
Interactionist theories involving conversation take a slightly more and terminology of linguistics and seeks to overlap this framework
sociological perspective, looking at the influence of actors and envi- onto naturally occurring text (Cutting, 2002). This is in contrast to
ronment on outcomes to better understand human communication. the more interpretive methods used in conversation analysis, dis-
Because of the situational nature of this approach, the research tends cussed below.
to focus on specific social groups and cultures and is less generaliz- The subject matter of discourse analyses is most often natural
able than structural/functional theories (Littlejohn, 1996). Pragmat- language, although this research is also useful when working with
ics is the branch of discourse linguistics that looks at the larger social computer-generated text, such as that produced by question-answer-
context of conversation. Conversation analysis, although structural in ing systems. It is important to note, again, that discourse analysis is
some aspects (i.e., examination of turn-taking), also seeks to identify dependent on the examination of actual examples of natural language,
social and cultural influences on the content of conversation. being interested in description over prescribing maximally optimal
conversation practices.
Interpretivist and Critical Theories Pragmatics, also an extension of structural linguistics, can be de-
Explanations of conversation-based communication can also be scribed as being one level of language analysis higher than discourse
analyzed through an interpretivist lens that seeks to identify power analysis. Pragmatics is considered to be interdisciplinary in its ap-
dynamics between actors. These dialectic theories have grown from proach to language (Verschueren, 1999). Beginning with a structural

framework, when compared with other linguistic areas, pragmatics polite (Wardhaugh, 1985). Conversation analysis can be used to look
gives greater importance to the social principles of discourse (Cut- for violations of rule like these and to explain how these violations af-
ting, 2002), addressing the cultural aspects of language use, the social fect the outcome of the communication as evidenced by turn-taking,
aspects of human behavior related to the communication of messages, silences, and interruptions.
and roles played by speakers, including issues such as social distance When both Pragmatics and conversation analysis are used to de-
between speakers and rules of politeness. scribe the organization of conversational groups, it is called Interac-
Further investigation of discourse analysis principles and meth- tional Sociolinguistics (Cutting, 2002). This is also an area that might
ods would involve examining Speech Act Theory (Searle, 1969), be generative for future research, as it might allow us to view conver-
which seeks to describe rules governing the act of speech, with the sations within context and provide a more flexible (possibly too flex-
utterance being the base unit of analysis; and propositional coher- ible) framework for defining the mechanisms of knowledge creation
ence (vanDijk, 1979), an extension of discourse studies that looks at through conversation.
the ways in which people create cohesive messages in speech. Neither
of these theories directly addresses conversation specifically, although ConversAtion stArters
because of the importance that Speech Act Theory places on the in-
tention of the speaker, either or both could enrich our examination of 1. Libraries are traditionally quiet spaces. Can we retain this while
conversation as participation. encouraging two-way conversations within the library?
2. Two-way conversations already occur between library staff. How
Conversation Analysis can the library facilitate conversations between patrons and be-
tween patrons and staff? How can these conversations be retained
Often used in ethnographic studies to closely examine the sequential
so as to enrich the library?
order and content of conversations between members of a specific
3. Librarians are traditionally in the business of vetting sources for
group or culture, conversation analysis has roots in both sociology
patrons, making sure the information they provide access to is
and linguistics. Focused on naturally occurring dialog, this is where
accurate. How can this be negotiated in a conversation with no
the more conventional notion of conversation as talk comes into
sources to check?
play (Wardhaugh, 1985). Through careful analysis of text (usually
spoken), this approach seeks to catalog interactional features (such
relAteD ArtiFACts
as turn-taking, silences and gaps, and overlaps) of a given conversa-
tion (Littlejohn, 1996), in addition to identifying evidence of more Cutting, J. (2002). Pragmatics and Discourse: A Resource Book for Students. New York:
general conversational rules to better understand why people say what Routledge.
they say. Dijk, T. A. V. (1979). Relevance assignment in discourse comprehension. Discourse
Conversation analysis often takes an interpretivist format, build- Processes, 2, 113126.
ing a code from repeated and careful reading of a body of text rather Littlejohn, S. W. (1996). Theories of Human Communication (5th ed.). New York:
Wadsworth Publishing Company.
than applying an already existing structure to the text. Because con-
versation analysis looks so closely at a particular example of conversa- Searle, J. (1969). Speech Acts: An Essay in the Philosophy of Language. Cambridge, UK:
Cambridge University Press.
tion to generate a model of the communication, it is more difficult to
Verschueren, J. (1999). Understanding Pragmatics. New York: Arnold.
generalize from this approach (Cutting, 2002).
Philosopher H. Paul Grice developed a fundamental theory of Wardhaugh, R. (1985). How Conversation Works. New York: Blackwell Basil.
conversation involving so-called Gricean Maxims that describe gen-

eral principles of interaction that humans follow when engaged in
most conversations. When involved in conversation, we assume (un-
less provoked otherwise) that, among other things, others will be tell-
ing us the truth, that they will tell us only the things we need to know,
that what they say will be meaningful to us, and that they will be

DiFFerent Communities librAriAns serve
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Public
Academic
s
ha
as
suc
ch
Government
su
such as
Different
Communities
Pressure for Participation as seen in
Librarians
such as Special
Serve
such as
suc School
are
ha
s
se
rve
db
y
Archives
Go to the
Conversation
Figure 120

DigitAl environments
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Digital Internet Model

Environments
an example case is
Example
Figure 121
eDuCAtion
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Relation to
such as Education
other Domains
Figure 121a
embeDDeD librAriAns
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Go to the Embedded
can be achieved by
Conversation Librarians
Author Figure 122

Nancy Lara-Grimaldi
Embedded librarianship is an excellent descriptor for defining the Freiburger, G., & Kramer, S. (2009). Embedded librarians: One librarys model for
decentralized service. Journal of the Medical Library Association, 97(2), 139142. Re-
changing role of librarians. Its not just about decentralized service,
trieved October 26, 2009, from Library, Information Science & Technology Abstracts.
as Gary Freiburger and Sandra Kramer (2009) discuss in their article
Shumaker, D. (2009). Who let the librarians out? Reference & User Services Quarterly,
titled, Embedded Librarians: One Librarys Model for Decentralized 48(3), 239242. Retrieved October 26, 2009, from Library, Information Science &
Service, but about a change in mindset and the need for librarians to Technology Abstracts.
market their expertise.
As embedded librarians, we need to become visible experts in
proving valuable information. This requires an understanding of our
users needs and a working knowledge of the quality and availability
of resources that can best meet their needs.
Whether we are organizing entrepreneurial, writing, or musical
services, as embedded librarians we are attempting to identify a need,
facilitate a conversation, and inform or solve a problem.
1. How do we become embedded librarians?

2. Do we take up kiosks at the mall?
3. Do we set up a table outside our local Shoprite?
4. Do we send flyers home through the schools or pay for advertis-
ing on the back of supermarket receipts alongside $3.00 discount
coupons for the local carwash?

entAilment mesh
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Cataloging
sCApe Relationships
e
fluenc
will in
Entailment
Memory can be represented in need system to capture meshes Scapes
Mesh
includ
es
Annotations
Figure 123
entrepreneurium
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Free Library of Innovation

created concept for Entrepreneurium demonstrates versus
Philadelphia
Entrepreneurship
Author Figure 124
R. David Lankes

Agreement DesCription alone spends more than $100,000 each year on 12 databases useful
to entrepreneurs and small business owners. This dollar figure doesnt
The Entrepreneurium: Building a Research-Based Model for Serving count the extensive one-to-one assistance, workshops, and reference
Small Businesses and Entrepreneurs activities that libraries are offering. The Free Library is hardly alone
in its current outreach to entrepreneurs, with notable programs at the
Assessment of Need Brooklyn Public Library, the St. Paul Public Library, Middle County
Syracuse University and the Free Library of Philadelphia propose to Public Library, and even the British Library.
investigate the roles and opportunities for public libraries in the sup- However, librarians create many entrepreneurial offerings with
port of entrepreneurs. This study is a direct result of the Free Library little direct involvement in startup operations. Further, libraries may
of Philadelphia engaging the business community and seeking to bet- emulate existing entrepreneurship programs in the not-for-profit sec-
ter serve the entrepreneur, a key driver of economic development, an tor without deep consideration of the librarys role beyond the provi-
effort that has been named the Entrepreneurium. Rather than sim- sion of resources. In essence, a great deal of money is being spent on
ply build a new center or replicate existing efforts of other libraries, an important activity but with little concrete research and evaluative
the Free Library feels there is great value in developing such services data on which to build their programs.
from grounded research. It also feels that such research is invaluable If public libraries are to play an important role in entrepreneur-
to the rest of the public library community. ship, thereby enhancing their communities and the libraries role
Increasingly, public libraries are seen as stakeholders in the eco- within the community, they need evidence-based guidance in creat-
nomic development of their communities, as was highlighted in a ing, operating, and governing entrepreneurship centers. This research
recent report by the Urban Libraries Council: project will provide such guidance grounded in the real world, with
real data, and with real resources.
Public libraries build a communitys capacity for economic ac-
National Impact and Intended Results
tivity and resiliency, says a new study from the Urban Institute.
[The study] adds to the body of research pointing to a shift in the The overall aim of this proposed research activity is to increase and
role of public librariesfrom a passive, recreational reading and promote the ability of public libraries throughout the country to
research institution to an active economic development agent, stimulate entrepreneurship in communities. The Entrepreneurium,
addressing such pressing urban issues as literacy, workforce train- an umbrella project concept, will do this through data, actionable
ing, small business vitality and community quality of life.1 plans, and shared resources. The resources and findings of this project
will strengthen the public librarys role in economic development by
Because small and new businesses currently constitute 45.1% creating mechanisms to engrain the public library in the entrepre-
of the payroll2 in the country, an increased focus by libraries on the neurship communities throughout the country.
startup, in addition to the more established library role in job search- The emphasis on entrepreneurship and the startup comes directly
ing, is warranted. from the mission of public libraries to enhance their communities. En-
Public libraries have long been involved in providing service to trepreneurial activities not only form a major part of the U.S. economy,
entrepreneurs. From print and electronic resources that are so critical but they also are directly relevant to traditionally underrepresented pop-
to this constituent to workshops and one-on-one assistance, librar- ulations. According to the Public Forum Institute, 600,000 to 800,000
ies are attempting to fill gaps in services available to entrepreneurs. new businesses are started in the United States each year:
Libraries are often invaluable resources to the startup, offering the
Gale Virtual Reference Library, ReferenceUSA, Dun & Bradstreets These small businesses are the foundation for our employment
Million Dollar Database (whose usage at the Free Library has almost growth. They allow their owners to work for themselves and be
doubled), and Business and Company Resource. The Free Library self-sufficient. Firms of fewer than 20 employees generate the
1. http://www.urbanlibraries.org/jan1006makingcitiesstronger.html.
majority of net new jobs in the U.S. New jobs from start-ups are
2. http://www.sba.gov/advo/research/rs314.pdf. an immediate and significant boost to the economy. New dynam-

ic theories of the economy suggest that the prevalence of small At the end of the project, a public library shall:
firms provide a constant tide of new ideas and experimentation have a comprehensive inventory of the resources and services nec-
vital to the health of the economy as a whole.3 essary to start an entrepreneurial center/activity;
A recent article in the Journal of Leadership and Entrepreneurial Studies be able to best evaluate the readiness of the librarys patrons for
the startup enterprise,
brought some interesting statistics together:
have a ready set of empirically tested interventions to build the
74 million Americans stated they plan to start a new venture with- entrepreneurial skills of its community, and
in the next five years while an additional 199 million Americans have a network of other libraries interested in entrepreneurship it
plan to start a venture someday. (The Small Business Economy, can share with and learn from.
2006) Women-owned ventures increased from 5.4 million in 1997
to 7.7 million in 2006. (Center for Womens Business Research, Project Design and Evaluation Plan
2007) The non-profit Tax Foundation reports that entrepreneurs
Participatory librarianship forms the conceptual basis for the design
pay more than 54% of all individual income taxes. Approximately
and evaluation of this project. Simply put, participatory librarian-
one new firm with employees is established every year for every
ship, based in large part on Conversation Theory,6 recasts library and
300 adults in the United States. As the typical new firm has at
library practice using the fundamental concept that knowledge is
least two owners-managers, one of every 150 adults participates in
created through conversation.7 Libraries are in the knowledge busi-
the founding of a new firm each year. Substantially moreone in
ness and are, therefore, in the conversation business. Participatory
12are involved in trying to launch a new firm. The net result is
librarians approach their work as facilitators of conversation. Be it in
that the United States has a very robust level of firm creation. These
practice, policies, programs, and/or tools, participatory librarians seek
numbers make it clear that entrepreneurial ventures are dominat-
to enrich, capture, store, and disseminate the conversations of their
ing the US economy . . . truly an entrepreneurial economy.4
communities.
Participatory librarianship provides a set of theoretically derived
Other studies show that immigrants far outpaced native-born Amer-
principles for engaging key library constituencies in projects such as
icans in entrepreneurial activity last year while African Americans
these. First, the library serves as a facilitator of conversation. Second,
were the only major ethnic or racial group to experience a year-to-year
true engagement with the community means shared management
increase in the rate of entrepreneurship.5
responsibilities. Third, investment in tools for knowledge creation is
The realities of American entrepreneurshipthat it is wide scale
preferred over the collection of artifacts from previous knowledge-cre-
and diversemake it an excellent lever point for public libraries to
ation processes. Preliminary engagement with the business community
directly impact the welfare of their communities. However, the simple
in the Philadelphia area using these participatory concepts has already
act of collecting entrepreneurial materials, while valuable, is far from
identified the importance of an entrepreneurial focus (vs. a focus on
realizing the true potential impact of the library. What is needed is a
general business or job skills). It has also identified a rich set of areas for
proactive set of programs based on best practices in the governmental,
investigation in terms of services and needed skills of entrepreneurs.
corporate, and not-for-profit sectors. This project will identify these
Although there is no strict relationship between the participatory
best practices. It will create a firm research foundation of best practic-
theoretical approach and a suite of methods, qualitative techniques
es, programs, and resources that can be replicated at libraries around
shall be employed due to the exploratory nature of the project and
the country. It will also seek to build a lasting, if informal, network of
to provide the richest dataset possible to allow for later discussions of
public libraries engaging entrepreneurs.
3. http://www.publicforuminstitute.org/nde/entre/index.htm. 6. Pask, G. (1976). Conversation theory: Applications in education and epistemol-

4. http://www.allbusiness.com/human-resources/employee-development-leadership/ ogy. New York: Elsevier.
4501619-1.html. 7. More information on participatory librarianship can be found at http://www.
5. http://www.kauffman.org/items.cfm?itemID=704. ptbed.org.

model transferability into new settings. Each phase of the research, PrototYPe interventions with emPirical eviDence to their
as outlined below, will employ mixed methods, including interviews, outcome effectiveness; metrics to Determine the success of interven-
document analysis, and focus groups. The researchers will also employ tions; sPecific PhYsical neeDs of a gooD center.
a validity cycle, where emerging concepts and findings are fed back to Phase 4: Determine
participants (in this case, site visit organizations and a panel of entre- sustainabilitY
resPonsibil-
anD transferabil-
preneurial experts) for confirmation and additional data gathering. itY moDels of
Year 3 itY: free librarY,
sYracuse
The end result of this naturalistic inquiry shall be specific interven- entrePreneurshiP
tions and understandings tied to higher level concepts. centers
This three-year study will create a firm, empirical, and replicable interventions are of no use if theY cannot be sustaineD. no
foundation for entrepreneurship centers in public libraries. It will do Program can be sustaineD if it Does not fit into the overall
structure of a librarY. the research team will DeveloP sus-
so in four phases detailed in table 2. tainabilitY anD management moDels for use with entrePre-
neurshiP centers. Particular attention will be given to how
DescriPtion
Direct ownershiP of the center anD its goals can be shareD
Phase 1: DeveloP a skills assessment for resPonsibilitY:
Year 1 between the librarY anD the entrePreneurial communitY. the
Patrons baseD on successful Practices sYracuse
free librarY will also host a sYmPosium on the toPic of en-
trePreneurshiP anD the librarY to gain feeDback on the work
the necessarY skills for entrePreneurs will be DeveloPeD bY
ProDucts of the grant anD Disseminate what was learneD.
canvassing the entrePreneurshiP anD librarY literature, an
aDvisorY boarD of successful entrePreneurs anD success-
DescriPtion sustainabilitY moDel; ownershiP Plan between the librarY anD
ful entrePreneurshiP centers (incluDing those in libraries). outcome
entrePreneurs; sYmPosium anD sYmPosium rePort
canDiDate skills inventories anD instruments will be testeD
in Pilot grouPs to assure valiDitY of the instruments.
skills inventorY that a librarY can use with their Patrons

Each of these phases seeks to employ mixed methods, but all depend
to Determine future Programs anD tools neeDeD with valiD on testing concepts and models in real situations with real clients.
outcome
instruments; literature review of entrePreneurshiP in librar- Throughout the study, the research team will draw on the expertise
ies; site visit rePorts of centers.
of a board of successful entrepreneurs and key stakeholders, including
Phase 2: aDminister
resPonsibilitY: members of the banking sector. The overall goal is to create a toolkit
the skills inven- Year 1
torY
free librarY that public libraries can use nationwide.
Table 1 also forms the basis of both ongoing and summative eval-
the research team will work with the free librarY of Phila-
uations of the project and the model. Evaluations will be conducted
DelPhias Patron PoPulation to Determine gaPs in current
DescriPtion Patron knowleDge in terms of entrePreneurshiP. the current throughout each phase to ensure only valid outcomes are achieved
Patron PoPulation incluDes a large number of entrePreneurs and passed to the next phase. For example, in phase 1, the skills in-
anD entrePreneurshiP Programs.
ventory will be validated in terms of data gathered, as well as in terms
an entrePreneurshiP Profile of the free librarY communitY, of the instrument itself (e.g., language use). Only once the inventory
outcome
Plus a temPlate for similar Profiles at other libraries. has been validated will it be passed on to phase 2, where the entrepre-
Phase 3: test neurial profile of the community developed corresponds to the overall
PrototYPe Patron resPonsibil- service population of the Free Librarys Central Library.
interventions to Year 2 itY: free librarY,
increase entrePre- sYracuse
neurial skills
while Phases 1 anD 2 will Determine the neeDs a librarY must

meet in terms of suPPorting entrePreneurshiP, the remain-
Der of the stuDY focuses on how the librarY can meet those
neeDs. in orDer to Determine this, Different services anD
DescriPtion tools, iDentifieD either in the site visits, the literature, or
from the results of the assessment will be testeD. interven-
tions might incluDe training sessions, online networking
tools, anD/or new collections of materials (such as business
Plans).

Dissemination Conclusion
Disseminating the findings of this research is seen as a priority task Public libraries have an opportunity in the area of entrepreneurship to
for the research team. The importance of entrepreneurship exists not improve their communities and their position within those commu-
just in Philadelphia but across the nation. A primary motivation in nities. Entrepreneurs and public libraries share an aspirational nature.
conducting research is that it is transferable, not simply building a Both activities are seen as means to advance the best of a community.
set of services at a single library as a demonstration project. To that Public libraries serve as instruments that support the publics abil-
end, the research team has three strategies for the dissemination of the ity to overcome their current limitations to succeed, be it in literacy,
findings of this research. school, vocations, or the business world. It is vital that public librar-
The first strategy is ensuring that the instruments and materials ies are equipped to court, support, and advance a vital sector of our
generated as part of the research (such as the skills inventory, literature economy, the entrepreneur. Further, libraries must be able to both
reviews, and site visits) are produced for national consumption. The justify their means of supporting the entrepreneur and evaluate their
second strategy is the use of http://entrepreneurium.org, a planned effectiveness in this support. Such a research foundation will give any
participatory Web site that will allow for immediate and easy access interested library a compelling story to tell in the boardroom, city
to the materials and findings of the study. The site will also allow for hall, and business community. By supporting innovation and per-
profession-wide input and commenting, thus serving as the founda- sonal initiative, public libraries not only contribute to the bottom line
tion for an informal network of libraries interested in entrepreneur- of their municipalities, but model themselves as a place of leadership
ship programs. The building of the site will utilize best practices in for the community. It is now time for libraries to go beyond simply
community web development. The third strategy is the offering of a providing resources for the intrepid few and actively promote services
national symposium in phase 4 of the study. This symposium will pro- to empower all. The research from this project will help libraries, and
vide for immediate input and feedback in a face-to-face fashion. The those libraries will in turn improve their communities.
symposium will take advantage of the participatory features of the
Web site to allow for distance participation in the symposium as well.
Sustainability
As a research project, the end of the grant is the end of the effort.
However, exploring the sustainability of entrepreneurship programs
at public libraries is a key effort within the scope of work. Further,
a number of the entrepreneurship activities identified through this
research project will be incorporated into the Central Librarys cur-
rent Business Department, and the Free Librarys plans to expand the
Central Library and construct a new Business Department offer the
potential to sustain the projects results well into the future. The Free
Library is excited to incorporate a full spectrum of services, resources,
and facilities necessary to support entrepreneurs and small business
owners in its new Business Department. As one of the largest urban
libraries in the country, in a world-class city that attracts and supports
entrepreneurs, the Library will continue to serve Philadelphias grow-
ing base of new business owners with the resources identified in this
research project.

environment
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Means of Facilitation is composed of Environment will influence Policy
Figure 125

ethiCs
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Core Values is seen in Ethics
Figure 126
Author
R. David Lankes of Ethics (American Library Association, 1995). The first code states,
We provide the highest level of service to all library users through
Agreement DesCription appropriate and usefully organized resources; equitable service poli-
cies; equitable access; and accurate, unbiased, and courteous responses
It was 1999, and the AskA consortium was meeting at Harvards Grad- to all requests. Here the professional librarian should be neutral and
uate School of Education. The panel of librarians, library instructors, unbiased. Yet in the sixth code, librarians do not advance private
AskA services, and government officials were discussing a set of qual- interests at the expense of library users, colleagues, or our employing
ity standards in virtual reference (Kasowitz et al., 2000). When the institutions. So, as in the case of AskShamu, what happens if the em-
standard stating that services should be without bias was brought up, ploying institution has a bias? I argue that all organizations and all in-
an interesting discussion ensued. Joseph Janes observed that the biases dividuals have inescapable biases. The best one can do, from an ethical
of a given AskA service were in many ways the strength of the service. perspective, is to disclose those biases as much as possible. At the least,
Take AskShamu (http://www.seaworld.org/ask-shamu/index.htm), for this allows our patrons to be aware of potential distortions in service.
example. AskShamu was a service of SeaWorld that answered questions Such a disclosure is an essential part of conversation. Conversation
on marine biology and was considered an exemplary service. What Theory and later theories on discourse and communication talk about
kind of answer do you think they will give when asked whether keep- a sometimes subtle negotiation process that takes place between parties
ing animals in captivity is a good thing or bad? asked Joe. Likewise, in a conversation. Issues of status, language, and experience all factor
one could ask a library about the benefits of fair use. into an interaction. These interactions and negotiations ultimately end
The point was not that these services were without bias, but up in a series of agreements that form the basis of knowledge creation.
whether their biases were obvious, and more important for the consid- The library profession is quick to point out such biases in service popu-
eration of a virtual reference consortium, whether the network of all lationsthe public thinks books are all the library offers, the patrons
the services achieved a neutral stance. This may seem like a fine distinc- think the library is stuffy, and so on. Sometimes these biases are elicited
tion, but it highlights an inherent struggle in the ethics of a profession through research and found in data, but often they are actually percep-
that is situational but seeks universal approaches. Take the ALA code tions/biases the professional holds about the public.

With this more situational approach to ethics, where biases and How can the library have it both waysreflecting the communi-
ethical constraints are negotiated as part of knowledge creation, it also tys ethics while maintaining its own? The answer comes again through
becomes clear that the inevitable biases of librarians will shape the Conversation Theory. In a conversation among individuals or commu-
conversations of the community. This is far from a bad thing. Librari- nity members, such as the library and its patrons, there is a negotiation
anship is a principled profession. That is to say, it is a profession that occurring between two sides. Each actor in the conversation is working
has taken the time and effort to make explicit its principles and eth- toward an agreement that includes what information, actions, and the
ics. As such, it is seen as an honest broker in many conversations and like are in bounds. Libraries and librarians must reflect the ethics of
information-seeking processes. It has become a respected and credible their community, but they must also shape them. In many cases, the
voice because it is so forthright about its ethics and principles. libraries have negotiated an understanding that intellectual freedom
However, such a principled approach can degenerate into a sort and fair use, for example, are ethical imperatives that enrich a commu-
of paternalism when not guided by adherence to some larger goal. In nity, although in other agents of the community they are suppressed.
librarianship, this ultimate goal is service, and it should prevent pater- In some cases, however, libraries have failed in these negotiations, such
nalism. Without this drive to serve and be part of a community, the as in CIPA, and they must resign themselves to operating the best they
library can seek to shape the community based on a narrow and elite can within the boundaries the community has set.
view. This can easily be seen in the early American library movement What we see in these often subtle negotiations is that sometimes
when the promotion of literacy became the promotion of the right libraries and librarians actively promote their ethical frames, sometimes
literacy as defined by the library (most often Christian white men). they simply make such frames and biases explicit, and sometimes they
One can still see such paternalism in reactions to the rise in gaming actively suppress them in the service of a higher ethical burdenservice.
programs at the library. Stocking public library shelves with science Consider again the issue of filtering Internet access. At first, it
fiction and romance novels is acceptable, but promoting video games seems to go against the basic principle of free and unencumbered in-
somehow does not rise to the bar of propriety. Worse, public libraries tellectual access to information. However, lets take the situation of a
that may have story times and knitting groups shy away from game public library that turns off filtering of public access computing for
nights because teens should somehow be engaged in more educational adults on request. Now lets say that the police, aware of this practice,
programs, such as knitting and puppet shows? start patrolling the library and looking over peoples shoulders, in par-
The bottom line is that ethical neutrality is a myth. Everyone and ticular watching for parole violations by sex offenders. One can well
every organization have a stance and a set of biases. The best it can do imagine that such observation might have a chilling effect on Internet
is to make such biases known. Further, it is only by grounding a fields usage. Is it ethical to require filtering of all terminals to remove the
ethics and principles in the ultimate goal of service that librarians police presence, thereby allowing the greatest access to the greatest
avoid separation from the community and promotion of their ethics number of people? The ultimate answer to this question can only be
over those of the community. derived by actively engaging the service community in conversation.
It may sound like this approach rules out ethical stands or that the
Obligations to the Community lowest ethical common denominator shall win, but this ignores the
power of a principled profession that in most cases already holds cred-
The flip side of paternalism toward a community is surrender to that
ibility and the good faith of the community. Put plainly, negotiations
community. A comment to the Ann Arbor District Library asked
can be active and spirited, and sometimes people agree to disagree.
for free prostitutes and pie (http://www.flickr.com/photo_zoom.
gne?id=74201588&size=o). Although this would be sure to attract
Inclusion of Communities
some new patrons, many would question whether prostitution and
pies belong in a library. Some would base these questions on the ethics Another community aspect of our new approach to librarianship and
of a library that would trade in human desire and promoting obesity, the question of ethics is direct inclusion of the patron into the librarys
even in communities where both might be legal. Clearly, although the processes. As the technology brief states1:
library is of the community, it does not have to reflect the full range 1. Lankes, R. David, Silverstein, J. L., & Nicholson, S. (2007). Participatory net-
of ethical positions of that community. works: The library as conversation. For the American Library Associations Office of
Information Technology Policy [available at http://quartz.syr.edu/rdlankes/
ParticiaptoryNetworks.pdf ].

How can such a traditionally rigid system [the catalog] be made Striving and fostering imply moving beyond a simple unbiased or
more participatory? What if the user, finding no relevant informa- neutral approach to work. Instead, they imply actively biasing conversa-
tion in the catalog, adds either the information or a placeholder for tions. Note the fifth code of the previously mentioned ALA code of Eth-
someone else to fill in the missing information? Possibly the user ics, which states that librarians should advocate conditions of employ-
adds information from his or her expertise. However, assuming that ment. Or look at the third code where librarians protect each library
most people go to a catalog because they dont have the information, users right. This has translated into a pronounced bias and position with
perhaps the user instead begins a process for adding the informa- regard to things such as the PATRIOT Act. By inviting the community
tion. The user might ask a question using a virtual reference service; into the library as partners, we also have a chance to invite the commu-
at the end of the transaction, the user then has the option to add the nity to learn and share (and continuously shape) our ethics. Librarians are
question, along with the answer and associated materials, to the cat- free to do so because they understand that it is impossible to enter into
alog. Or perhaps, the user simply leaves the query in the catalog for any relationship (including a service relationship) without biases.
other patrons to answer, requesting to be notified when an answer is
posted. In that case, when a new user does a catalog search and runs A Biased and Principled Profession
across the question, he or she can provide an answer. That answer
Knowledge is created through conversation. As an individual or com-
might be a textual entry (or an image, sound, or video), or simply
munity seeks to learn, it seeks to engage in a process of communica-
a new query that directs the original questioner or new patrons to
tions that lead to a series of agreements. Ethics plays a two-part role
existing information in the catalog (user-created see also entries in
in this knowledge-creation process, and both are vital. The first is in
the catalog). (Lankes et al., forthcoming)
the belief that librarians must act ethically in these interactions. They
must be dedicated to service, dedicated to providing the best informa-
This idea of community inclusion directly into library processes has also
tion available to them, and doing so in a way that best represents the
included ideas of offering community organizations shelving space for
community within which the librarian is situated. The second role of
them to house (and maintain) their own documents. Other ideas dis-
ethics is in the communication act. Librarians must make their ethical
cussed as part of ongoing conversations with the Free Library of Phila-
stance clear and discoverable. This includes being upfront about po-
delphia include the library publishing works by community authors
tential biases held by the librarians, the library, and the profession as
and musicians or accessioning video of local events and town meetings.
a whole. It is only by being up front and honest about existing ethical
Although such ideas raise questions of quality, expertise, and the
stances that the profession can continue to be a trusted member of the
like (to be answered in an ongoing and active conversation with the
community and broker of information.
community), there are ethical issues raised as well. As we have just dis-
Librarians are biased toward disclosing more information than
cussed, libraries are not required to represent the full range of ethical
less, providing more viewpoints than fewer, and doing so in a way
norms of their communities in their offerings, just as a communitys
that biases personal privacy over institutional supervision. In essence,
churches, courtrooms, or classrooms are places with strong ethical
librarians believe in private interactions with public information. Li-
boundaries. What is interesting about all of these settings is that, at their
brarians must understand these are biases founded in ethics and that
best, they invite open discussion and instruction on ethical conduct.
the span and scope of their ethical behavior must be constantly nego-
This idea that a library can be a proactive cauldron to instruct ethi-
tiated within the community of which they are a part.
cal behavior is far from a unique concept. Discussions on intellectual
freedom, copyright, and the role of libraries in digital divide issues are relAteD ArtiFACts
at their heart as much about ethics as they are about policy, technology,
or practice. Even the ALA Code of Ethics prescribes action: This Agreement Supplement was derived from Lankes, R. D. (2008). The ethics of
participatory librarianship. Journal of Library Administration, 47(3/4), 233241.
We strive for excellence in the profession by maintaining and en-

hancing our own knowledge and skills, by encouraging the pro-
fessional development of co-workers, and by fostering the aspira-
tions of potential members of the profession.

every Course hAs symposiA AnD prACtiCA
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Increase Every Course

Friction in the requires has Symposia
Process and Practica
Figure 127
evolution oF integrAteD librAry systems
mAp loCAtion
H, 2
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Evolution of
Cataloging Integrated
Relationships
influences
Library
influenced by Evolution of Systems
Systems
Figure 128

evolution oF systems
mAp loCAtion
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School
Information
Management
Systems
will b
e infl
Evolution of uenc
ed by
Integrated
Library
Systems influenced by
Evolution of Systems from System View
to allow multiple L1s

going to have
Systems are
L1
ed by
infl uenc
w ill be
Reference Figure 129

Extract
Author
Andrea Phelps

relAteD ArtiFACts
Documents
Bertalanffy Center for the Study of Systems Science. (n.d.). General System Theory: Or-
igins of General System Theory (GST). Retrieved from http://www.bertalanffy.org/c_26.
html.
Commentary: Describes not just the origins of GST but also what it entails and some
of the effects it has had on science and other fields.
Drack, M. (2008). Ludwig von Bertalanffys Early System Approach. Proceedings of the
52nd annual meeting of the ISSS. Retrieved from http://journals.isss.org/index.php/
proceedings52nd/article/view/1032/322.
Commentary: Discusses the biological aspects and uses of GST. Another good look at
why the theory was necessary and where it came from, even though it only applies to
the uses of the theory in biology.
Drack, M., et al. (2007). On the making of a system theory of life: Paul A Weiss
and Ludwig von Bertalanffys conceptual connection. The Quarterly Review of Biology,
82(4), 349373.
Commentary: Reviews the early beginnings of the GST and the drive of Weiss and
Bertalanffys desire to fix the mechanical nature of study in biology in the 1920s. A
helpful look at what brought about the various system theories that Bertalanffy and his
friends and colleagues worked on.
Jimnez-Lpez, E. (n.d.). System science: Is it necessary? Bertalanffy Center for the
Study of Systems Science. Retrieved from http://www.bertalanffy.org/c_39.html.
Commentary: Most useful for its definition of open system, this essay does help prove
the lasting use and relevancy of Bertalanffys theories.
von Bertalanffy, L. (1950). An outline of General System Theory. The British Journal
for the Philosophy of Science, 1(2), 134165. Retrieved from http://www.isnature.org/
Events/2009/Summer/r/Bertalanffy1950-GST_Outline_SELECT.pdf.
Commentary: Bertalanffys presentation of his theory and what led to the creation of
GST. Not only does he describe the trends in biology but similar trends in the other
sciences. This may be satisfactory for the context of the Atlas, but if there are more
librarian-specific trends and systems that would help enlighten the reader, those might
be of more use in this arena.
Zadeh, L. A. (1962). From circuit theory to system theory. Proceedings of
the IRE. May 1962. Retrieved from http://ieeexplore.ieee.org/xpl/freeabs_all
.jsp?arnumber=4066785.
Commentary: Explains the reason that System Theory became adopted by electricians
and some of the problems the field has with System Theory. Compounded with the
information on what drove Bertalannfy to create the theory in his own field of biology,
this gives a slightly better picture of what GST evolved from.
Presentations
Lankes, R. D. (2008). If they build it they will come. Paper presented at the Rethinking
Access to Information IFLA Satellite conference, Boston, MA. Retrieved from http://
quartz.syr.edu/rdlankes/blog/?p=523.

evolution oF the soCiAl CompACt
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Creating a New Social Evolution of the

results in Social
Compact Compact
Figure 130
Author
Elizabeth Gall
The community a library serves, and society as a whole, are quickly the need for change but in determining the best way to forge ahead.
changing. Ranganathans 5th law of librarianship states that the library Libraries and librarians have different mission statements. However,
is a growing organism. Because both the library and its surroundings neither can be effective unless it is compatible with the other.
are changing, the relationship between them is also in a constant state Librarians have informally operated within the new social compact
of flux. As the social compact among the library, librarians, and mem- as it has evolved with the changing needs of members. However, the
bers evolves, libraries and librarians must constantly reevaluate their current mission statements of the libraries in which they function limit
missions. Before considering the mission statements, however, we them. It is much easier to change the mission statement of the librar-
must first examine how the social compact has changed and how that ian than that of the library because it is less formal and subject to fewer
change has affected members expectations of the library and librarians. obstacles. Where a library mission statement is subject to discussion and
The already prevalent and still-growing dependency on technol- approval by boards, committees, librarians, members, and so on, a li-
ogy has had a large impact on the social compact among the library, brarians mission statement is much more personal. As librarians interact
librarians, and members. This has presented libraries and librarians with patrons in their daily lives, they are exposed to changes in the social
with the opportunity to effect change as they attempt to work with- compact as they occur. Once they have learned of the changes, librarians
in the new social compact. The challenge comes not in recognizing can immediately refocus their mission statements to meet them.

Libraries, in contrast, must go through an official process to relAteD ArtiFACts
change their mission statement. I have never heard of a library that
Atkinson, R. (2004). The acquisitions librarian as change agent in the transition to the
allowed patrons, librarians, or administrators to access and edit its electronic library. Library Resources & Technical Services, 48(3), 216226. [Reprinted
mission statement in real time. Even as the library adjusts to meet from Library Resources & Technical Services, 36(1), January 1992.]
the communitys changing needs by increasing online services, adding Bales, S. N. (1998). Technology and tradition: The futures in the balance. American
computers with Internet access, developing new programming, and Libraries, 29(6), 8283+.
so on, it is unlikely that the mission statement has been amended Bertot, J. C., McClure, C. R., & Jaeger, P. T. (2008). The impacts of free public inter-
to reflect these changes. By the time the mission statement has been net access on public library patrons and communities. The Library Quarterly, 78(3).
changed, it is likely that a whole new social compact will have devel- Chowdhury, G., Poulter, A., & McMenemy, D. (2006). Public library 2.0: Towards
a new mission for public libraries as a network of community knowledge. Online
oped. One could argue that a broad, theoretical mission statement Information Review, 30(4), 454460.
would give both librarians and libraries room to adapt to new social
Cunningham, J., & Stoffel, B. (2004). The campus web portal: Is there a channel for
compacts as they form because it imposes few limits. Conversely, a the library? College & Undergraduate Libraries, 11(1), 2531.
broad, generalized mission statement might cause confusion and in- Hsiung L. (2007). Expanding the role of the electronic resources (ER) librarian in the
hibit growth because it does not give enough direction. hybrid library. Collection Management, 32(1/2), 3147.
A more specific, detailed mission statement carries its own set of Janes, J. (2003). The next best thing to being there. American Libraries, 34(9), 70.
problems. In their article, Revisiting Library Mission Statements in Mielke, L. (1995). Short-range planning for turbulent times. American Libraries, 26,
the Era of Technology, Svenningsen and Cherepon argue that library 905906.
mission statements should include all kinds of formats. Is referencing Svenningsen, K., & Cherepon, L. (1998). Revisiting library mission statements in the
specific formats a good idea? Changing technology plays a large role era of technology. Collection Building, 17(1), 1619.
in reshaping social compacts; however, not all technologies are going
to stand the test of time. Ten years ago, a library may have argued
for the inclusion of zip disks, a technology that is rarely used today,
in their mission statement. A specific mission statement, especially
regarding technological formats, will need to be revised much more
frequently than a more general one. Library mission statements are
much more effective if they are outcome-specific. It is up to the li-
brarians and their mission statements to ensure these outcomes are
achieved given the current social compact.
The most important element of both library and librarian mis-
sion statements is an emphasis on the user. This is especially true as
we make the shift to web-based resources. Children, teens, and young
adults turn to the Internet for many of their information needs. They
are less likely to seek out help from a librarian even when visiting
library Web sites. Librarians and libraries must be vigilant not only in
fulfilling evolving social compacts but also in educating and support-
ing members. Many members are unsure of the librarians ability to ef-
fectively utilize new technologies. Ultimately, they fear that librarians
are evolving at a slower pace than the institutions in which they work.
This is the exact opposite of reality. Librarians must reassure members
that their mission statements and abilities are effectively evolving as
they reach out and embrace the new social compact.

extrinsiC
mAp loCAtion
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Motivation has a type Extrinsic
Figure 131
Free librAry oF philADelphiA
mAp loCAtion
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threAD loCAtion
Page 97
sCApe
Entrepreneurium
Topical Centers pt for

d conce
with Curriculum create Writing Center
an exam t for
ple cas
e is created concep
Free Library of
Philadelphia
e is
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an exam ept for
demo
nstra Music Center
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ncep
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Figure 132

From Authority to reliAbility
mAp loCAtion
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From Authority
Credibility results in
to Reliability
Figure 133
From sChool to sChool oF thought
mAp loCAtion
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Recognize a
From School to Avoiding the
School as a
leads to School of a danger is Florentine
Participatory
Thought Dilemma
Network
Figure 134

gAming
mAp loCAtion
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Need for an
Expanded
Definition of
Literacy
such as
Gaming
as seen in
Intrinsic
Figure 135
Author
Scott Nicholson
In the context of the Atlas, games and gaming encompasses many 2008). Over the years, the library has changed to reflect the chang-
forms of structured playboard and card games, computer games, ing recreational interests of the public that it supports. Currently, at
video and console games, role-playing games, war and combat-fo- least for electronic games, the average game player is 35 years old
cused games, and even alternate reality games. Just as librarians sup- and has been playing games for 12 years (Entertainment Software
port a variety of member interests and age ranges, the librarian should Association, 2009), and sixty-eight percent of American households
support all types of games that are appropriate for the needs of the play computer or video games (Entertainment Software Association,
specific group of members. 2009). Therefore, it makes sense that librarians support games for a
Games, like movies, music, and even fiction, are a form of popu- growing portion of their population.
lar media that the librarian supports. As the role of gaming in society There are two primary ways through which a librarian supports
has grown, the role of gaming in libraries has also grown. Sometimes games and gamingthrough collections and services. Many librar-
this draws a critical eye from the public in the same way that, over ians have created collections of games, and in this way the game is
the years, movies, popular music, and even recreational reading has treated just like any other artifact in the library. Games are selected
drawn as the library supported these services. The penny dreadfuls, according to a selection policy to develop a collection that meets a
inexpensive popular serial fiction from the late 1800s and early 1900s, specific need and audience. School and academic librarians build col-
drew the same kind of questioning as gaming does today (Dyson, lections of games to support the curriculum either through games

that teach other subjects or games that are used to teach courses about watch something but not engage). The third common reason for gam-
gaming. A growing number of special collections of games and game- ing programs is to extend existing library programs; summer reading
related materials are in libraries and museums. These games can be gaming is a good example of this. Because games engage and moti-
accessed by users in the same way that other forms of media are ac- vate, gaming programs can create new dimensions to book talks and
cessed. In many cases, they are circulated and played either at home other traditional library programs (Nicholson, 2009).
or in the libraries. Supporting games as collections falls in line with a One of the problems that librarians can have in starting gaming
more traditional view of librarianships and can neatly fall underneath programs is making decisions about which games to use based on
policies that dictate other collections. personal gaming interests. Just as librarians should not make decisions
In line with new librarianship is the support of gaming as a ser- about which books to purchase for the library based on their own
vice. With these gaming services, patrons are able to play games in reading interests, librarians need to be careful to represent the needs
the library. There are several ways that gaming goes in libraries. Most and interests of their target community in selecting games. Librar-
librarians allow patrons to use computers for whatever they would like ians should start with their mission and goals and use these to inspire
for a certain period of time. This means that while patrons can use the development of gaming experiences. The games selected should be
computers for database searching and web browsing, they can also justifiable as the most appropriate choice for the patron group and
use them for personal e-mail, social networking, and gaming. Some the librarians missions. The programs can then be assessed to demon-
librarians do ask that while others are waiting, those using computers strate how they fulfill the librarians goals. These assessments are then
for personal enjoyment limit their use. Another common implemen- valuable for those needing to answer the critics of gaming programs.
tation of gaming in libraries is as part of a summer reading program or When used with the librarians goals and missions in mind, gam-
other program for children. One traditional sight in many libraries is ing programs can be motivating ways to bring people to the library
public domain games, such as chess or checkers. In fact, U.S. libraries on a regular basis to engage with each other through shared activi-
have supported chess since the 1850s (Mechanics Institute, 2009). ties. They easily fit into the model of new librarianship as interactive
The growing area of gaming as a service is a formal gaming and exciting activities that fit the interests of a growing group of the
program. These programs could be focused on one game, such as a population.
Scrabble tournament, or one type of game, like the Nintendo Wii,
or a variety of board, card, and video games in a mixed session. These relAteD ArtiFACts
gaming programs may be an open play event, where players come
Dyson, J. P. (2008, November 24). The power of play today. Presentation at the ALA
and engage in games with each other with no other structure, or a Techsouce Gaming, Learning, and Libraries Symposium, Chicago, IL.
tournament, where players play within a structure with the goal of
Electronic Software Association. (2009). Industry facts. Retrieved December 28, 2009,
providing competitive play and recognition. These programs could be from http://www.theesa.com/facts/index.asp.
focused on one age group, such as teens or seniors; could be explicitly Mechanics Institute Library & Chess Room. (2009). About us. Retrieved September
intergenerational, such as a family game day; or could be open to all. 29, 2008, from http://www.milibrary.org/MI_about_us.pdf.
Programs could be one-time or ongoing, and they vary in size from Nicholson, S. (2009). Go back to start: Gathering baseline data about gaming in
a Pokemon regional tournament that draws hundreds or an ongoing libraries. Library Review, 58(3), 203214.
Dungeons and Dragons game that brings six players per week. For more information about gaming in libraries, Dr. Nicholson taught a 30-video
Surveys done by the Library Game Lab of Syracuse have un- course through YouTube on Gaming in Libraries, which can be accessed at http://
gamesinlibraries.org/course. In addition, Dr. Nicholson has written a book on the
earthed three common reasons for gaming programs. The most com- topic called Everyone Plays at the Library, which is coming out by Information Today
mon reason is to provide a service for those who are not served as in 2010.
well as other groups by the libraries; typically, these are teen-focused
programs designed to draw teens into the library. Another common
reason is to create an activity that allows members of the commu-
nity to engage with each other in a participatory manner (compared
with more passive programs where the audience comes together to

getting pAst the l v i DebAte
mAp loCAtion
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Getting Past
Information Science the field must the L v I
Debate
Figure 136
go to the ConversAtion
mAp loCAtion
D, 5
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sCApe
Embedded
Librarians
hieved by
can be ac
Different
Communities Go to the
are served by
Librarians Conversation
Serve
this has an
impact in
Truly
Distributed
Digital Library
Figure 137

government
mAp loCAtion
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Different
Communities such as Government an example case is Department of
Librarians Justice
Serve
Author
Figure 138
Kelly Menzel
Government libraries vary just as much as public and academic librar- of member needs and library types? In other words, what does one
ies do in terms of size and audience.1 Some are tiny and have a nar- need to be able to serve these communities? The Federal Library and
row scope, such as the apparently volunteer-run NCTC Conservation Information Center Committee (FLICC) has produced a document
Library, whereas others, like the Library of Congress, are large.2 Still of federal librarian competencies, which attempts to outline this.
others function more as academic or public libraries. Military base li- The papers sections for Program Development and Outreach
braries, for example, are meant to support active duty members, their and Customer Education and Training, which are most relevant to
families, base staff, retired military members, and even military school basing services off ones community, suggest that an expert (the high-
students and local people in all their information and entertainment est level of competency) should be able to do the following:
needs. In fact, a large number of public and academic libraries serve
partially as government libraries through their function of federal
depositories. Therefore, it makes sense that each has a radically dif-
ferent membership to serve. A university that functions as a federal
depository may serve students, faculty, and researchers of its usual
community, but the depository also serves the general public of the
area, local government, and other libraries. Meanwhile, the NCTC
1. To see the range, see http://www.usa.gov/Topics/Reference_Shelf/Libraries.
serves NCTC staff, students, Aramark employees, FWS employees, shtml#U.
and visiting scholars, although some of the collections and services 2. U.S. Fish and Wildlife Service Conservation Library. National Conservation
are available to the general public as well.3 Each, however, shares the training Center. National Conservation Training Center. 15 July 2009. http://library.
fws.gov.
common goal of attempting to serve its particular communities as 3. U.S. Fish and Wildlife Service Conservation Library. About the Conservation Li-
well as possible. brary. National Conservation Training Center. 15 July 2009. http://library.fws.gov/
About.html; U.S. Fish and Wildlife Service Conservation Library. FWS/Open Access
This is obviously a wide range of member communities to deal Publications. National Conservation Training Center. 15 July 2009. http://library.fws.
with, even for a single library. What skills can unite such a wide range gov/FWSOpenAccess.html.

Program Development and Outreach At the same time, these skills are basic enough to be listed as the
Demonstrates ability to evaluate and adapt the principles and core competencies for librarians in any setting. This is understandable
practices of program and event planning and development. because federal libraries alone are so diverse. The document recognizes
this, stating, The expectation is that the competencies will be helpful
Demonstrates ability to evaluate and adapt the principles and to others beyond the federal librarian community including human
practices of outreach to existing and potential clienteles.
resource professionals, information technology peers and partners, ex-
Demonstrates ability to develop, evaluate, and support alliances ecutive level management, policy-makers, product developers and the
and collaborative relationships in program development and out- vendor community, educational institutions, and certifying entities,
reach. as well as other information professionals.6 Yet there is no mention
Demonstrates ability to evaluate and stratify existing and poten- of creating a dialog with the library members to discuss how to best
tial clienteles to customize programs and outreach.4 change things. This seems to fly in the face of what the Department
of Justice Law Libraries did because to know what their members
Customer Education and Training needed, much conversation was required; even more was required to
reach the point where the members relied heavily on what the librari-
Demonstrates ability to evaluate bibliographic instruction out-
ans could find and trusted them to find the right information without
comes and adapt delivery methods.
even checking the catalog resources. Nor is there mention of working
Demonstrates ability to evaluate information literacy programs with other library types to create better services for shared communi-
outcomes and adapt them. ties despite the fact that government libraries often share the same au-
Demonstrates ability to evaluate and select standard or emerging diences as local, public, academic, and special librariesand despite
training and instructional techniques. the documents own mention of borrowing best practices. Without
Demonstrates ability to evaluate and select or design the librarys a dialog, how will those best practices be properly implemented in
instructional materials. the first place, and how will anyone know how they were tweaked
so that the profession as a whole can seek out better best practices?
Demonstrates ability to evaluate and select or create education Essentially, the basic skills of serving a populace are in place within
and training delivery methodologies.
these core competencies, but the issue of communication and creat-
Demonstrates ability to create and evaluate the librarys educa- ing services when needed, rather than tailoring them out of old best
tion and training products, services, and programs. practices, are ignored.
Demonstrates ability to apply understanding of diverse learning
styles to evaluate efficacy of education and training programs.
Demonstrates ability to plan, implement, evaluate, and adapt li-
brary educational and training programs.5
All of these skills are about tailoring current practices elsewhere in the
field to the librarians particular environment and customer base. Unfor-
tunately, the FLICC does not see the ability to create something entirely
new to fit what the customers need, and to jettison current best prac-
tices elsewhere if they do not fit the members needs, as an important
skill. The biggest problem I see with these competencies, however, is that
they do not mention discussing changes or decisions with the members
at all, but merely applying theory of learning styles to what is done; 4. FLICC. Federal Librarian Competencies October 2008. FLICC. October 2008.
http://www.loc.gov/flicc/publications/Lib_Compt/Lib_Compt_Oct2008.pdf, 1011.
and are focused solely on programming and teaching styles. It lists no 5. FLICC, 13.
changes of how the library works as a whole to accomplish these goals. 6. FLICC, 2.

Example Libraries access. The main resource sections (labor law library, law tips archive,
Internet bibliographies, etc.) are also hyperlinked in a side bar; each
So, how do other libraries stack up against this document and against
leads to a more specific catalog or information regarding that service/
the Atlas call for wholly serving ones community? To check, the Web
collection. Although this is a traditional library portal, it seems to do
sites of several different government libraries were examined to see
a good job in serving its members by providing clear directions on
how each library is currently working to actively serve its members.
how to access the information they are looking for. Unfortunately,
The Muir S. Fairchild Research Information Center for Air Uni-
the in-house services are not mentioned on the Web site, so people
versity is, obviously, academic in nature.7 It appears to be doing a
are more likely to simply use the Web site rather than seek out the
good job of targeting its audience and getting conversations started
physical location.
even in the online sphere. There is a section entitled, Featured New
Books, directly on the homepage, which shows the books cover and
relAteD ArtiFACts
gives a short description. Clicking on the item unfortunately leads to
only the catalog record for the book, which doesnt exactly invite dis- Air University. United States Air Force Muir S. Fairchild research information center.
cussion. However, the featured new books are each about main topics Retrieved from http://www.au.af.mil/au/aul/lane.htm.
the students deal with and are a way of making the library relevant Federal librarian competencies. (2008, October). FLICC. Retrieved from http://www.
to their needs outside of the classroom. In addition, there are links loc.gov/flicc/publications/Lib_Compt/Lib_Compt_Oct2008.pdf.
on the side for the Text a Librarian and downloadable audio book U.S. Department of Labor. (n.d.). Wirtz Labor Library. Retrieved from http://www.
dol.gov/oasam/library.
projects, both of which show an attempt to connect to the members
on their own level and through the means of communication they U.S. Fish and Wildlife Service Conservation Library. (2009). About the conserva-
tion library. National conservation training center. Retrieved from http://library.fws.
most often use. Theres also a main sidebar for members to make a gov/About.html.
comment, which leads to a short online form for making sugges- U.S. Fish and Wildlife Service Conservation Library. (2009). National conservation
tions.8 Unfortunately, every line must be filled out for the form to training center. National conservation training center. Retrieved from http://library.fws.
be processed, and there is no ability to remain anonymous. These re- gov.
quirements make it harder for people to quickly point out issues they U.S. Fish and Wildlife Service Conservation Library. (2009). FWS/open access pub-
lications. National conservation training center. Retrieved from http://library.fws.gov/
have with the library or a simple service they wish was there. They also FWSOpenAccess.html.
dissuade sending in complaints or asking for new services because the
members name and rank is on file. Programming is not advertised or
even mentioned in any detail, leaving the librarys services beyond the
basic (book circulation, practice rooms, ILL) in question.9
The Wirtz Labor Library serves both Department of Labor em-
ployees and the general public with information regarding labor, both
current and historical. The main page is simple and direct, stating
what the library does and whom it serves, along with how members
can use the online Web site, with major topics hyperlinked for easy
7. Air University. Muir S. Fairchild Research Information Center. United States Air
Force. 10 August 2009. http://www.au.af.mil/au/aul/lane.htm.
8. Air University. Muir S. Fairchild Research Information Center. Make a Com-
ment. United States Air Force. 10 August 2009. http://www.au.af.mil/au/aul/forms/
comment.asp.
9. Air University. Muir S. Fairchild Research Information Center. Maxwell-Gunter
Community Libraries. United States Air Force. 10 August 2009. http://www.au.af
.mil/au/aul/commun.htm.

groWing importAnCe oF tWo-WAy inFrAstruCture
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Growing School
Importance Information
School a key issue in schools is managing two-way information flows becomes complex
of Two Way Management
Infrastructure Systems
Figure 139
humAnities
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Relation to
such as Humanities a relevant area is Postmodernism
other Domains
Figure 140

hybriD environments
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Hybrid
Environments
Figure 141

importAnCe oF A WorlDvieW
mAp loCAtion
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mission Importance of a Worldview
Figure 142
Author
Kelly Menzel
1. Where do programs fit into the current worldview of librarians? ings, and cultural events. However, librarians usually become so
Although not artifacts, programs are often based on artifacts focused on the program (reading, showing a new film, inviting
(books, games, even people in the case of guest speakers) and are traditional storytellers) that the original meaning behind the pro-
usually highly focused on the tools used to accomplish a specific gram is lost and the reason becomes to get people to show up
programs overarching goal. For example, your typical book club or to have a neat program. In addition, programs vary widely
may be created to increase critical reading of books within a com- by the type of library, as do the reasons behind them. An IL pro-
munity, to create a sense of togetherness by having a large num- gram may be created at a school media library to help students
ber of people read and think about the same thing (or talk about learn how to research effectively for classes, while the same pro-
topics vaguely related to the book, more often), or even just to gram may be required by a college and integrated into the school
broaden peoples horizons by having them read something they curriculum or required for new employees at an office. So, do
usually wouldnt. These same reasons, with slight tweaks, often programs ultimately fit into the current artifact-based worldview,
drive other programming, such as gaming programs, film show- and where would they fit in a new, integrated worldview?

2. Once a uniform worldview is created, how do we go about mak- Herring, J. (2008). Teacher librarian world view (2) and fish pie. James Herrings Blog,
September 3, 2008, 9:28 am. Retrieved September 10, 2009, from http://jherring.
ing others aware of it from an outsiders point of view? Hopefully, wordpress.com/2008/09/03/teacher-librarian-world-view-2-and-fish-pie.
having one will make the profession more unified in general and
Annotation: The author references Ewbank and Moreillons article and brings up
libraries will work better from the eyes of the patrons and other several points it misses, including the fact that worldviews vary based on culture
professions, which will in turn draw the attention of others. But and geography, making the united worldview they propose unlikely. He uses an
interesting analogy about fish pie recipes. Although he then digresses into actual
is marketing the worldview to others advisable or even feasible? recipes rather than introspection, he does make a valid point. This, however,
Worldviews are hard to explain, especially to those who arent a could not easily count as a stand-alone piece; it needs to be used in reference to
part of them. At the same time, though, library members (and the article it discusses.
potential members) have a right to know what the worldview is Sager, D. J. (2001). The search for librarianships core values. Public Libraries, 40(3),
149153. Retrieved from http://vnweb.hwwilsonweb.com.libezproxy2.syr.edu/hww/
behind their libraries, just as other professions and scholarly fields jumpstart.jhtml?recid=0bc05f7a67b1790e9e8f8b7ba40311065dd3b371894a6ac686
do. Placing the worldview by a librarys mission on the Web site 37f934888a21db0d7125b2136a4d16&fmt=P.
is one thing, but truly showing others the librarians worldview is Annotation: The article examines a set of core values that can help librarians
entirely different. recognize and articulate their beliefs, as well as providing new library students
with a strong foundation. Although this is slightly different from a common
worldview and more explicit (he is also only looking on a national level), his
relAteD ArtiFACts ideas as to why this is needed are similar to the reasoning behind a common
worldview. They articulate the need for librarians to have something concrete in
Agre, P. (1997). The end of information & the future of libraries. Progressive Librar- common from which to frame their decisions and help the public (and, likely,
ian, 12/13. Retrieved September 15, 2009, from http://libr.org/pl/12-13_Agre.html. themselves) understand what librarians stand for. At one point, he states, it is
important to remember that without common values, we are not a profession.
Annotation: This short article gives an overview of several previous worldviews This statement seems worthwhile to look at in more depth. The core values,
in the information world. It also provides a potential future worldview for librar- as created by the ALA Core Values Task Force, may be useful to look at when
ians to look to and touches on how such a worldview may affect how librarians searching for wording and components of a common worldview.
and libraries work. Its interesting not only for the worldview it posits, which is
similar in many aspects to that the Atlas appears to be calling for, but for the Weissinger, T. (2003). Competing models of librarianship: Do core values make a dif-
fact that it recognizes and explains changes in worldviews. The author recognizes ference? The Journal of Academic Librarianship, 29(1), 3239. Retrieved from http://
the dialectical nature of todays society and the current lack of this in libraries, vnweb.hwwilsonweb.com.libezproxy2.syr.edu/hww/jumpstart.jhtml?recid=0bc05f7a
as well as sees communities as tied by common threads but still vastly different 67b1790e9e8f8b7ba40311062afd1711b1b0ce79b27b9492958d48aebc961c77f8e36
from each other. He feels that librarians need to reach out and help support the b2e&fmt=P.
collective cognition of their communities. It also illustrates how changes in a Annotation: This article contends that cultural diversity and recruitment prac-
worldview affect the world right down to terminology. Although it is from 1997, tices within academic libraries are limited by the professions worldview. Al-
the ideas it puts forward are still valid and worth looking at. though the authors comments on the hiring of minority librarians arent relevant
Ewbank, A. D., & Moreillon, J. (2007). Is there a teacher-librarian worldview? This to the Atlas goal, the article does contain some interesting points. The author is
we believe.... Knowledge Quest, 36(1), 1215. Retrieved September 11, 2009 from against the distillation of what librarians do and stand for into even the eight
http://vnweb.hwwilsonweb.com.libezproxy2.syr.edu/hww/jumpstart.jhtml?recid=0bc core values Sager references and proposes for enduring values rather than com-
05f7a67b1790e9e8f8b7ba4031106752adafc22c2fd52af2cee9acbb2cf74f54dfc0a779 mon values to be listed. There is an interesting list of historical librarian positions
c119f&fmt=P. based on culture, and the author brings up questions regarding the worldview
American libraries promote (i.e., a Western one). He comments on the limita-
Annotation: This article explicitly looks at the possibility of a specific teacher- tions such a worldview creates, both in terms of space, and in the concept of who
librarian worldview, asking early in the article: is a proper librarian. In addition, his philosophical connections may be worth
It is clear that all the authors in this issue feel a responsibility to go above looking into in more depth.
and beyond their immediate work environment to advocate for the profession
at large. We wonder if this sense of responsibility emanates from a shared world-
view. Do we, as teacher-librarians, have a collective set of beliefs and values that
underpin our work? How does our worldview influence our work as advocates?
(Ewbank and Moreillon, 2007).
The authors give their own ideas as to what that particular worldview is,
which, coupled with similar testimony from librarians in other specialties, could
be helpful in determining what is similar and different about the various library
positions. The authors conversation also highlights issues stemming from the
current lack of common worldview. The article is also helpful from a more basic
standpoint, in that it gives a clear definition of worldview and how individuals
form their worldviews, complete with examples.

importAnCe oF ACtion AnD ACtivism
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Service
es Leadership
efin
red
es
involv
Policy
The Mission of Librarians is means kn
owledge of
to Improve Society through improve society Importance of Action involves Creating a New Social
Compact
Facilitating Knowledge Creation and Activism
means kn
owledge of
mean Creating an
s kno
wled
ge of Agenda
inv
olv
es Social Justice
Issues
Innovation
Figure 143
Author
Elizabeth Gall A recurring theme throughout the Atlas and our discussion of
new librarianship is that of knowledge creation. This theme is at the
Agreement DesCription root of action and activism by librarians. The Importance of Action
and Activism section in the Atlas argues that knowledge is created
In Facilitating Knowledge Management and Knowledge Sharing: even when those having the conversation know little or nothing about
New Opportunities for Information Professionals, Marshall (1997) the topic. Lankes explains that knowledge must be tested through ac-
discusses the difference between information and knowledge. She tion. But what action should be taken? The Atlas says that any action
explains that, information is transformed into knowledge when a will impact knowledge creation, but it will also skew the conversation
person reads, understands, interprets, and applies the information to surrounding the topic. How can we as librarians know that our ac-
a specific work function (Marshall, 1997). The librarians goal is to tions are not skewing the conversation for the worse?
facilitate this process. This agreement examines what action and ac- Ojala (2004) believes we must tailor information to the audience.
tivism are necessary for librarians to facilitate knowledge creation in She argues that information professionals can take action not only by
members. analyzing or summarizing information but also in how they present

it. The first or boldest item in a list of resources is likely to have a well as faulty information. Eventually, the Wright brothers figured
greater impact than the last. Ojala champions this fact as a means to out how to build a plane that would fly, but first they went through
better serve members and to better market services. At no point does many plans and models that did not work. The richest information
she discuss or even mention the ethical implications of skewing the environment possible would include these faulty plans. A member is
conversation. Lankes concludes the Importance of Action and Activ- unlikely to learn how to build a plane from them, but they might gain
ism section with a call for a new apparatus of librarianship, a part a deeper understanding of the principles of flight. Librarians must be
of our worldview that ultimately talks about ethical and appropriate sure to keep a record of failures along with successes if they want the
knowledge and conversation. Ojalas stance highlights just how im- best knowledge to be created in their library.
portant that is. Ultimately, only through action and activism can librarians en-
In addition to the call for a new apparatus, Lankes argues that sure that members gain information in the manner that suits them
simply having values and principles is not enough. Librarians must best and determine which information is most valuable. Only through
work to improve society through action. It can be argued that this is action and activism can librarians develop the richest information en-
possible through the skewing of conversation. For example, if a librar- vironment possible where the best knowledge can be created. Rowley
ian highlights the results of an online search that come from reliable, (2006) argues that data become information, which becomes knowl-
safe Internet sources, they are skewing the conversation to promote edge, which becomes wisdom. By taking the above actions, librarians
the creation of knowledge through responsible, safe web navigation. will not only improve knowledge creation in their community but
A classmate, Jocelyn Clarke, shared an example regarding a search also encourage the creation of wisdom.
for information on mixing illegal drugs. She found the sites written by
enthusiasts to contain more complete and helpful information than ConversAtion stArters
the neutral sites. Is it ethical and appropriate to encourage knowledge
creation from a source that promotes breaking the law through illegal 1. What is ethical and appropriate knowledge and conversation?
drug use? It may depend on the member. It would be more appro- 2. When a librarian provides a member with several resources from
priate to share these sites with a mother worried about her wayward different publishers, media, schools of thought, and so on, how is
child than with a preteen working on a report for school. The student knowledge creation impacted? Does it discourage the creation of
is most likely looking for facts while the mother is looking for a way new knowledge?
to help her child. 3. What role do librarians play in documenting knowledge creation
As librarians we are taught not discriminate based on age, reli- within their community? Should all knowledge creation be re-
gion, socioeconomic status, and so on. Is skewing the conversation corded even if the knowledge it creates is faulty?
for members a method of discrimination? I dont think it is, but I do
think it is a good question for librarians to keep in mind when taking relAteD ArtiFACts
action. If we are going to skew the conversation (we are), we must
Marshall, L. (1997, September/October). Facilitating knowledge management and
work to stay aware of how knowledge creation is changed. Informa- knowledge sharing: new opportunities for information professionals. Online, 21. Re-
tion professionals need to refrain from evaluating or improving upon trieved from http://vnweb.hwwilsonweb.com/hww/jumpstart.jhtml?recid=0bc05f7a6
7b1790e9e8f8b7ba403110609cab8641d5a38367839d243c98f8570bc64e3bd8603d
internal information (Marshall, 1997). Librarians must be sure that eae&fmt=H.
they are not skewing the information in the process of skewing the
Ojala, M. (2004). Information creation. Online, 28(2). Retrieved from http://vnweb.
conversation. hwwilsonweb.com/hww/jumpstart.jhtml?recid=0bc05f7a67b1790e9e8f8b7ba40311
We cannot have a discussion on the importance of action and 06684a178ede8d7997e16ba217d69bf64bba73fb0643bf74b7&fmt=P.
activism without also considering service. Librarians strive to serve Prekop, P. (2002). A qualitative study of collaborative information seeking.
the communities to which they belong. They also believe the best Journal of Documentation, 58(5). Retrieved from http://www.emeraldinsight.
com/10.1108/00220410210441000 doi: 10.1108/00220410210441000.
knowledge comes from working in the richest information environ-
Rowley, J. (2006). Where is the wisdom that we have lost in knowledge? Jour-
ment possible. What impact will the richest information environ- nal of Documentation, 62(2). Retrieved from http://www.emeraldinsight.
ment possible have on knowledge creation? This includes proven as com/10.1108/0022041061065332 doi: 10.1108/0022041061065332.

importAnCe oF teChniCAl skills
mAp loCAtion
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Importance of
Core Skills includes
Technical Skills
Figure 144

importAnCe oF theory AnD Deep ConCepts
mAp loCAtion
C, 3, 4
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Page 18
sCApe
Sense-Making
Motivation
y is Theories
or
nt the
leva
a re area
is Dialectic
vant
a rele Theories
eory is
a relevant th
Importance of a Worldview comes from
and Deep Concepts a relevant area
is Learning
Theory
a key
a re theor
lev y is
ant
are
a is
Postmodernism Conversation Theory
Author
Michael Luther
Figure 145

ConversAtion stArters lead occasional theoretical discussions to draw out competing theories within an
organization. Perrone notes the shift that has occurred in the way libraries are
perceived and suggests that change has come so fast that we should not make as-
1. Institutions have missions and Associations have missions, but do sumptions that everyone has the same understanding of our field.
broad fields such as Sociology or Psychology have missions? Qvortrup, L. (2007). The public library: From information access to knowledge manage-
ment: A theory of knowledge and knowledge categories. Retrieved from http://informationr.
relAteD ArtiFACts net/ir/12-4/colis/colis17.html.
Annotation: This article investigates a topic that should be very important to
Brooks, M. (2008). 13 things that dont make sense: The most baffling scientific mysteries our current discussions in New Librarianship: knowledge. The author presumes
of our time. New York: Doubleday. that the job of the library is not to provide access to limitless quantities of in-
formation (as he claims it once was) but to provide knowledge management.
Annotation: The basic idea is that every problem is an opportunity, and some- After discussing a number of past theories of knowledge, he offers a new one:
times what can seem an unsolvable problem is actually potential for a giant ad- Knowledge is confirmed observations. This confirmation can take place on a
vance. But the prologue of this interesting book says it far better than I can, so personal level (by oneself ) or on a social level (by someone else). Knowledge is
I will let the book speak for itself. broken into four categories, and functions are assigned to each category. This, the
In Science, being completely and utterly stuck can be a good thing; it often author hopes, will help to organize the modern library.
means a revolution is coming.
The Things that dont make sense are, in some ways, the only things that Thompson, K. M. (2009). Remembering Elfreda Chatman: A champion of theory
matter. development in library and information science education. Journal of Education for
There has been so much talk of the imminent cataclysm within librarian- Library and Information Science, 50(2), 119126. Retrieved from Library, Literature,
shipthat the field is obsolete, and it is merely a matter of time. Although the and Information Science Full Text database.
last decade has been a period of great creativity and experimentation in libraries,
Annotation: Thompson, by using Chatmans extended work in theory and
I dont know that we are any less stuck. Our relevance is still very much on the
theory building as an exemplar, hopes to aid in teaching the practical use of
table. What librarians have shown is their perseverance and creative thinking.
theory and theory building in library and information science. Chatman was
Maybe the time is ripe for our own revolution.
interested in information poverty and applied various social theories to shine
Crowley, B. (2005). Spanning the theory-practice divide in library and information sci- light on user behavior and information poverty specifically. Four social theories
ence. Lanham, MD: Scarecrow Press. are examined: Diffusion Theory, Opinion Leadership Theory, Alienation Theory,
and Gratification Theory.
Annotation: This is a review of Crowleys book. The idea of cultural pragmatism
is introduced as a means of bridging the wide gap between the academic and
the practitioner. Cultural pragmatism is an aid to researchers in both camps for
its inclusion of context specificity and the need for testing a theorys usefulness
through continually analyzed experience. Theory cannot just be an exercise for
furthering ones academic career; it must be applicable in the real world.
Jones, B. (2005). Revitalizing theory in library and information science: The contribu-
tion of process philosophy. Library Quarterly, 75(2), 101121. Retrieved from Library
Literature and Information Science Full Text Database.
Annotation: With a focus on theory and knowledge and an emphasis on the
library in the life of a person, this article seems particularly relevant to our dis-
cussions of the importance of theory.
Kim, S., & Jeong, D. Y. (2006). An analysis of the development and use of theory in
library and information science research articles. Library & Information Science Re-
search, 28(4), 548562. Retrieved from Library Literature and Information Science
Full Text Database.
Annotation: This article ties into the Atlas nicely by helping the library community
to understand the current state of theory development and use. Analytical articles
like this one will help us see where we are and where we should go, perhaps by seeing
which are the most hopeful theories to follow or merging theories into a more unified
theory of librarianship.
Perrone, V. (2009). Theory and practice in the library workplace. LIS News. Retrieved
from http://www.lisnews.org/taxonomy/term/17.
Annotation: Perrone points out that the purpose of theory is to tell us why we
are doing things. Library school is an ideal place to engender this shared theo-
retical basis. Although these theories are not eternal, such systems of values
can become internalized and therefore deeply entrenched. Managers should also

inCreAse FriCtion in the proCess
mAp loCAtion
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Increase Every Course

LIS Education requires Friction in the requires has Symposia
Process and Practica
Figure 146
inFormAtion orgAnizAtion
mAp loCAtion
E, 3
threAD loCAtion
Page 137
sCApe
Transition of
Traditional
Skills
such as
Information Cataloging
will be translated as
Organization Relationships
by
is enabled
Access
Figure 147

inFormAtion sCienCe
mAp loCAtion
E, 10
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Page 171
sCApe
Getting Past
Relation to
other Domains
such as Information Science the field must the L v I
Debate
Figure 148
inFormAtion seeking
mAp loCAtion
E, 4
threAD loCAtion
Page 153
sCApe
Transition of
such as Information
Traditional Seeking
Skills
Figure 149

inFormAtion serviCes
mAp loCAtion
E, 6
threAD loCAtion
Page 88
sCApe
Internet Model Information

is composed of results in Web 2.0
Example Services
Figure 150
See Internet Model Example Agreement Supplement
inFrAstruCture proviDers
mAp loCAtion
E, 5
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Page 86
sCApe
Internet Model Infrastructure

is composed of results in TCP-IP
Example Providers
Figure 151

innovAtion
mAp loCAtion
F, 6
threAD loCAtion
Page 127
sCApe
Innovation
Importance of Action and Activism involves Innovation is further defined by versus
Entrepreneurship
Figure 152
relAteD ArtiFACts
British Library Research and Innovation Centre. (12 November, 1998). British Li-
Contributor brary Research and Innovation Centre. Retrieved from http://http://www.ukoln.ac.uk/
services/papers/bl.
Jennifer Recht
Eventective, Inc. (2009). Westville Library and Innovation Centre. Retrieved from
http://www.eventective.com/Canada/Nova+Scotia/Westville/212465/Westville-
ConversAtion stArters Library-Innovation-Centre.html.
Journal of Library Innovation. (n.d). Journal of Library Innovation. Retrieved from
1. We should innovate because any organization can stagnate and http://www.libraryinnovation.org/index.
eventually fail without change. But we should also innovate be- Public Library Association. (n.d.). Highsmith Library Innovation Award. Retrieved
cause its a buzzword that looks great on resumes and library mis- from http://http://www.ala.org/ala//pla/plaawards/highsmithlibrary.cfm.
sion statements. How do we tell the difference between innovat- River John. (n.d.). River John Library and Innovation Centre. Retrieved from http://
ing because we have to, in a good way, and innovating because we www.riverjohn.com/index.php?option=com_content&task=view&id=19&Item
id=33.
have to, in a bad way?
Sloane, P. (3 November 2009). 21 great ways to innovate. Retrieved from http://www.
2. How can we get around the creativity-killing anxiety that arises
innovationtools.com/Articles/EnterpriseDetails.asp?a=473.
when we are told we must innovate (now!)?
Town of New Glasgow. (2008) Public library: New Glasgow Library and Innovation
3. Is there ever a time when something is going so well that we Centre. Retrieved from http://www.newglasgow.ca/index.
should stop innovating for a while? How can we tell? php?Itemid=137&id=54&option=com_content&task=view.

innovAtion versus entrepreneurship
mAp loCAtion
F, G, 6
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sCApe
Innovation
is further defined by
Innovation
versus
Entrepreneurship
demonstrates
Entrepreneurium
Figure 153
institute For ADvAnCeD librAriAnship iDeA
mAp loCAtion
E, 8
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Page 184
sCApe
Need to Institute for

Expand the Advanced
an example is
Educational Librarianship
Ladder Idea
Author Figure 154
R. David Lankes

Agreement DesCription The Need
Libraries in North America are seeking a new mission. Beyond the

A Note about the Description
advances in technology and the explosion in information production,
Developed initially as part of ongoing dialogs with the Free Library the communities they serve are changing, forcing libraries to adapt.
of Philadelphia and other library and information science schools, the These communities are changing as a result of the increasing capabili-
Institute is an example means of expanding the educational ladder ties of and reliance on a digital information infrastructure. This digital
(see Need to Expand the Educational Ladder). The ideas within this transformation shows up not only on the Internet but in areas as di-
example could certainly be replicated at any prestigious and/or pro- verse as entertainment, where digital distribution of media is chang-
gressive library (academic, public, special, governmental, etc.). ing television and music distribution alike; government, as essential
The following description is a slightly modified version of a proposal services such as tax payment and even voting are becoming digitally
prepared for the Free Library of Philadelphia. It has been slightly modi- enabled; banking; and health care. Whether a community member
fied to make it more generic, but it is still a proposal and reads as such. interfaces with this new digital world through a computer, cell phone,
or mediator such as a bank, the digital pressure is changing nearly all
Concept aspects of daily life. In such a world of connected massive stores of
diverse data, no wonder libraries that seek to serve these communities
The Institute for Advanced Librarianship is envisioned as an elite
are facing a challenge of identity, resources, and mission.
clinical teaching and research environment that seeks to innovate cur-
While library science and information schools have traditionally
rent library practice and invent the future of the field. It shall prepare
served as facilitators in such field-wide examinations, their effective-
future leaders in information science and technology with world-class
ness in this role has been blunted. There are several reasons for this:
academic and research programs that emphasize innovation and real-
word impact. The Institute shall be a shared effort of the library sci- A Greater Emphasis on Research Funding: The economic realities
ence community, housed at one of the nations leading universities in higher education drive any discipline in todays universities to
and located at the world-class library. Rather than competing with greater emphasis on research funds; there is also greater pressure
other library science programs, it will work with and enhance the cur- to grow existing degree programs and start new ones. The need to
rent offerings of these programs. expand budgets through research funds means a greater emphasis
on applied research in hot areas. Today, with information being
Each year the Institute will offer 10 fellowships to current LIS
central to so many endeavors, those hot areas are in defense, tele-
students who have completed their basic or core instruction (nor-
communications, and economic development. Further, although
mally their first year of a full-time program). These students will be
many universities are trying to reverse the trend, career success
in residence at the partner library for two semesters, where they will for research faculty still comes through increased specialization,
study as a cohort, improving and innovating real services for real us- making the results of research harder to translate into broader
ers. They will gain invaluable technical and organizational skills (mar- settings, including libraries.
keting, change management, risk assessment, budgeting) from full-
Pressure to Expand Enrollment in Degree Programs and Start
time faculty, experts from industry, visits to policymakers, and top
New Degree Programs: Although research dollars are an expand-
practitioners all in the framework of innovation and change. They will
ing part of a schools budget, in most programs tuition pays the
then return to their home schools to graduate. bills. Add to this the pressure of growing college enrollments and
Detailed in this agreement are the concepts, structure, and aspira- a societal pressure for more universal postsecondary education,
tions for the Institute. It is divided up for easy access to the particu- and classes are getting bigger. Where more library science stu-
lars, but taken as a whole it is a vision for harnessing the strengths of dents may not be found, new programs at the masters and un-
partners and location to improve libraries and, ultimately, the com- dergraduate levels are leading to larger schools with more diverse
munities they serve. The Institute is a place to prepare change agents foci. In some universities, information science is being cast as an
in the academy, industry, government, schools, and towns throughout essential curriculum, and schools are being asked to take a greater
the continent. role on curricula throughout a university or colleges offerings.

The Increased Shifting of Boundaries in the Information Profes- By proactively engaging the next generation of leaders and giving
sions: As more and more industries are awakening to the value them the skills to enter, innovate, and, most important, institute last-
of effective information utilization, they are seeking the gradu- ing change in organizations, the Institute shall prepare libraries for the
ates of library and information science schools. The realities of changing world they exist within. Furthermore, the Institute shall cre-
higher salariesand, in some students minds, greater chance for ate a dedicated cohort of change agents that will position libraries as
changeare putting pressure on schools to deliver more transfer- leading institutions within their communities, where they can garner
rable skills. As such, many classes teach vital skills but without a
greater support and respect through excellence in service.
library-centric view.
The Lack of a Continuing Education Model: The main problem Institute Impacts
that library and information schools face is the lack of a continu-
ing education model for the field. There are few requirements for Margaret Mead is quoted as saying, Never doubt that a small group
ongoing engagement between schools and professionals beyond of thoughtful, committed citizens can change the world. Indeed, its
the initial masters degree. Whats more, with a wide variety of the only thing that ever has. It is this sentiment that shapes the In-
conferences and workshops offered by a vast range of nonuniver- stitute to be small in terms of people but large in terms of impact.
sity organizations, it is nearly impossible to maintain a long-term This plan lays out a program with 10 students per year and three full-
dialog between the schools and the profession. So while universi- time faculty. These numbers are unheard of in a field where full-time
ties have much to offer to the library profession in terms of new faculties can be as large as 45, and schools can graduate more than
models, missions, and skills, their most efficient corridor to the 200 students a year. The size does not represent a lack of ambition
field is through new graduates who enter an organization with but instead a strong desire for focus. In essence, this program seeks to
little cultural knowledge and low professional status.
create Meads small group of thoughtful, committed citizens who
Far from being seen as universally negative, the ability of the library shall change the world. This impact approach is based on the realities
and information science schools to adapt and, in many cases, thrive in of the library field.
the current higher education marketplace is a good thing for library Librarianship is a profession that is diverse in its settings but co-
science as a whole. There are more students enrolled now in library herent in its membership. One can reach a large percentage of the
science programs than ever before, and they are graduating with new library profession efficiently through the Internet and conferences.
and valuable skills. However, there are few if any places where library Once you reach this core of engaged individuals, one can have enor-
innovation is being examined in a holistic way. mous impact. For example, presentations at the American Library As-
This has led to the profession forming a series of leadership pro- sociations annual conferences reach provosts at universities, school
grams. However, as Jana Varlejs (2007) of Rutgers University states, librarians in K12 schools, public librarians, and even Chief Informa-
Leadership institutes for librarians have proliferated recently in the tion Officers in industry. Furthermore, rightly or wrongly, individuals
United States, yet there has been little evaluation to show whether have been shown to have a large impact on the thinking of the profes-
they are effective in producing leaders. These programs tend to be sion. From Melvyl Dewey to F. W. Lancaster, the field is often primed
short term, with a week or two attendance, and uncoordinated. How- for dynamic individuals with a compelling mission.
ever, such programs have shown success. The goal of the Institute for The potential for impact can be seen in the rise of virtual refer-
Advanced Librarianship would be to build on these programs de- ence. In a little less than 8 years, a relatively small group of researchers
signed for mid-career professionals by preparing leaders earlier in the and practitioners were able to transform answering reference ques-
process and concentrating on change management and innovation. tions online from a novelty to a broadly implemented basic service in
As the library science schools expand and succeed, there is an public, academic, and corporate settings. Similar experiences can be
increased need for a program that can concentrate their success and recounted in the metadata and public access computing communities.
learning to the library as an institution. As the library profession The Institute shall have the following short- mid-, and long-term im-
forms leadership programs, there is a need to concentrate their lessons pacts:
earlier in the career and in a greatly expanded format. The proposed
Institute is presented as a means to these ends.

Short Term: The Institute will be quickly positioned in a leader- be a continuous cycle of ideas and innovation matched to the realities
ship role within the library practice community, given its home of real-world institutions.
at both a library and a prestigious university.
Short Term: Library and information science programs will seek Structured Outcomes, Unstructured Courses
partnership with the Institute due to its position within a presti- The Institute curriculum shall take advantage of the small number of
gious university and the ability to highlight their own contribu-
students, the focus of innovation, the location at a world-class library,
tions to library science.
and ready access to a deep pool of expertise in the region by not using
Mid Term: The Institute shall highlight the utility of library and a traditional 3-credit hour topical structure. Instead, the structure of
information science through an expanding network of partner- the courses will be highly fluid, with only a few structural compo-
ships with industry and clinical faculty. nents consistent from year to year:
Mid Term: The experiences of the Institute in working with A standing daily symposium for the cohort and faculty to exchange
students from a diverse set of LIS programs will aid partnering ideas, plan new experiences, and jointly explore topics.
schools in refining their curricula by providing direct feedback on
student preparation by comparing students across programs. A year-long practicum where the student explores an area of li-
brarianship and produces a functional system (piece of software,
Mid Term: Projects of the Institute will improve service offerings service, collections, or process) that has been implemented and is
at the Free Library of Philadelphia and partnering practice envi- appropriately sustainable.
ronments.
A colloquium on the topic of their practicum that the student
Long Term: The growing cohort of Institute graduates will take organizes and is delivered to the library community.
on leadership positions within library science, thus providing a
greater platform for library innovation and positive change. In place of formal classes and traditional structure, the Institutes cur-
riculum shall be founded on the growing model of assessment in high
Long Term: Libraries will improve and increase their benefits to
education: outcomes. Through the course of planning and launching,
their communities.
the overall goal and objectives of the Institute in technology, innova-
The Institute shall not be simply a school but a school of thought. It tion, and change will be refined into a rubric. This rubric constitutes
shall have a focused and integrated intellectual signature that will dif- a sort of contract between the Institute and its academic partners. To
fuse throughout the field through its research, students, and operations. provide real evidence and outcomes, the Institute shall use a series of
mid-semester reviews and a portfolio to ensure student achievement.
The Curriculum The actual content of the curriculum will come from a variety of
The curriculum of the Institute shall be an equal mix of practica and sources:
symposia taught by some of the nations leaders in information sci- The Faculty: Full-time faculty, clinical faculty, and faculty of
ence, marketing, technology, and librarianship. Rotating hands-on practice will work one on one with students and as a cohort to
practica shall place students in direct contact with the subject mat- explore aspects of librarianship and information industries. They
ter and the community. Students shall learn customer service skills will share their own expertise and craft practical engagements to
from reference librarians, vice presidents, and marketers. They shall cement concepts.
learn information organization from catalogers, metadata specialists, Directed Readings: Each year, with the input of the faculty and
and digital library researchers. They shall learn technology from IT the Board of Visitors, a reading list shall be constructed. The
staff running libraries, corporate CIOs, and university provosts. They readings shall form a common core of information that students
will learn policy from visits to Congress and participation in legisla- and faculty alike shall use in their interactions and projects.
tive days. This experience-based learning shall be complemented by Field Experiences: Visits from and to libraries, information sci-
symposiahighly interactive classes with scholars, business entrepre- ence schools, government, and industry located throughout the
neurs, and thought leaders from around the world. The net effect will region.

The core of the Institutes educational program lies in a practicum ex- their careers to provide long-term benefit to the Institute. They shall
perience. The students, working with the faculty, shall devise a year- have PhDs in the library and information science domain and would
long project that they will have to plan, execute, and evaluate. This be expected to actively seek external funding for research and projects.
project (practicum) shall incorporate outcomes from across their expe- The three core faculty would each have distinct roles:
riences, and they shall reach out to experts at their home schools, other Director: Oversees the Institute, is the interface between Institute
LIS programs, industry, government, and the not-for-profit sectors. partners, and provides overall vision and leadership for the pro-
The bottom line is that with a strong focus on outcomes over gram.
courses, the Institute shall be responsive to current events and able to
Associate Director for Research: Is tasked with seeking out and
take advantage of new opportunities as they arise. In many ways, the
creating funded research opportunities, provides methodological
Institutes curriculum shall reflect highly successful PhD and manage-
guidance to other faculty and students, and interfaces with re-
ment programs. search funders.
Research in the Curriculum Associate Director for Academics: Oversees other faculty types,
works to bring in the highest quality clinical faculty, and struc-
A heavy dependence on faculty for a curriculum centered around in- tures and schedules curricular activities.
novation requires that the faculty involved are engaged in innovation
All faculty would be expected to be on the tenure track and comply
activities. To that end, core faculty are expected to have active research
with tenure requirements at the university partner. This is vital not
agendas. These agendas shall include funded research activities from
only to ensuring the quality of the faculty (and making that quality
multiple sources. They are also expected to include cohort students
evident to those outside of the Institute), but also in terms of recruit-
in these projects. In fact, student practica may be portions of these
ing and sustained performance. It will be nearly impossible to recruit
funded research projects.
top-tier faculty to the Institute without the protection of tenure. The
market for LIS faculty is currently competitive, with existing informa-
Faculty Model
tion and library science faculties growing rapidly. Given the choice
A diverse and fluid Institute requires multiple types of faculty to serve between a tenure-track position and a non-tenure-track spot, the
differing purposes, including providing consistency across cohorts, di- natural inclination will be to a school offering tenure.
rect guidance on research, library-centric viewpoints, and broader in-
formation perspectives, as well as highly specialized expertise in areas Clinical Faculty
such as marketing and economics. The faculty model of the Institute
Clinical faculty members are affiliated experts in their disciplines who
breaks out each of these roles and their responsibilities.
teach symposia and aid students in their practica. They are expected
to have full-time careers outside of the Institute and to maintain out-
Core Faculty
standing reputations in those outside endeavors. These are not the tra-
The key personnel of the Institute are three tenure-track professors ditional adjunct faculty who are brought in to teach regularly taught
who run the Institute, have the most contact with students, and pro- courses, but rather leaders in industry, government, and librarianship
vide the scholarly underpinnings of the program. Because the primary who share their valuable time once or twice a semester.
aim of the program is innovation and re-invention of a vital field, the
scholarly core is essential. True, lasting innovation must be derived Faculty of Practice
from core principles and theory. The core faculty must be academi-
Faculty of practice are full-time employed staff at the partner library
cally rigorous to ensure a strong conceptual foundation for this new
and partnering organizations that provide direct oversight of students
approach to librarianship.
as part of their regular duties. Examples might include the head of the
Core faculty are seen as innovative, with excellent reputations
Business and Industry Department who will work with students and
and research skills, yet they are in the middle or even early phases of

show them how to manage such an operation, much as an internship outgrowth of library training programs, but a new paradigm where
supervisor might. It should be noted that not all staff at the library outstanding scholarship is done at the point of impact, much like a
would be considered a faculty of practiceonly those staff members university hospital where new treatments are developed.
who show excellence in their operations, dedication to the mission of
the Institute, and great engagement in their interaction with students. Schools
There are 56 ALA-accredited library programs in North America.1

Plan Partners
These programs represent a wide variety of institutionsfrom the
Partners are essential for its creation and continued success. While small and specialized to the large and diverse. The LIS programs are
the list of partners will grow as the Institute moves from planning to vital partners for the Institute in three ways:
implementation to continued operation, the types of partners needed
at this point are clear: 1. Shapers of the Innovation Curriculum: Participating schools will
A Setting for the Institute be a large source of the initial and ongoing shape of the Insti-
tutes curriculum. Through consultation with standing bodies of
Library and Information Science Schools LIS programs like ALISE and the iSchool conference, as well as
Libraries members of the Institutes Board of Visitors, the experiences of
LIS programs will help shape the offerings of the Institute.
Academic Home
2. Pool of Applicants: As of 2004,2 there were nearly 17,000 mas-
Funders ters students working toward a degree in library science (Wisser
Each of these broad categories is addressed in greater depth below. & Saye, 2004). This represents the pool from which 10 shall be
chosen.
The Setting 3. Partners in Research: Just as the Institute seeks to be highly col-
legial in its educational offerings, so too does it seek to collaborate
The Institute shall be physically housed in a large library with ready widely in terms of research. It is important that the Institutes core
access to regional resources in commerce, government, and nonprofit faculty (and students) remain active and visible members of the
sectors. The size of the library matters in that it must provide many LIS research community and not become a boutique operation.
rich opportunities for experimentation. The physical location of the
library is also important in that it should provide access to multiple li- The Institute shall actively work to make these programs official part-
brary types for student projects. So while Institute students may meet ners. Partnership can be at a variety of levels. At the most basic, LIS
in a public library, for example, they may be doing their project work schools and the Institute shall make arrangements for the transfer-
across town in an academic or a school library. ence and assignment of credits earned by cohort students (this shall
be discussed in greater detail below). Each school with an accepted
Not an Apprenticeship Program student shall also receive regular feedback on that students perfor-
It needs to be made clear that the Institute is not envisioned as an mance, as well as a comparative analysis of the students competencies
apprenticeship program or some sort of superinternship. This is not versus students from other programs (without identifying these other
intended to bring the best students to the library to learn existing programs). The report can be used as part of an LIS programs perfor-
practices and spend their days mastering the tools of present librari- mance for accreditation. Beyond the sharing of students, the Institute
anship. Although some hands-on work is needed as a basis to launch shall seek to constantly engage partnering schools in matters of trends
innovative services, the focus is on developing new and better prac- in librarianship and research.
tice. This development will be done through scholarship and experi-
mentation, not replication and praxis. In this way, the Institute does 1. http://www.ala.org/ala/accreditation/lisdirb/alphaaccred.cfm.
not represent a step back to the days when library schools were simply 2. The latest data available online from ALISE.

Target the Top programs is severely limited. The same logic applies to locating the
Institute within an existing LIS school. Although it may be possible
As previously stated, there are a wide variety of LIS programs. It will
to set up a firewall between an existing program and the Institute, it
take time to reach out to all of these programs. Therefore, the Institute
would be difficult to demonstrate independence to other schools and
shall target the top-ranked LIS programs according to U.S. News and
universities.
World Report in the prelaunch phases. With these schools on board,
the Institute is guaranteed top-quality students and an excellent repu-
Libraries
tation.
With the reputation of a high-quality university partner and If schools represent the supply of students, libraries represent the bulk
the vision of the Institute, it should be possible to quickly get these of the demand. Libraries of all sorts must see the value in the Insti-
schools on board. However, if the Institute is seen as regressive or a tute; in particular, they must seek out the graduates of the program.
retrenchment of traditional librarianship, these programs will not be This enthusiasm must be maintained in continuous engagement and
interested in participating. One mechanism to get these programs on through the net effect of Institute alums and research.
board and seed the Institutes academic program would be to grant Libraries must have a place on the initial advisory board and in
these programs a slot for the first class. subsequent Boards of Visitors. Institute faculty and students shall also
be highly visible within library associations and meetings. Further-
The Power of Visiting Faculty more, a variety of library types (public, academic, school, special, etc.)
must be represented.
A challenge for this program will be ensuring credits and information
It should also be noted that not all graduates shall be destined for
flow smoothly from the Institute to the home college of a student.
libraries. Innovation, change, and technology skills are highly prized
Simply transferring in half of a students masters degree, even from
throughout the information industry. Non-library participation in
a prestigious university, is problematic at best. While each partnering
hiring, clinical faculties, and projects should be seen as a sign of suc-
school may have its own method to do this, some initial models might
cess, and the Institute shall constantly seek to bridge a strong core of
involve naming core Institute faculty as visiting or adjunct faculty
librarianship to other fields. However, librarianship does remain the
within the home school. Another model might be to have a faculty
core focus.
member within the home school act as a sort of supervisor for the stu-
Several large libraries and library organizations have been infor-
dent and issue credit within the home school as independent studies
mally consulted on the Institute concept. Those consulted voiced uni-
or internships (or a combination of these). In any case, it would be an
versal enthusiasm for the project, and it is reasonable to work toward
exception if more than a student per year were selected for the Insti-
endorsements from these organizations.
tutes programs, so the administrative burden on partnering schools
should be minimal.
Academic Home
Not a School The ideal home for the Institute for Advanced Librarianship shall be
a university with a stellar reputation and a strong mission in terms of
There are some substantial reasons why the Institute shall not offer a
intellectual rigor and a practical outlook. The academic home must
fully accredited library degree program and, further, why the Institute
aid the Institute in fostering innovation, entrepreneurship, and excel-
should not be placed within an existing school (or university with a
lence in both students and faculty.
school). By focusing on the second year of existing degree programs,
The benefits to the university partner are both tangible and large
the Institute avoids ALA accreditation. Such accreditation would
scale. A portion of the Institutes operating income shall be fed back to
mean the offering of basic LIS courses, a job well handled by exist-
the university in the form of a standing overhead agreement. Further-
ing programs. It would also put the Institute into competition with
more, indirect income from sponsored research plus tuition revenue
existing LIS programs for students and ranking. Once in a competi-
that may be generated in later expansion projects would go to the uni-
tive stance, the Institutes ability to draw the best students from other
versity from the Institute. The Institute shall also bring attention to

the university from the library and information communities beyond Governance
the institutions own existing library operations.
Institute governance will maximize the benefits of partnership while
There are also intangible benefits to the university housing the
mitigating any potential conflicts between partners. The ideal gover-
Institute. The first is that the Institute will be tackling issues of great
nance structure is one that allows for all partners to have a voice but
interest to higher education in terms of participatory learning and
also allows the Institute to act decisively and formulate its own vision.
technology (implementation as well as policy). The Institute shall act
Internal governance mechanism and policies will need to be devel-
as a pool of information scholarsready consultants working collab-
oped by the Institute faculty once they are on board. To help shape
oratively with existing university programs.
the program to that point, a board of advisors shall be established.
The Institute shall also be an asset to the partnering university
in exploring interdisciplinary opportunities between academic pro-
Role of Advisor Board
grams. Few areas are as well positioned to advanced interdisciplinary
initiatives as library and information science. In many ways, a uni- The board of advisors represents the major partners of the Institute
versitys libraries serve as a vital connective tissue between scholars. and provides input to the director, the Free Library, and the univer-
Librarians work across disciplines and have the opportunity to seek sity partner as the Institute is formed. They shall advise of curricular
common goals and complementary projects. The Institute can be an issues, structural aspects of partnerships (how academic credits can
invaluable think tank, influencing how the university forward inter- be moved across institutions, for example), and help promote the In-
disciplinary research working with the universitys libraries. Library stitute and its mission. Upon the formal launch of the Institute, the
and information science as a scholarly discipline has been described board of advisors shall become the Board of Visitors that provide on-
as inherently interdisciplinary. In addition to core concepts in infor- going guidance to the Institute.
mation organization and services, the field draws from computing, The initial structure of the board will be co-chaired by a repre-
communications, education, sociology, economics, and public policy. sentative of the university home and a representative from the hous-
Look today at an information school, and you will find scholars with a ing library. Other board positions shall be taken up by LIS school
wide variety of backgrounds, forging new understandings by coming representation, representation from the practicing library sector, and
together through action and application. members, where appropriate, of funding agencies.
Library and information science belongs at a prestigious universi-
ty as a discipline. As the elite schools redefine science and the humani- relAteD ArtiFACts
ties in the modern age, LIS skills and insight can assure wide adoption
Varlejs, J. (2007). The New Jersey Academy of Library Leadership: What impact has it
and integration of the underlying information infrastructure. Todays had? In A. R. Saur (Ed.), Continuing professional development: Pathways to library leader-
LIS scholars, professionals, and facilitators can identify user needs, ship in the library and information world (Vol. 126, pp. 183-198). IFLA Publications.
appropriate technologies, and maximize both the efficiency and effec- Wisser, K. M., & Saye, J. D. (2004). ALISE library and information science educational
tiveness of information. The Institute, drawing from the best of these statistical report 2004. (ALISE, Producer) Retrieved February 4, 2008, from http://ils.
unc.edu/ALISE/2004/Contents.htm.
scholarly and interdisciplinary traditions, can become an asset to the
partnering university as it continues to evolve in todays market place
of ideas, increasingly competitive research environment, and increas-
ing social mission.
Funding
Vital partners of the Institute shall be its source of income. A mix

of private and public funders shall fund the Institute in the form of
an endowment and also continuously through research and special
projects.

intelleCtuAl FreeDom AnD sAFety
mAp loCAtion
H, 3
threAD loCAtion
Page 122
sCApe
Intellectual
Core Values is composed of Freedom and
Safety
Figure 155
Author
Sarah Schmidt

Agreement DesCription took part in a pilot program for educators on improving instruction
for diverse populations. The course asked participants to explore their
The American Library Association (2009) defines intellectual freedom position on issues like identity, prejudice, cultural differences, and val-
as: the right of every individual to both seek and receive informa- ue systems. As a result of the program, Marcoux personally felt better
tion from all points of view without restriction. It provides for free equipped to teach to students from a wide range of backgrounds.
access to all expressions of ideas through which any and all sides of
a question, cause or movement may be explored. The ability to ac- ConversAtion stArters
cess a diverse body of information is a core value of librarianship.
In this agreement, we will see its importance throughout the library: 1. We review and evaluate our performance fairly frequently; why
at the service desk, in collection development, and even in technical dont we give more thought to what lies beneath what we do?
services. The literature reviewed here supports the Atlas ideas on in- How can we ensure we stay ethically sharp?
tellectual freedom.
Providing a safe place for the access and expression of a wide relAteD ArtiFACts
range of views is one area the Atlas emphasizes for librarians (Lankes,
2008). In an article on the trend of media conglomeration, the au- American Library Association. (2009). Intellectual freedom. Retrieved November 13,
2009, from http://www.ala.org/ala/aboutala/offices/oif/basics/ifcensorshipqanda.cfm.
thors agree (Fostering Media, 2007). They note that in 2003, the
Fostering media diversity in libraries: Strategies and actions. (2007). Newsletter on
Federal Communications Commission changed its regulations on Intellectual Freedom, 56(5), 177, 218226. Retrieved November 6, 2009, from Library
media ownership so that it allowed for the increased consolidation Lit & Inf Full Text database.
of media sources. They observe that librarians responded by officially Marcoux, E. (2009). Diversity and the teacher-librarian. Teacher Librarian, 36(3),
condemning such consolidation and setting out to study what they 67. Retrieved November 6, 2009, from Library Lit & Inf Full Text database.
could do to ensure that a multiplicity of resources could survive in Model policy: Responding to demands for library records. (2007). American Libraries,
such a climate. Additionally, the librarians decided to try to bring 38(8), inserts 14. Retrieved November 6, 2009, from Library Lit & Inf Full Text
database.
more public awareness to the issue of resource diversity. This sense of
Olsson, M. (2009). Re-thinking our concept of users. Australian Academic & Research
awareness of problems with access is echoed in another article on the Libraries, 40(1), 2235. Retrieved November 6, 2009, from Library Lit & Inf Full
issue of patron privacy (Model Policy, 2007). The authors consider Text database.
the consequences of the renewal of the Patriot Act in 2006, focusing
on librarians vexed position of being forced by federal investigators
to hand over their patrons records. They note that librarians, seeking
a solution that would ease the minds of librarian and patron alike,
created a standard policy for librarians to lean on when pressed on
privacy issues.
Self-examination of ones own assumptions and biases is another
area the Atlas emphasizes for librarians. In his study of what guides
librarians approaches to their work with patrons, Olsson (2009)
agrees. He argues that librarians need to shift their focus from sys-
tems to users. This new approach would require a more integrated
method to coordinating their work with resources and patrons, one
with increased attention on emotion, relationships, and how people
comprehend information. But such a goal can only be achieved if one
examines ones understanding of and relationships with patrons. Ols-
son holds that librarians must rethink their concept of users. Similar-
ly, Marcoux (2009) touches on this notion of self-analysis. Marcoux

intelleCtuAlly honest not unbiAseD
mAp loCAtion
H, 3
threAD loCAtion
Page 122
sCApe
Intellectually
Core Values is composed of Honest not
Unbiased
Figure 156
internet moDel exAmple
mAp loCAtion
D, 6
threAD loCAtion
Page 86
User
sCApe
of
sed Information
mpo
is co Services
sed of
is compo
Digital Internet Model
an example case is
Environments Example
is compo
sed of
is co Application
mpo
sed Builders
of
Author Infrastructure
Providers
R. David Lankes
Figure 157

Agreement DesCription have implemented spam filters based on opaque and often proprietary
algorithms at the organization level, discarding numerous e-mail mes-
The Lankes/Eisenberg Architecture (Lankes, 1999) divides the Inter- sages before any human eyes ever see them.
net and, by extension, digital networks into four distinct layers: in-
frastructure providers, application builders, information services, and Information Services
users. The following sections define these layers and provide examples
of how each level, aside from the use level, can manipulate informa- Information services are organizations that use applications and in-
tion in a way that is completely transparent to the user. frastructure to meet users needs on the Internet; examples include
Google, Facebook, or a library Web site. There are ample studies that
Infrastructure Provider look at how information services such as Google skew results in their
search engines (for an example and further citations, see Choo & Roy,
Infrastructure is composed of hardware, such as routers, and proto- 2004). For example, top results tend toward shopping and technol-
cols, such as the Internets Transmission Control Protocol /Internet ogy services in Google (Mowshowitz and Kawaguchi, 2002). Without
Protocol (TCP/IP) suite used to move bits from one place to another knowing this, users may assume that top results are the best regard-
on the Internet, and the organizations, such as Internet Service Pro- less of context.
viders (ISPs) that provide and maintain these mechanisms. This layer
is often the most invisible to end users yet can have a profound im- Users
pact on the information being provided to users for credibility assess-
ments. Infrastructure providers can easily block traffic to and from The use layer is comprised of individuals and groups, such as teachers
certain destinations. What many people do not realize is that such and patrons, who primarily consume information and seek to meet
blocked traffic can be made invisible. For example, when a library their own information needs on the Internet.
blocks access to certain Web sites, it may post a message to a patrons
relAteD ArtiFACts
browser stating that the site is blocked. However, there is no technical
barrier to that library only providing a site not found indication to Choo, J., & Roy, S. (2004). Impact of search engines on page popularity. In Interna-
a users browserthe same error it would send if the user misspelled a tional World Wide Web Conference: Proceedings of the 13th international conference on
URL. Further, ISPs can block access to any application, disabling soft- World Wide Web (pp. 2029). New York: ACM Press.
ware such as Instant Messaging (IM) at the network layer. The user, Lankes, R. D. (1999). Building and maintaining Internet information services: K-12
digital reference services. Syracuse: ERIC Clearinghouse on Information & Technology.
not aware of such a block, would only know that their IM program
did not connect to a server and may assume the error lies in the re- Lankes, R. D. (2008). Credibility on the Internet: Shifting from authority to reli-
ability. Journal of Documentation, 64(5), 667686. [2009 Literati Outstanding Paper
mote server, thus affecting a users credibility assessment of the remote Award]
server, not the infrastructure provider. Mowshowitz, A., & Kawaguchi, A. (2002). The consumer side of search: Bias on the
web. Communications of the ACM, 45(9), 5660.
Application Builders
Applications on the Internet are software that allows information to

be exchanged between different actors on the Internet. Applications
include web browsers and IM clients, as well as high-level protocols
such as the HyperText Transfer Protocol (HTTP) that transfers web
pages. This broad category covers everything from e-mail applications
that automatically mark incoming messages as junk mail to the
Simple Mail Transfer Protocol (SMTP) that enables e-mail over the
Internet, including spam. Spam filters are excellent examples of tech-
nology affecting credibility in a nearly invisible way. Many schools

intrinsiC
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Motivation has a type Intrinsic as seen in Gaming
Author
Jennifer Rose Recht
Agreement DesCription Motivating people to read is about motivating people to do what the
library thinks they should do, wants them to do, or needs them to do.
None of these articles is relevant to intrinsic motivation: Librarianship, as a profession, needs to stop fetishizing books. Sure,
they look really nice lined up all pretty on the shelf, and half of us get-
Dunnewind, S. (2006). Dos and donts for getting kids to read. Teacher Librarian, ting into the profession probably did so because we love books, we grew
34(1), 2829.
up reading and went to library story time, and we love the smell of
Abstract: A reprint of an article that appeared in the Seattle Times, July 1, 2006, is
provided. It provides parents with advice on encouraging their children to read. books (at least until we start to sneeze). Perhaps we need a new name;
perhaps we should all put information professional on our business
Mcpherson, K. (2007). Harry Potter awet of motivation. Teacher Librarian, 34(4), 7173.
cards because we are no longer simply caretakers of books. We are care-
Abstract: The writer examines some of the key research on reading motivation
and suggests instructional approaches aimed at fostering strong reading motiva- takers of information. And when we focus all our energy on the fraction
tion in students. of information that is contained in books, its as if the whole richness
Vent, C. T., & Ray, J. A. (2007). There is more to reading than fiction! Enticing el- of programming to be found in a library can be ignored or reduced to
ementary students to read nonfiction books. Teacher Librarian, 34(4), 4244. the question of whether, on the way out, someone checked out a book.
Abstract: The writers report on an action research project that aimed to increase The knowledge the person gained at whatever activity he or she
fourth-grade students interest in reading nonfiction. The project implemented participated in does not count because it didnt come from something
four strategiesnonfiction book displays, book talks, book pairings, and book
passes. All these strategies proved to be successful in enticing the students in with a barcode on it.
Grade 4 to read nonfiction. Intrinsic motivation: Lets find what people really want and then
So why arent these articles relevant? First, they are reminiscent of the put barcodes on that.
threads discussion of read posters. How to get kids to read. How to Mardis, M. A., & Perrault, A. M. (2008). A whole new library: Six senses you can
use to make sense of new standards and guidelines. Teacher Librarian, 35(4), 3438.
get kids to read better things. How to get adults to read. How to get
readers to read more things about reading more. Teach your dog to read. I may have included this article just because the abstract actually mentioned intrinsic
motivation, and I was really excited. However, I think the idea of education driven
Second, they have little to do with intrinsic motivation. Motivat- by students intrinsic motivations, and not by correct answers on multiple-choice,
ing people to read has nothing to do with what those peoples motiva- standardized tests, is analogous to the Read problem. Reducing the success of the
library to something easily quantifiable, like circulation statistics, tells us nothing
tions are, motivations that could shape productive library membership. about the real mission of the library. Is the community learning? Is the community
creating knowledge? We dont know, but circulation is up 10% from last year.

invest in tools oF CreAtion over ColleCtion oF ArtiFACts
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Invest in Tools
Artifacts The nature means of Creation
over Collection
of Artifacts
Figure 159
issues oF institutionAl repositories
mAp loCAtion
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Collection
Development
helps defi
ne
Issues of
Institutional Scholarly
is influenced by Communications
Repositories
deals with
Academic
Figure 160
Author
William Zayac

Agreement DesCription positories. However, there are other qualities that can help justify the
existence of Institutional Repositories.
What Are Institutional Repositories? For one, certain repositories are more affordable to host and easier
to create than they have been in the past. Several pieces of open source
Slowly becoming more popular around the world, Institutional Re-
software for the creation and management of Institutional Reposito-
positories are open access databases of the works created by the people
ries have been developed and are available to whichever institutions
who work in or study at the repositorys host institution. One ma-
are willing to host them. Items can be more easily found with greater
jor survey of Institutional Repositories, the University of Michigan
standards regulating metadata and its use. Items can be labeled accu-
MIRACLE1 Project, found that research institutions were more likely
rately and then disseminated from a central resource. This saves fac-
to develop Institutional Repositories than universities and colleges
ulty members time and effort as the maintenance of labels, formats,
that catered only to masters and baccalaureate students. It also found,
and thoughts concerning a work becomes increasingly complicated.3
however, that there was a sleeping beast of demand among these
And, of course, trends change and so do the opportunities for outside
masters and baccalaureate institutions. That said, the concept of an
thinking. Scholarly works that would not normally fit into certain
Institutional Repository (at least in the digital context in which it is
standard database groups may be difficult to find through normal
now used) is still in its growth phase, and its benefits and weaknesses
resources.4 On a more basic level, Institutional Repositories provide
cannot accurately be understood or assessed on a larger scale because
libraries with the opportunities to develop new strategies and stan-
of its limited expression in the real world. However, that has not
dards for digital collection management5 and have even expanded the
stopped researchers from searching for and discussing these benefits
perception of the library as a viable research partner in institutions.6
and weaknesses or at least expressing their views concerning them.2
What Issues Must Still Be Addressed with Institutional Repositories?

Why Create an Institutional Repository?
As with any good library, the interface providing access to works must
The main purpose of an Institutional Repository is to provide on-
be appropriate for its patrons. In the Communities Thread, Lankes
line access to essays, papers, presentations, and other digital works
points out that there are many Institutional Repository home pages
created by the faculty at a specific institution or school. One of the
that only begin to provide access to works. However, the aim of librari-
most important jobs of a library is to provide its users with access to
anship is no longer to simply match people to a resource or a set of
a wealth of knowledge relevant to their interests and needs. There-
resources for which they are searching; it is (as the Atlas emphasizes) to
fore, one would assume that the wealth of knowledge preserved in an
encourage the creation of knowledge through conversations, and most
Institutional Repository has a significant audience, at least for those
Institutional Repositories do not yet do this. While looking at the ini-
who started the trend. It should come as no surprise, then, that many
tial interfaces of six different Institutional Repositories, I encountered
of the earliest developed collected the works of workers at research-
none that came as close to providing conversation as the PLoS Biology
focused institutions and that one large set of institutions following
suit is comprised of universities and colleges. The access granted by
these institutions allows many people to gain access to scholarly works 3. Lynch, C. A. (2003). Institutional repositories: Essential infrastructure for scholar-
ship in the Digital Age. ARL (226), 17.
to which they may not normally have access, whether it is because 4. This is mostly in reference to my own experiences searching for respectable re-
they are not in the databases to which they have access on their own or sources for a term paper on the music of Buffy the Vampire Slayer. I was able to find
several essays in books about Buffy and several Web sites which seemed to host re-
through their own respective institutions due to budgetary constraints
spectable-enough resources. Having a set of databases which may not be as restricted
or for whatever reason. Librarians, often focused on the transfer of to significant and traditional scholarly works, as some Institutional Repositories may
information and the creation of knowledge through this communica- eventually be, would have been incredibly helpful in this endeavor. Of course, this
only helps if one knows where to look or has a centralized search available covering
tion, will immediately recognize these benefits in Institutional Re- multiple repositories.
5. Lynch, C. A. (2003). Institutional repositories: Essential infrastructure for scholar-
1. Making Institutional Repositories a Collaborative Learning Environment. ship in the Digital Age. ARL (226), 17.
2. Smith, K. (2008). Institutional repositories and e-journal archiving: What are we 6. Smith, K. (2008). Institutional repositories and e-journal archiving: What are we
learning? Journal of Electronic Publishing, 11 (1). learning? Journal of Electronic Publishing, 11 (1).

Repository did in the Communities Thread, and only two even began relAteD ArtiFACts
to feature any information not simply for searching the database (those
American Society for Information Science and Technology. (2009, April). Bulletin of
of Brandeis University and the Massachusetts Institute of Technology). the American Society for Information Science and Technology April/May 2009. Retrieved
Institutional Repositories result from interdisciplinary work and October 31, 2009, from ASIS&T: The American Society for Information Science and
the cooperation of many parties. Of course, sometimes certain parties Technology: http://www.asis.org/Bulletin/Apr-09/index.html
cooperate more than others, and the balance of power may not be Annotation: This issue of the ASIS&T Bulletin provides a strong look at the
many debates focusing around Institutional Repositories, including whether
stable. There have been times when Institutional Repositories have all universities should have one, how they should be created, how they should
been overcome by administrative control and policy requirements. Al- be maintained, and what is required for repository success. Both sides of each
though administrative support is good, an overbearing administration debate are presented by various authors with experience in large institutions,
encouraging and displaying a true conversation on the topics.
can limit enthusiasm and growth and reduce the effectiveness of the
Harvard launches DASH repository. (2009). Advanced Technology Libraries, 38(10),
enterprise. There may even be the tendency to treat the repository as if 1, 1011.
it were a standard journal, but the institutional repository isnt a jour-
Annotation: This article describes the history of the development of the DASH
nal, or a collection of journals, and should not be managed like one.7 repository at Harvard University, including school policy and copyright issues
Finally, although it provides works in an open access form and addressed during the DASHs development. Although there is strong support
for the idea of allowing open access to all scholarly works through the repository,
may use open source software in its development, a well-structured the university has created an opt-out policy to ensure that there is choice for the
Institutional Repository requires quite a bit of work and maintenance scholars to grant or not to grant permission for their work to go into DASH.
along with people who know how to run it. Creating an Institutional Faculty authors names, when included in search results, are linked to their main
profiles. By employing several unique ideas, DASH is growing and providing a
Repository is not cheap or easy and will require staff members to dedi- good example of what Institutional Repositories can become.
cate some hours to it. It may not even be helpful to all institutions, Palmer, K. L., Dill, E., & Christie, C. (2009). Where theres a will theres a way?
especially if not advertised correctly to the members of their communi- Survey of academic librarian attitudes about open access. College & Research Libraries,
ties. As with other programs, it must be kept relevant and up-to-date to 70(4), 315335.
ensure that people will use it. In the case of a school where the library Annotation: This article explores the results of the 2006 MIRACLE Survey
concerning librarians opinions on open access resources, how well their actions
is not visible and does not see much use from the students or faculty, support or contradict these results, and the potential repercussions of expand-
it might not even be worth considering creating this type of collection. ing open access resources too much. They cite several experts who question the
limitations of open access resources and their growth, both in terms of where
emphasis is placed (should we really be doing this simply because it might save
ConversAtion stArters money in the long term?) and how effective the movement actually is (will Insti-
tutional Repositories replace the library?).
What are the limitations of Institutional Repositories?
Do the benefits of being able to centrally locate all the works by
individuals from a specific institution outweigh these limitations?
When considering relevancy to a community, should a librarian
working on creating or maintaining an Institutional Repository
focus on making it helpful for the universitys community or for
the world as a whole?
How might ones work differ to address these two potentially dif-
ferent groups?
If Institutional Repositories provide such great access to work,
how can a library maintain its status in the community? That is,
if it actually is all on the Internet, why would someone come in
to use the library (outside of to gain access to the Internet)?
7. Lynch, C. A. (2003). Institutional repositories: Essential infrastructure for scholar-
ship in the Digital Age. ARL (226), 17.

knoWleDge
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Means of Facilitation
is co
mpo Library
sed
of Instruction
ce
fluen
will in
Knowledge
an exa
mple is
Selective
nes Dissemination
defi of Information
Knowledge is Created
Figure 161

knoWleDge is CreAteD through ConversAtion
mAp loCAtion
C, B, 2, 3
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Knowledge
The Mission of Librarians is defines
to Improve Society through Knowledge is Created through

knowledge creation explained in Conversation Theory
Facilitating Knowledge Creation Conversation
the
ref
ore
Libraries are in the

Knowledge Business
therefore the
Conversation Business
Figure 162

l0
mAp loCAtion
F, 2
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Language is composed of L0
Agreement DesCription Figure 163
See Language Agreement Supplement
l1
mAp loCAtion
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Language is composed of L1 Systems are going to have to allow multiple L1's Evolution of Systems
See Language Agreement Supplement Figure 164

lAnguAge
mAp loCAtion
E, 2
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L1
osed of
is comp
Conversation Theory is composed of Language

is comp
osed of
L0
Figure 165
Author
If you are a librarian, this is a meaningful sentence. You might even
R. David Lankes
ask how can MARC impact a users experience? However, if you are
not a librarian, this sentence is a jumble. Are we talking about catalogs
like from a store where I pick out sweaterswho is Marc and why is
he so helpfuldo we really want to make it easy for usersthat is
New librarianship, based on conversation theory, concerns itself with
people who use drugs? As we saw in our previous word game, preexist-
two levels of language being exchanged between conversants: L0 and
ing structures and contexts to words matter a lot. The more relation-
L1. L0 is the language exchanged between two conversants where at
ships and contexts of words that are shared by conversants (what we
least one of the parties has little knowledge of the domain being dis-
will call agreements), the higher the possible level of discourse. A high
cussed. It tends to be very directional (do this, now do this). Most of
level of shared contexts equals L1.
the discourse is negotiating meanings and terms at a very simple level.
These levels of language have real implications for the systems we
L1, in contrast, is exchanged between two parties with a high under-
present to users. Systems can either attempt to work at differing levels
standing of the domain discussed. Here conversations tend to use spe-
of language, to bring users from L0 to L1, or bring the system from
cial language, explore more why questions, and establish structural
L0 to L1 (see the example of a search engine interface in figure 166).
relationships between concepts.
It does little to educate the user about how to interact using high-
Lets use a simple example to illustrate the difference in language
level language. It is built around an assumption that users will be
levels. Take the following sentence:
communicating their needs in L0. The system will use complex algo-
Our catalog uses MARC to present our users with a great searching ex- rithms and information-retrieval techniques to make up for the fact
perience.

Figure 166
that the search engine will probably be getting a very anemic query. Nobody Is Born Speaking Dewey
If you do take the time to learn the language of this system, you can
It is worth stopping here for a moment to explore the real implica-
actually use some rather advanced language to improve your results
tions of these different languages. Think about the basis of a great deal
(in this case, using a query language with +, , ~, and quotes).
of library work: classification or, more broadly, information organiza-
Help desks and search are often used in systems where there is
tion. To make things easier to find, we have developed a whole host
an anticipated difference in the languages of the users and the system
of common languages: the Dewey Decimal Classification and the
builders. In libraries, for example, reference as a function came about
Library of Congress Classification (LC), just to name two. The idea
because indexes and classification systems were too complex for many
being that by mapping a body of knowledge to one system of terms,
library users. The idea was to provide a human intermediary as a sort
we can collocate items on shelves and make it easier (at least more ef-
of bridge between a person with a question and the complex language
ficient) to find something. We are using language to do this. In fact,
used by library systems.
Dewey and LC are the end result of an ongoing conversation centered
The second approach is what Pask would refer to as learning systems
on the question, How can we organize the worlds knowledge?
that systematically bring users from L0 to L1. One of the best examples
So why, then, doesnt this approach always work? To be more pre-
of increasing language levels in systems can be seen in modern games.
cise, why does it work so well for librarians and so poorly for a mass of
Where once games came with long and in-depth manuals, today com-
patrons? This is a great example of L0 versus L1. When patrons try to
plex games actually incorporate learning into the game itself. The first
navigate Dewey (or LC), particularly in catalogs, they are working at or
level is often a form of in-game tutorial, familiarizing players with the
pretty close to a simple directed click here level. Once they get a call
basic mechanics of the game while still advancing the games narrative.
number, off they go to the shelves. Librarians, in contrast, understand
Of course the approach of raising the users language level is
the worldview of these classifications and so can manipulate the system
founded on the rather dubious assumption that a system can change
much more effectively. So one conclusion that one could reach is that we
the user. It is also antithetical to the user-centered paradigm dominant
need to bring patrons up from an L0 to an L1 conversation. How? Well,
in todays system development world. A third approach is to assume
one wide-scale approach has been library instruction. Another approach,
the user is at L1 and it is the system that needs to catch up. The use of
the one Pask spent most of his effort on, was building capabilities in the
tagging and annotations in web systems demonstrates this approach.
system to teach patrons domain knowledge and transition them to L1 use
Here users incorporate their own language. Systems can then look for
of systems. Never thought of your catalog as a learning system? It shows.
patterns in language use to provide information.

There are big implications in terms of digital systems and lan-
guage. One approach to the L0/L1 gap is in interface design. By doing
a good job of anticipating the users needs, we can have the system do
sophisticated things with little input from the user. Google is a great
example of this. The old way of doing search was to provide two in-
terfaces: simple search and advanced search. L0 users go to simple, and
L1 users head to advanced. Google even combined this into one inter-
face. If you are at an L0 level, just type a term and Google uses clever
algorithms like Page Rank1 to assume that simple use of language can
be best answered by the most popular information. If you are an L1
user, in the same box you can add cool things like quotes, ~, +, , and
so on. The more sophisticated your knowledge, the more sophisti-
cated interaction you can have with Google. However, note that the
interface does not teach users or help them to transition from L0 to L1.
Another approach to the language divide is to build learning sys-
tems. This is an interface that attempts to teach as it works. Librarians
attempt to model this behavior. Good reference librarians in person or
online dont just provide an answer; they help users understand how
they found an answer and impart the skills to the users so they can self-
serve. This approach also inspires things like tool tips, where little ex-
planations pop up when you hover a mouse over a button in Microsoft
Word. Word also shows how just trying to instruct is insufficient
think Clippy. Perhaps the most effective demonstration of this learn-
ing approach can be found in videogames as mentioned before.
A great number of Web 2.0 sites point to another approach all
together. Minimize the functions and interfaces of the system to al-
low users to use their own language and domain understandings. This
is the allure of tagging. By letting the users add their own terms or
letting users link differing information in their own way (think mash-
ups or FaceBook pages), users create their own L1 systems. Of course,
these can create a sort of Tower of Babel, but it is effective in circum-
stances when there is already a set of common terms or agreements. At
the least, by exposing the process of language development, users have
a better chance to come up to an L1 level and become more effective
and efficient users of systems.

leADership
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Importance of Action and Activism involves Leadership comes with an

Obligation of
Leadership
Figure 167
Author
Michael Luther

Agreement DesCription ConversAtion stArters
Lankes makes the point in this Thread that much of what we do as Where does personality stop and duty start?
librarians is about process, not product. Because process takes time
and because protracted journeys provide a lot of opportunity for dis- relAteD ArtiFACts
traction and wrong turns, one or more professionals need to lead the
Ammons-Stephens, S., Cole, H. J., et al. (2009). Developing core leadership compe-
party from point A to point Z. Enter librarians. Leadership is present- tencies for the library profession. Library Leadership & Management, 23(2), 6374.
ed as a duty of librarians. Duty or not, Christopher Raab (2009) says
DeLong, K. (2009). The engagement of new library professionals in leadership. Jour-
leadership is a skill that does not come naturally to many librarians. nal of Academic Librarianship, 35(5), 445456.
Our skills of organization make us natural managers, but librarians Frost, C. (2005). Library leaders. Knowledge Quest, 33(5), 4142.
sometimes have difficulty inspiring people and recognizing opportu-
Mosley, P. A. (2009). Perspectives on leadership in LLAMA: A round table interview
nities to lead. Raab continues by describing the R.O.L.L. Matrix, with Paul Anderson, Teri Switzer, and Nicole Cavallero. Library Leadership & Manage-
a device intended to aid academic librarians in the identification of ment, 23(2), 6079.
leadership opportunities. Raab, C. (2009). Recognizing opportunities for library leadership. Library Leadership
In the forest/trees debate, a leader has to come down squarely in & Management, 23(2), 8084.
the camp of the forest. A leader has to see the big picture and care for
the overall health of the vision. Accordingly, a leader must be con-
cerned with individual practices (trees) insofar as these practices affect
the larger forest. Maybe deforestation is a practice or maybe another
practice leads to blight, but in the end the concern is for the whole.
Others may care for individual parts.
Ammons-Stephens et al. (2009) contribute to the discussion of
leadership in libraries by breaking leadership down into its compo-
nent parts. They argue that libraries are successful if they are run by
successful librarians, and so they propose to look at outputs and com-
petencies as a means of developing leadership. The authors identify
the core competencies as cognitive ability, vision, interpersonal effec-
tiveness, and managerial effectiveness. Each core competency is then
subdivided and the attribute itself defined. For example, one attribute
of interpersonal effectiveness is accountability, defined as:
Instills trust in others and self
Leads by example
Assumes responsibility for decisions made
It is hoped that competency models will help to cultivate leadership
skills in librarians.
Because leadership is so important, to what extent do librarians,
particularly young librarians, want to take on leadership roles? De-
Long (2009) asked just this question of new professionals in Canada.
She conducted a study with statistically significant findings showing
that young librarians are interested in leadership roles. DeLong con-
cludes that the profession should recognize and tap this interest.

leArning
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Core Values is composed of Learning
Figure 168
leArning theory
mAp loCAtion
D, 3
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Importance of Theory a relevant area is

Learning
a relevant area is Constructivism
Theory
and Deep Concepts
Figure 169
Author
Angela Usha Ramnarine-Rieks

Agreement DesCription able, confused, and intimidated in an unfamiliar, huge academic li-
brary. However, I tend to agree with the musings of Weiler (2005)
Learning theories are closely associated with motivation. The question that academe, libraries, and indeed the entire world are currently in
that we wrestle with is not only how our library members seek infor- the middle of a massive and wide-ranging shift in the way knowledge
mation and learn, but also what motivates them to do so. Although is disseminated and learned. We cannot just blame it on technologies
there are a number of motivation theories discussed (for example, in- negatively impacting the development of students cognitive skills but
trinsicextrinsic orientation theorizes that some people create their recognize and embrace the change.
own rewards, such as satisfaction of curiosity or simply interest in a Recently, we have been seeing increasing research showing that
given topic). This type of reward is intrinsic, which are satisfaction, games can provide a rich experience while providing the ability to
feelings of accomplishment, and control. Rewards such as praise or a navigate virtual worlds, in which complex decision making and the
receipt of a prize are typically regarded as less effective than intrinsic management of complex issues might resemble the cognitive process-
rewards (Small et al., 2004). es that they would employ in the real world (Ducheneaut et al., 2006;
Given the ubiquity of online content and the increasing number Squire, 2005; Stokes, 2005). Games are engaging because they give us
of entry points into the digital information universe, it has become enjoyment and pleasure; give us intense and passionate involvement;
necessary to move beyond existing models of librarianship and address give us structure; give us motivation; give us doing; give us flow; give
the unanticipated issues that are emerging both inside the profession us learning; give us ego gratification; give us adrenaline; they spark
and within the members that the library serves. As noted earlier in the our creativity; give us social groups; and give us emotion (Prensky,
Atlas, our mission must accommodate learning theories and therefore 2001, p. 144). There are many studies on the use of games in educa-
individual learning. However, there is a pronounced absence in un- tional activities, and they indicate that it has the potential to support
derstanding learning in preparation as a librarian. Dempsey (2006) learning. This will be covered in greater detail in the Atlas. However,
noted that libraries must co-evolve with the changing research and there seems to be a limited understanding of how learning takes place
learning behaviors that exist within the myriad electronically net- and how that learning can inform the design of effective educational
worked spaces. The problem is that, as librarians, we tend to focus games and aid its integration into contemporary environments like
on the impact of technology on libraries; the real long-term issue is libraries. There are many learning theories that can be used as under-
how technology will influence the learning behavior of our members, pinnings for exploration of libraries as facilitators of learning.
as well as expectations for the ways in which information is created,
codified, accessed, and distributed. By successfully establishing a role Overview of Learning Theories
supporting learning, libraries will increase the potential of expanding
their community. Human learning and the importance of social structures has long in-
Critical use of information resources is fundamental to educa- trigued scientists involved in the development of learning theory (e.g.,
tion; therefore, we stress on members abilities to use libraries and Bandura & Walters, 1963; Durkheim, 1893/1984; Miller & Dollard,
information resources critically. With the new generation of comput- 1941; Tnnies, 1887/2001; Vygotsky, 1978; Weber, 1922/1978;
er-literate members and the vast amount of information available in Wellman & Berkowitz, 1988). As the understanding of human learn-
both print and electronic formats, the necessity to develop the ability ing became more refined, theorists began to explore the impact of the
to use authoritative information resources in the library is paramount. social environment on an individuals learning and development. At
Consequently, we find that academic libraries now assume a far great- the time it was conducted, much of this research was rooted in the
er role in assisting students to locate and evaluate information criti- psychological school of thought that confers primacy to the learners
cally by teaching information literacy. As Kwon (2008) notes, there mind. In essence, these psychological conceptions of learning focused
is immense emotional challenges that studentsthe Millennials or on the premise that learning is an individual cognitive process (e.g.,
Generation Y who are considered to be competent and comfortable Pavlov, 1927; Piaget, 1954; Skinner, 1938; Thorndike, 1901; Wundt,
about their online-networked environment using blogs, Facebook, 1897). This individual-centered perspective of learning persisted as
and integrated activity with technology every dayare uncomfort- the central dogma of learning theory well into the 20th century.

Social Interpretations to Learning of learning asserted that society and culture not only influence what
an individual learns, but they also impact the patterns of thinking that
In the early part of the 20th century, an alternative interpretation of
govern the learning processes; in other words, the social environment
learning emerged; instead of considering learning as predominantly
impacts how a person learns.
an individual psychological process, research supported the notion
Related and somewhat contemporaneous to Vygotskys work was
that learning happens within, and as a result of, social interactions.
the creation of social learning theory (SLT) by Bandura and his col-
The idea of learning based on personal experiences is attributed to
leagues in the 1950s and 1960s. As an extension of the psychological
Dewey and Lindeman. Deweys (1916) contended that the social
theory of learning that focused primarily on the mind of a solitary
environment is truly educative in the effects in the degree in which
learner, SLT (Bandura & Walters, 1963) broadens the psychological
an individual shares or participates in some conjoint activity. By do-
paradigm by taking into consideration the influence of other indi-
ing his share in the associated activity, the individual appropriates
viduals, as well as the sociocultural context in which the process of
the purpose which actuates it, becomes familiar with its methods
learning transpires. Bandura (1977) emphasized that learning takes
and subject matters, acquires needed skills, and is saturated with its
place in social settings where individuals learn through the processes
emotional spirit (p. 26). Similar to Deweys comments, Lindeman
of observation, imitation, and modeling. The work of these research-
(1926/1961) proclaimed that the resource of highest value in adult
ers substantiates the idea that learning is a dynamic phenomenon that
education is the learners experience, and if education is life, then
involves the complex social arenas in which humans interact.
life is also education (p. 6). Likewise, he predicted the approach to
adult education will be via the route of situations, not subjects (p. 6),
Situated Learning
and, finally, experience is the adult learners living textbook (p. 7).
This shift in the conceptual understanding of learning eventually Standing on the theoretical groundwork of Bandura, Vygotsky, and
paved the way for the development of a social learning theory (Ban- others (for example, see also Akers et al., 1979; Miller & Dollard,
dura, 1977). Presently referred to as social cognitive theory (Bandura, 1941; Piaget, 1969; Sears, 1951), Lave (1988) extended the work on
1986), the emphasis of this learning paradigm is that most human SLT by advancing the notion that the majority of learning (cognition)
learning is derived from social engagement and is therefore integral is situated in the activity, context, and culture in which it occurs.
to the sociocultural context in which that learning transpires. In re- Brown, Collins, and Duguid (1989) further developed this concept of
cent years, social cognitive theory has been extended and applied to a situated learning by explaining that, the activity in which knowl-
number of related disciplines, such as organizational research (Argyris edge is developed and deployed is not separable from, or ancillary
& Schn, 1978; Brown & Duguid, 1991; Senge, 1990), educational to, learning and cognition. Nor is it neutral. Rather, it is an integral
issues (Cunningham, 2000; Jarvis, 1987), and social anthropology part of what is learned (p. 32).
(Lave, 1988; Suchman, 1987). Social anthropologists first connected the concepts of social cog-
nition and practice by introducing the premise of situated learning
Sociocultural Model (Hanks, 1991, p. 14). According to Lave (as cited in Wenger, 1998, p.
281), social practice is the means to understanding the complexity of
As we see, novel ideas on learning began to gain momentum, and this
human thought that is situated in real-life settings. Lave and Wenger
subsequently ushered in new areas of research on human learning.
(1991) explicated this connection by contending that a persons in-
Significant developments emphasized the importance of the external
tentions to learn are engaged [situated], and the meaning of learning
environment on ones learning; namely, that learning is a dynamic
is configured through the process of becoming a full participant in
interplay between ones sociocultural setting and ones psychological
a sociocultural practice. This social process includes, indeed it sub-
processes. Vygotsky and Bandura played seminal roles in the further
sumes, the learning of knowledgeable skills (p. 29).
development of this perspective of learning research. Russian theorist
Over the years, this interpretation of practice has become more
named Lev Semyonovich Vygotsky (1978) developed a sociocultural
intertwined with SCT. Addressing this progression, Barton and Tu-
theory of learning that emphasized the role that social institutions
sting (2005) explained that practice has become more central as a
and culture play in a childs learning. Vygotskys sociocultural model

concept, and there is a definite shift from a cognitive psychological Communities of Practice
framing to one which is more in tune with social anthropology (p.
Another extension of the situated learning paradigm is Lave and
4). In short, practice is the convergence of social engagement and hu-
Wengers (1991) formulation of the community of practice (CoP)
man thought; it serves as the cultural context underlying, as well as
model. In an attempt to rectify further the relationship between social
the outward manifestation of human cognition and learning.
learning and practice, Lave and Wenger (1991) conceived the notion
Lave and Wenger described situated learning as an active endeav-
of CoP. There are many success stories of CoP in industry and busi-
or in which the interaction of a community of individuals generates,
ness organizations. In advancing the CoP construct, Lave and Wenger
not only the fundamental content of what is learned, but also the
(1991) conceptualized learning as a form of participation in a culture
context, culture, and activities that govern this learning process. This
of practice (p. 95). That is, as individuals engage in lifes activities,
perspective on learning provides a number of opportunities for theo-
they are learning in association with others engaged in common pur-
rists to apply and expand the situated learning construct regardless of
suits. Lave and Wenger (1991) pointed out that together the terms
the environment.
community and practice constitute a new concept that transcends
the meaning of each of these terms considered in isolation. Wenger,
Legitimate Peripheral Participation
McDermott, and Snyder (2002) asserted that a CoP is a specific type
Lave and Wenger (1991) extrapolated the situated learning theory to of social structure with a specific purpose; that is, at its core a CoP is
develop several corollaries. They broadened the theory through the an action-oriented knowledge structure (p. 41). Since its concep-
conception of legitimate peripheral participation (LPP). They explain tion, the CoP concept has been a consistent topic of interest. In gen-
LLP as to draw attention to the point that learners inevitably partici- eral, a CoP can be defined as an association of individuals who share
pate in communities of practitioners and that the mastery of knowl- a common interest or concern that they collectively negotiate, learn
edge and skill requires newcomers to move toward full participation about, and undertake.
in the socio-cultural practices of a community. Legitimate periph- Drawing on his work with Lave, Wenger (1998) contended that
eral participation provides a way to speak about the relations between CoPs are formed by a group of action-oriented individuals who share
newcomers and old-timers, and about activities, identities, artifacts, a unified history, identity, and sense of purpose. Considering this de-
and communities of knowledge and practice (p. 29). In other words, scription, CoPs can emerge in almost any setting in which common
LPP explains that as new members participate more fully in the so- interests or concerns exist. Accordingly, CoPs can function within,
ciocultural practices of a group, they go through, not so much an or be applied to, a vast number of contexts, even libraries. In fact,
apprenticeship, but rather a process of social integration and encul- Wenger (1998) made explicit the ubiquity of CoPs by pointing out
turation. In explaining this concept further, Wenger (1998) pointed that everyone belongs to at least several CoPs, and that they (CoPs)
out that the term legitimate is used to establish an entryway for are widely distributed. Furthermore, some CoPs are transitory and
belonging that is extended to newcomers and also that the meaning of ephemeral, whereas others are permanent and fixed. Wenger (1998),
the term can take many forms, such as being useful, being sponsored, and later supported by Wenger, McDermott, and Snyder (2002), state
being feared, being the right kind of person (p. 101), and so forth. that these informal associations of people (CoPs) have existed since
They used the term peripheral to address the fact that initially new the dawn of humankind, and, furthermore, that these enterprises are
members learn at the periphery of the community before gaining in so pervasive that sometimes the very group that created them hardly
competence and participating more richly in the groups experience. notices them.
According to Wenger (1998), members learn not so much from the
acquisition of knowledge, but from the process of legitimate social Facilitating Collaborative Learning
participation. Thus, social dynamics and context are paramount to
As early as 1977, Dervin stated that the core standards and practices
learning within the confines of a community.
of the library profession need to move toward a new model that will
help librarians facilitate interactions among individuals, groups, and
information through more informed perspective. Libraries typically

still tend to locate users at the end of their process flow, where they theory of different personality types. This theory was expanded to
are offered carefully mediated information given to them by profes- education by determining that these individual personality types have
sionals well versed in identifying authoritative sources. In keeping varying ways of learning. Gardner (1993) developed the theory of
with Dervin observations, the notion of carefully parsing out authori- multiple intelligences. His work is closely related to Jung theory but
tative information to end users needs to be overturned in such a more specifically addresses intelligence rather than personality. He
way that the primary focus of library professionals is directed toward identifies seven intelligences: verballinguistic, logicalmathematical,
the users themselves as the source of problem contexts that can then visualspatial, bodykinesthetic, musicalrhythmic, interpersonal,
be addressed by the reappropriation of existing resources to meet a and intrapersonal. And there are more that he did not identify. Inter-
specific emergent need. In the same manner in which individual-cen- estingly enough, traditional education emphasizes only two of these
tered perspective of learning persisted, libraries need to address the areas: verballinguistic and logicalmathematical. Educators have rec-
individualist focus that currently exists in the library environment. ognized that only a small percentage of the general population prefers
Buschman (2003) notes that customer-driven librarianship presents to learn by reading. These discoveries have helped tremendously in
information as a commodity and abandons the notion of the library establishing continued interest in active learning techniques that at-
as a sharer of information and a place of creativity . . . where infor- tempt to capture the learning abilities of students relying on other
mations value does not erode because it is shared, and in fact, can intelligences.
sometimes increase in value (p. 120). The concept of library member While learning styles and intelligences affirm the need for in-
as customer privileges the individual over the social and undermines structors and training to recognize the importance of individual learn-
our role in sustaining and enhancing the democratic public sphere. A ing differences and to use methods that help create a climate that
common thread that unites these observations challenges the individ- increases the potential learning for all trainees, human concepts and
ualist model and more effectively theorizes, supports, and assesses the human knowledge are a result of human cooperation and communi-
social aspects of librarianship. Providing physical spaces where people cation. Hjrland (1997) sees that individual knowledge structures can
can do collaborative work is but just a first step toward a new future only be understood based on a group-oriented analysis of language
for libraries. users (p.122). As Epperson (2006) noted, librarianship must nego-
tiate a delicate, dynamic balance. He noted that, on the one hand,
Learning Styles and Multiple Intelligences dialogic education is predicated on an understanding of, and engage-
ment with, the learners social context, needs, interests, and capabili-
One can argue that the individual cognitive process is important, and
ties. On the other hand, education and, by extension, librarianship
collaborative structures should not ignore these important theories.
cannot be bound or limited by the marketplace expectations of the
I agree that the concept that conceives of knowledge as individual
learner or member.
mental states is important, but is that the end of the learning facilita-
tion? As highlighted by Hjrland (2004), the individuals knowledge
relAteD ArtiFACts
structure is not the starting point, but instead we also need to look
at knowledge domains, disciplines, or other collective knowledge Akers, R. L., Krohn, M. D., Lanza-Kaduce, L., & Rodosevich, M. (1979). Social
structures. Therefore, individualistic perspectives such as learning learning and deviant behavior: A specific test of a general theory. American Sociological
Review, 44, 636655.
styles and multiple intelligences should not be tossed out of the mix
but incorporated. Argyris, C., & Schn, D. A. (1978). Organizational learning: A theory of action perspec-
tive. Reading, MA: Addison-Wesley.
Consider this: Would you say that you learn better by visually
Bandura, A. J. (1977). Social learning theory. Englewood Cliffs, NJ: Prentice Hall.
seeing something, by hearing, or by acting out the information you
receive? Everyone has different learning styles and learns by a combi- Bandura, A. J. (1986). Social foundations of thought and action: A social cognitive theory.
Englewood Cliffs, NJ: Prentice Hall.
nation of ways, but one type is usually dominant in each individual.
Bandura, A. J., & Walters, R. (1963). Social learners and personality development. New
The concept of people having different learning styles was initiated York: Holt, Rinehart & Winston.
in 1921 by the work of psychologist Carl Jung, who proposed the

Brown, J. S., & Duguid, P. (1991). Organizational learning and communities of prac- Piaget, J. (1954). The construction of reality in child. New York: Basic Books.
tice: Toward a unified view of working, learning and innovation. Organizational Sci-
ence, 2(1), 4057. Piaget, J. (1969). The mechanism of perception. London: Routledge & Kegan Paul.
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Cunningham, P. M. (2000). A sociology of adult education. In A. L. Wilson & E. ican Psychologist, 6, 476483.
R. Hayes (Eds.), Handbook of Adult and Continuing Education (pp. 573591). San Senge, P. M. (1990). The fifth discipline: The art and practice of the learning organiza-
Francisco: Jossey-Bass. tion. New York: Doubleday.
Dempsey, L. (2006). The (digital) library environment: Ten years after. Ariadne, 46. Skinner, B. F. (1938). The behavior of organisms: An experimental analysis. New York:
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Dervin, B. (1977). Useful theory for librarianship: Communication, not information. Small, R.V., Zakaria, N., & El-Figuigui, H. (2004). Motivational aspects of infor-
Drexel Library Quarterly, 13(3), 1632. mation literacy skill instruction in community college libraries. College & Research
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librAries Are in the knoWleDge business, thereFore the
ConversAtion business
mAp loCAtion
D, 2
threAD loCAtion
Page 63
sCApe
Knowledge is Created Libraries are in the Knowledge

therefore Business therefore the
through Conversation Conversation Business
Figure 170

librAry instruCtion
mAp loCAtion
E, 1
threAD loCAtion
Page 72
sCApe
Need for an
Library Expanded
Knowledge will influence based on
Instruction Definition of
Literacy
Author Figure 171

Andrea Phelps
Should library instruction always focus on information literacy?
relAteD ArtiFACts
Characteristics of programs of information literacy that illustrate best practices:

A guideline. (2003). ACRL. http://www.ala.org/ala/mgrps/divs/acrl/standards/
characteristics.cfm.
Eisenberg, M. B. (2005). EvaluationChecking it all out. Library Media Connection,
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Everhart, N. (2007). Information literacy assessment: Putting the cart before the
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Miller, J. (2008). Quick and easy reference evaluation: Gathering users and provid-
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2491250c366664c215ee2406ce722912b&fmt=P.

limitAtions oF tAgging
mAp loCAtion
G, 2
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Page 51
sCApe
Limitations of
Annotations demonstrate
Tagging
Contributor Figure 172
Elizabeth Gall
relAteD ArtiFACts
Mendes, L. H., Quinonez-Skinner, J., & Skaggs, D. (2009). Subjecting the catalog to
tagging. Library Hi Tech, 27(1), 3041. DOI: 10.1108/07378830910942892.
Furner, J. (2008). User tagging of library resources: Toward a framework for system
evaluation. International Cataloguing and Bibliographic Control, 37(3), 4751.
Sanders, D. (2008). TagYoure it! American Libraries, 39(11), 5254.
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4042.
Rethlefsen, M. L. (2007b). Tags help make libraries del.icio.us. Library Journal (1976),
132(15), 2628.

lis eDuCAtion
mAp loCAtion
C, 8, 9
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Page 177
sCApe
Recognize a
School as a
Participatory
Network Shift in
st
mu Innovation from
Academy to
because
changes Ubiquity
Curriculum of
Communication and
Core Skills requires LIS Education requires
Change over Traditional
Ideas of Leadership
requires
Increase
incl Friction in the
ude
s Process
Need to
Expand the
Educational
Ladder
Figure 173

longituDe exAmple
mAp loCAtion
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Longitude
Importance of a Worldview example is
Example
Figure 174

mApping ConversAtions
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Mapping
Assessment needs a method
Conversations
Figure 175
mAssive sCAle
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Cataloging influenced by Massive Scale

Relationships
Author
R. David Lankes
Figure 176

Agreement DesCription how big the shifts involved in exponential change are. Imagine you
have a huge piece of paper.3 Although the paper is large in terms of its
In the process of a Transportation Research Board study on informa- width and height, it is only 0.01 inches thick. You fold it in half. You
tion management in the transportation industry, several panel mem- then fold it in half again 50 times. How tall would it be? Many people
bers observed that soon every mile of road will generate a gigabyte of might say as thick as a phone book or get really brave and predict as
data a day.1 These data will come from road sensors embedded into high as a refrigerator. The actual answer is approximately the distance
asphalt to detect temperature for winter salting, real-time traffic data between the earth and the sun.
from roadway cameras, weather information, toll data from Radio- How can this be? Certainly if I stack 50 pieces of paper on top
Frequency Identification (RFID) expressway systems, car black boxes, of each other the stack would not be that large. However, stacking
and a myriad of other data sources. It is assumed that this will become separate sheets is a linear progression, and that is not what you ac-
a gigabyte an hour as more and more technology finds its way into our complished by folding the paper. With every fold, you doubled the
vehicles and management systems (GPS data, real-time environment thickness of the paper. With one fold, the paper is twice as thick as
monitoring, etc.). Because there are 3.5 million miles of highways in when you started. With the second fold, the paper is four times as
the United States, that would be 3.3 petabytes of data per hour or 28 thickthe next fold is eight times as thick, and so on. In the first few
exabytes per year. folds, you do not see a major increase, but at about fold 40 you are
Some readers may not be familiar with an exabyte. It is the name doubling a mile. We are not used to thinking in terms of exponen-
for a large volume of storage like megabytes, gigabytes (1024 mega- tial growth because most things we deal with grow linearly. However,
bytes), and terabytes (1024 gigabytes), technically 2^60 bytes. Table technology is not.
32 will give the reader some sense of the scale involved.
Predictable Change
bYte 1 bYte: a single character;
In 1965, computer pioneer Gordon E. Moore predicted that the
kilobYte 2 kilobYtes: a tYPewritten Page; number of transistors that could be fit on a chip (roughly equiva-
lent to the speed at which the chip could process information) would
2 megabYtes: a high-resolution Photo-
megabYte
graPh;
double every eighteen months.4 The prediction has become so reliable
it is referred to as Moores Law. The law is an exponential change just
gigabYte 2 gigabYtes: 20 meters of shelveD books like the paper folding. Computers have not just gotten faster over the
past decade, they have gotten exponentially faster. What is more, cur-
2 terabYtes: an acaDemic research
terabYte
librarY rently, makers of storage technologieshard drives, solid-state flash
memory, and the likeare exceeding Moores Law. The emergence of
2 PetabYtes: all u.s. acaDemic research
PetabYte massive-scale computing in our every day lives is a predictable change
libraries;
unlike the web.
5 exabYtes: all worDs ever sPoken bY
exabYte
humans.
ZettabYte
1. Transportation Research Board, Committee for a Future Strategy for Transporta-
tion Information Management (2006). Transportation knowledge networks: A man-
agement strategy for the 21st century. TRB Special Report 284, Washington D.C.
YottabYte
www.trb.org/news/blurb_detail.asp?id=5789 (accessed Sept. 15, 2007).
2. University of Berkeley (2000). How much information? http://www2.sims.berkeley.
edu/research/projects/how-much-info/datapowers.html (accessed Sept. m16, 2007).
What the reader needs to realize is that each succeeding row in the 3. Malcolm Gladwell (2002). The Tipping Point: How Little Things Can Make a Big
table, from megabyte to gigabyte to terabyte and so forth, is an ex- Difference. San Francisco: Back Bay Books.
4. Gordon E. Moore, Cramming More Components onto Integrated Circuits,
ponential increase. By and large, people do not think in exponential Electronics 38, no. 8 (April 1965), http://download.intel.com/museum/Moores_Law/
terms. Gladwell uses the analogy of folding paper to demonstrate just Articles-Press_Releases/Gordon_Moore_1965_Article.pdf (accessed Sept. 16, 2007).

The web and associated widespread Internet penetration was a the production of new data and information grows exponentially
discontinuous event. No one could truly predict a world where URLs from today? Let us explore some options.
come with every can of soda or where an online search company
would become one of the biggest corporations on the planet. Librar- Option 1: Ignore It
ies can be excused for taking some time to adjust their service models
No one said the library has to take on every challenge presented it.
to such an unpredictable and disruptive force. Yet libraries, by and
In fact, many criticize libraries for taking on too much. Perhaps the
large, have adapted to the new reality. Be it providers of access, guid-
problem of massive-scale computing and storage is not a library prob-
ing online research, supporting distance education, providing virtual
lem. Certainly for those who argue that libraries are in the business
reference, or developing metadata schema, libraries have adapted to
of literacy and cataloging, there is plenty to do with published docu-
this change and continue to do so.
ments.6 After all, libraries are plenty busy with published documents
The question now lies before the library community: Will mas-
and digitizing historical documents. Why add the problem of real-
sive-scale computing be another disruptive force or, as it is a predict-
time information stores and digital items that dont remotely look like
able change, will libraries proactively engage in the massive-scale
documents? Furthermore, there are already plenty of other disciplines
computing world? This question is neither theoretical nor a question
lining up to tackle this issue. From e-commerce to computer science
that can long be delayed. Consider that following quote from Wired
to individual industry, sectors like transportation and medicine many
Magazine:
have begun to acknowledge the problem of massive-scale computing.
The National Science Foundation and the National Endowment for
Ask.com operations VP Dayne Sampson estimates that the five
the Humanities alike have begun cyberinfrastructure initiatives. In
leading search companies together have some 2 million servers,
addition, the computing industry has certainly taken care of these
each shedding 300 watts of heat annually, a total of 600 mega-
problems to date. With faster processors, smarter software, and bigger
watts. These are linked to hard drives that dissipate perhaps an-
hard drives, no doubt Apple, Microsoft, or the other industry players
other gigawatt. Fifty percent again as much power is required to
can solve these issues.
cool this searing heat, for a total of 2.4 gigawatts. With a third
The answer to why not ignore it, I argue, comes down to a sim-
of the incoming power already lost to the grids inefficiencies,
ple ethical consideration. If libraries do not address these issues with
and half of whats left lost to power supplies, transformers, and
their foundation of praxis and principles, the consequences for society
converters, the total of electricity consumed by major search
and the field of libraries itself could be grave. Look at the largest portal
engines in 2006 approaches 5 gigawatts . . . almost enough to
and search engine companies. When they partner with libraries, such
power the Las Vegas metropolitan areawith all its hotels, casi-
as in large-scale digitization efforts, these commercial organizations
nos, restaurants, and convention centerson the hottest day of
gain credibility and have negotiated safeguards of the material they
the year.5
are digitization (e.g., scans being redeposited with libraries). However,
look at the data these organizations store on users. How comfortable
Consider also that many universities, companies, and even primary
is the library profession with these data stores when search engine
and secondary schools have run out of power to add new computing
providers cooperate with governments (domestic and abroad)? Will
equipment. Either their own electrical infrastructure cannot handle
principles closely aligned with civil liberties and privacy be preserved?
the load of computing or their municipalities literally have no more
Will data stores of unique resources beyond the current library collec-
power to send.
Options? 5. George Gilder, (October, 2007) The Information Factories. www.wired.com/

wired/archive/14.10/cloudware.html?pg=1&topic=cloudware&topic_set (accessed
So how can the library community respond to the emerging reality online Sept. 14, 2007).
of massive data stores, unimaginable processing power, and super-fast 6. Martha M.Yee, with a great deal of help from Michael Gorman, Will the Re-
sponse of the Library Profession to the Internet be Self-immolation? online posting,
networks? In particular, how will libraries respond when the limita- July 29, 2007, JESSE, http://listserv.utk.edu/cgi-bin/wa?A2=ind0707&L=JESSE&P
tions of storing the worlds information indefinitely disappears and =R14797&I=-3.

tions be made widely accessible? The answer is obviousonly as long constrain the size and scope of the collection. Not since the days of
as the business model is served. monks and illuminated manuscripts have libraries been convincingly
The ultimate result may well be the commercialization of data able to collect it all. Today, the concept of comprehensive is often
stewardship in the massive-scale world. We have already seen how limited to a serial run or manuscript series.
well that works with scholarly output and journals. To be sure, I am Yet in a truly digital world, the growing prospect of cheap stor-
not arguing that libraries must do it all, but they must be a vital part age makes digital artifacts different. Although licensing and cost may
of the massive-scale landscape. If we truly value our principles of pri- still restrict access to some items, collecting massive, effectively limit-
vacy, access, and so on, we must see them as active not simply passive. less, digital items makes the selection due to scarcity argument all but
We cannot, in essence, commit the sin of omission by not engaging moot. Imagine an academic or school library collecting every paper
the massive-scale world and allowing access and privacy to be dis- (including every draft and note) ever written by all of its students.
carded or distorted. We should be working to instill the patrons bill of Imagine every public library collecting video and minutes and audio
rights throughout the information world, not simply when they enter from every public meeting held. The old arguments of not enough
our buildings or Web sites. room to accomplish such tasks are clearly disappearing.
Certainly by having a library collect and disseminate such infor-
Option 2: Limit the Library mation we are providing free and open access to information. Wheth-
er we should, whether it is worth doing so, is no longer a selection
A closely related strategy to ignoring the issue is to acknowledge the
from scarcity debate. It becomes a selection by choice debate. Can
issue and redefine our mission around it. In essence, libraries are in
libraries choose what to collect and still say they are providing free
the knowledge business, and that is now going to be defined as doc-
and unencumbered intellectual access to these materials? In a massive-
ument-like objects, with some sort of elite provenance and well syn-
scale world, libraries will have to choose between these ideals.
thesized. In fact, arguments have been made that sound close to this
approach. The distinction is sometimes subtle, as in this quote from
Option 3: Catalog It All
Crawford and Gorman:
Some have argued that cataloging lies at the heart of librarianship.10
Libraries and librarians serve their users and preserve the culture Although many take issue with the argument equating human in-
by acquiring, listing, making available, and conserving the re- tervention for the organization of information solely to cataloging,
cords of humankind in all media and by providing services to the including myself, it is hard to refute the more general concept that
users of those records.7 information organization lies at the heart of the profession. Why not
then extend the current praxis of the field (i.e., metadata generation)
Here, although the mission sounds expansive, the key comes in defin- to the growing mass of digital information?
ing what a record of humankind is. Do large-scale datasets fit into It is a pretty commonsensical argument that the library field (or
this category? What about blog entries or reference inquiries? Cer- indeed any given field) is unable to provide the raw person power
tainly they appear not to in Gormans later essay, Web 2.0: The Sleep behind indexing the world of networked digital information. How-
of Reason.8 Here Gorman bemoans an increase in credulity and an ever, we also have some pretty good empirical reasons to show this is
associated flight from expertise.9 The problem, of course, has always not an acceptable means of proceeding. The first is that, as a field, we
been in defining and agreeing on an expert. Such notions are almost
always situational.
However, there is a much deeper problem in this line of logic. 7. Walt Crawford and Michael Gorman (1995). Future libraries: Dreams, madness and
Namely, it pits two longstanding practices and ideals in librarianship: reality. Chicago: American Library Association, 120.
8. Michael Gorman, Web 2.0: The Sleep of Reason. Part I, online posting, July 11,
selection and intellectual freedom. Selection and weeding is common 2007, Britannica Blog, http://blogs.britannica.com/blog/main/2007/06/web-20-the-
library practice. It grew out of resource limitations. Shelf space, book sleep-of-reason-part-i/ (accessed Sept. 15, 2007).
9. Ibid.
budgets, availability, use of jobbers, and the like are all about exist- 10. Yee, Will the Response of the Library Profession to the Internet be Self-immo-
ing in a world of scarcity. All of these resources in the physical world lation?

have already tried this. From early OCLC experiments with CORC the entire front of the cathedral to any individual gargoyle at high
(Cooperative Online Resource Catalog) to the Librarians Index to the resolution from a single image. How does one catalog that image?
Internet (claiming more than 20,000 sites indexed), librarians have As Notre Dame? A Cathedral? A collection of gargoyles? What about
tried to selectively catalog the net. They all cite problems of timeliness a later scholar who uses the same image to explore the stained glass,
and a rapidly changing Internet environment (catalog it today, the construction, weathering of the facade, or any number of other details
page will move tomorrow) in trying to catalog the world. that can be explored in the image? At such high resolutions, what is
Ignore the problems of shifting pages and dynamic content and foreground, what is background, what is predominant, or what is de-
suppose for a minute that every page on the Internet was not only tail becomes messy at best.
static but never changed its location. In 2005, Yahoo! estimated it
indexed 20 billion pages.11 If we had our 65,000 American Library Option 4: Embrace It
Association (ALA) members spend one minute per record indexing
I obviously favor the option of engagement. In fact, I would further
these pages, the good news is that the entire Internet could be indexed
argue that it is the ethical responsibility of library and information
in a little more than seven months. The bad news is that those ALA
science education to prepare librarians for the world of massive-scale
members would have to work the seven months straight without eat-
computing. By not preparing future information professionals to deal
ing, sleeping, or attending a committee meeting. At the same time,
with terabytes of data per second, we are limiting their ability to live
Google was claiming its index was three times as large.
up to the ideals of the profession and the needs of the future (and
The fact is that the Internet is, however, very dynamic. Blogs,
many current) members.
gateway pages, news outlets, and other dynamic content represent a
To embrace massive-scale computing in libraries, we must:
growing portion of the web. If all of those ALAers did decide to spend
seven months cataloging the web, they would have to start in the Expand and Enhance Current Library Practice. As previously dis-
eighth month doing it all over again. Of course, they might also want cussed, librarians must become conversant in not only processing
to spend sometime on the four billion new pages created each year elite documents but real-time information as well.
also (using a conservative estimate from OCLCs growth data).12 Go Beyond a Focus on Artifacts and Items. As is discussed, books,
All of this debate, however, ignores the most interesting aspect of videos, and even web pages are simply artifacts of a knowledge-
massive-scale computingthe invention of whole new records that creation process. To concentrate on containers and documents is
defy traditional cataloging. Take, for example, gigapixel images. Ac- to be overwhelmed. By focusing instead on knowledge creation
cording to the Gigapxl Project: and directly incorporating patron knowledge, librarians should
be better able to manage and add value to the tsunami of digital
data being created.
It would take a video wall of 10,000 television screens or 600
prints from a professional digital SLR camera to capture as much See Richness and Structure Beyond Metadata. To move from
information as that contained in a single Gigapixil exposure.13 processing containers to capturing and organizing knowledge
means going beyond traditional methods of classification and
Imagine a historian creating a directory of gargoyles on the facade of cataloging. Too often librarians enter a discourse community and
the Notre Dame cathedral. Instead of taking a series of images of each drive it to taxonomy creation when the vocabulary, the very con-
cepts, of the discourse community are still formative. Instead,
sculpture, the historian simply takes four gigapixel images (one for
librarians need to look to other structures in knowledge products
each face of the building). Any user of the directory can zoom in from
and the creation process such as provenance, linking (citations),
and social networks to provide a useful method of information
11. Battelle, John (September 26, 2005). Google Announces New Index Size, Shifts discovery and enrichment.
Focus from Counting, online posting, Sept. 26, 2005), John Battelles Searchblog,
http://battellemedia.com/archives/001889.php (accessed Sept. 15, 2007). Change at the Core of the Library. All of this needs to be done at
12. OCLC, Size and Growth Statistics, www.oclc.org/research/projects/archive/wcp/ the core of library service, not as some new service, or by adding
stats/size.htm (accessed Sept. 15, 2007).
13. Gigapxl, The Gigapxl Project (August 2007). http://www.gigapxl.org (accessed new systems and functions to an already labyrinthine array of
Sept. 15, 2007). databases, catalogs, and software.

If our new model of librarianship is to be of any use, it must address Clickyou see a previous draft. Clickthere is a citation. Click
these issues. We can see from the Atlas treatment of artifacts one way here is another article by that author. You are now surfing the conver-
to approach the massive-scale issue. sation. It also allows you to rapidly find lots of heterogeneous data.
The other implication of this approach is that books, videos, and Click on this article and see the text, find a graph, and click on it. Up
documents are by-products of conversations. That is not to say they pops access to a large dataset. Run some new analysis on the data and
are unimportant, rather acknowledges they are only a pale reflection post it. Now someone finding your article can find both the original
of the knowledge- creation process. By the time you read this arti- dataset and the original article that was published. It is in the rela-
cle, for example, it has already been rewritten and edited numerous tionships among the items that we gain navigation, not in the items
times. By the time the ideas are encoded into words, they have been themselves.
debated and discussed by a wide spectrum of people. The citations As a field, we must think in threads. The way to handle a terabyte
at the end give only an idea of the resources used to develop these of data per second is not to try and catalog items in less than a second;
arguments (the ones written down and easily addressed). The article it is to know what thread the new terabyte extends. Oh, this is more
also no doubt leads to a few discussions and disagreements after it is weather data from NOAA, Ill attach it to my NOAA thread. Once
published. Yet it is this written document that will be indexed in the available, scientists, students, and the general public can use that new
databases. The rich conversational space around it is lost. dataset as a starting point for yet a new thread.
The idea of conversation in librarianship or a conversational Take our gigapixel image of Notre Dame. The image is simply
space around articles is not all that new. Bechtel talked about how one item in a thread about gargoyles as created by the author. The
scholarly communications should be taught as an ongoing conversa- same item, however, can also become the starting point for threads
tion in information literacy programs.14 Conversational organization- by the architect, historian, theologian, and so on. Furthermore, by
al approaches can also be seen in citations and scholarly communica- finding any point in the conversation about Notre Dame, be it archi-
tion, law and precedents, bibliometrics, Web of Science, reference, tectural, historical, or spiritual, you can find any other conversation.
and special collections, and it plays a large role in collection develop- If this begins to sound like the web, you are right. However,
ment. In many ways, libraries have been in the conversation business; imagine imbuing the web with the ideals and tools of librarianship.
they have simply developed technologies centered on itemsso much These threads we create can incorporate fundamental concepts such
so that we are now struggling to recapture the conversation in initia- as authority files. The search tools and thread (annotation) tools can
tives such as federated searching and Functional Requirements for both preserve privacy and provide new structures for the library com-
Bibliographic Records (FRBR). munity to capture and add value to.
Now turn this problem around for a moment. Let us say that we
could capture this conversational space. We would have audio files of Conversations: It Takes Two
class conversations, video of presentations, the full text of the articles
So by organizing materials into threads and capturing and adding val-
cited (including the citations used in those articles hot linked), drafts,
ue to the relationships among items, the library can begin to approach
and editors notesthe whole work. Approached as items, each would
massive scales of information. However, just as with trying to cata-
need a catalog record, and all might be available in the catalog. Yet
log the world of digital information, creating and capturing threads
what holds all of them together as a conversation? In fact, the conver-
can quickly overwhelm the resources of professional librarians. More
sational aspects of this collection of artifacts exist between the catalog
to the point, with networked technology, we want to capture these
records. It is the relationship among the items, not the items. This
threads at the point of knowledge creation with the authors of ideas.
is the kind of information we capture in an annotated bibliography.
In order to do this, we must expand our systems and services to truly
If, in addition to capturing the items, we captured the relation-
incorporate our patrons into them.
ships, how might that work? Imagine now finding this article online.
In the library science field, we have seen an evolution in think-
Once there, you should be able to instantly find the rest of the items.
ing about the relationship between systems and users. Early computer
14. Bechtel, Joan M. (1986). Conversation: A new paradigm for librarianship? College systems were designed by programmers and more reflected the system
& Research Libraries, 47 (3), 219224. designer than those the system was intended for. This so-called system

view was challenged and eventually supplanted (at least rhetorically) However, the library field will only thrive in the massive-scale
by a user-based design paradigm.15 In the user-based approach, the world to engage the ideas and current massive-scale stakeholders. To
users needs and habits needed to be well understood and then reflect- ignore the implications of massive-scale computing is dangerous. It
ed in the systems we created. However, today, we see a further evolu- abdicates serious decisions and consequences to others who do not
tion to truly user systems. In todays spate of social Internet tools, the have our experience and firm principles. Participatory librarianship
systems only provide a sparse framework of functionality for users to is an opportunity not only to enhance the mission of the library, but
populate and direct. Wikis, blogs, video-sharing sites, and the like proactively to position librarians at the forefront of the information
have shown that when users construct the system around themselves, field . . . where they belong!
they gain greater ownership and utility. We call these participatory
systems.
Participatory systems and participatory librarians do not seek to
construct a system of functions and information and then bring the
users to them, but rather seek to support users as they construct their
own systems and information spaces. Once again, rhetorically, this fits
well with the rhetoric of librarianship. After all, from reference to col-
lection development to cataloging (in the concept of literary warrant),
we claim the users direct our services. Yet look at the systems we use
to instantiate these ideals. The catalogs we provide only accept queries
from users not actual documents. In reference, we have a conversation
between librarian and patron, not patron and patron. It is time to take
our ideals and make systems that reflect that the library is an agent of
the community not simply a service to it.
In other venues, these ideas are much more fully developed, and
I recommend to the interested reader seeking the more fleshed-out
discussions of participatory librarianship. For now, let me simply state
that to be of the community means that you have trust in your pa-
trons and they have a voice. To be a service to a community implies a
paternalistic relationship and a separation.
Recommendations and Conclusion
Libraries must be active participants in participatory networking. This

must be done at the core of the library not on the periphery. Anything
less simply adds stress and stretches scarce resources even further. The
reason we should be looking at technologies such as blogs and Wi-
kis is to get closer to the community and knowledge generation and
to make all of our library systems more inclusive of community. By
thinking in threads and using the social intelligence of our service
community, the library profession is actually well poised to take on
the world of massive-scale computing.
15. Dervin, Brenda and Nilan, Michael Sanford (1986), Information needs and uses.
Annual Review of Information Science and Technology, 21, 331. .

meAns oF FACilitAtion
mAp loCAtion
C, 1, 2
threAD loCAtion
Page 66
sCApe
Access
of
sed
mpo
is co
Knowledge
The Mission of Librarians is is compo
sed of
to Improve Society through facilitating Means of Facilitation is composed of Environment

in their Communities is compo
sed of
Motivation
resu
lts in
True
Facilitation
Means Shared
Ownership
Figure 177
Author
Amy Edick

The Atlas covers four primary means of facilitating knowledge creation:

Access: Providing access to a members conversation or providing
access for a member to others conversations.
Knowledge: Providing baseline or foundational knowledge
(skills, concepts, history) so that a member may fully participate
in a conversation.
Environment: Providing a place of safety (physical, cultural,
emotional, legal) for members so they will not be penalized by
participating in a conversation.
Motivation: Providing the appropriate incentives and disincen-
tives to encourage members to engage in conversations.
1. How does one know whether one is facilitating correctly?

2. Does it really depend on varying scenarios?
3. Is the process of the facilitation unsuccessful if the person fails on
the receiving end?
relAteD ArtiFACts
David, V. L. (2009). Access to technology in transition. Teacher Librarian, 36(5),

4647.
Annotation: This article dealt more with different types of facilitation linked
with schools and filters. It shows the different extremes that schools vary. I feel
that this is a good depiction of facilitation, even though it is only focusing on a
small example. It shows how facilitation can change depending on each schools
values, morals, and atmosphere.
Ellen, M. (2009). More search smarts. American Libraries, 40(6/7), 94.
Annotation: This article could be a great resource to help librarians further
or broaden their skills in the field. I find this one to be more fitting than the
first article because it is not as specific. It could pertain to many different situ-
ations.
Howe, E. (2009). Using pathfinders to facilitate collaboration and teach information
skills. Learning & Media, 37(1), 57.
Annotation: This article clearly stated the different steps and processes to good
facilitating practices. This seems like it would be a good tool to use, yet it may be
a little misguided. Not all situations are going to be alike enough to use the same
set of rules each time. There are going to be different types of people and topics
involved in each situation.

meeting spACes
mAp loCAtion
E, 3
threAD loCAtion
Page 69
sCApe
Meeting
Access can be done through
Spaces
Author Figure 178

Jocelyn Clark
Creation of multiple collaboration areas where people can con-
Agreement DesCription verse without disturbing other library members.
Computer terminals where multiple people can gather and be noisy.
Meeting spaces are the places where people can come together to hold
a conversation, share ideas, and create knowledge. The librarians role in Supplies and technologies that can be checked out and used in meet-
facilitation of these meeting spaces can take a number of forms. We can ing rooms (whiteboards, laptops, projectors, speakerphones [gasp]).
design good physical spaces, create virtual spaces, help people to use these Flexible spaces that can adapt to different groups and uses.
spaces, and help people hold the meetings. There are facilitation methods
In the virtual world, there are an enormous number of venues where
for the spaces and the meetings themselves. Mostly I have discussed the
people are interacting and discussing: everything from Facebook
spaces because the discussion of means of facilitation is a huge topic.
to SecondLife to blogs to bulletin boards to chat rooms. They can
Initially, I did some brainstorming of all the different kinds of spaces
be synchronous or asynchronous. Even document services such as
for people to meet. There are dozens, and they can be defined in different
Google Docs can be a type of meeting space or collaboration space.
ways. Some are formal and some are informal, virtual or physical, voice-
The numbers of collaboration spaces are increasing dramatically.
based, text-based, video-based, and so on. The rough division falls along
Web-based productivity tools are allowing businesses and individuals
physical spaces versus virtual (or distance) spaces. The list is below.
to collaborate while located all over the world. Google now has a beta
In the library literature, there is a lot of discussion about physical
version of its online collaboration space: Google Wave.
meeting rooms and their role in library service. Many libraries have sep-
In thinking about meeting spaces, we think about access to the
arate meeting rooms available to the members or groups. Usually, there
physical space within a library, the types of physical spaces provided, ac-
has to be a clearly defined policy regarding who can use the meeting
cess and use of virtual spaces, and facilitation of the use of those spaces.
room, how it can be used, and the access and reservation procedures.
This type of space is clearly different from the more informal spaces
Types of Spaces
that are used for smaller meetingstutoring sessions, study dates, and
so on. There is also quite a bit about the transition to a learning com- Below is the result of a brainstorming session on types of meeting
mons that many academic libraries are undergoing. Transforming spaces that are used by people. Some have examples, some do not, but
physical spaces into collaborative spaces include changes such as: the idea is to begin to grasp the variety.

Physical Spaces Where Do Librarians Fit In?
Private Meeting Rooms Ideas include teaching, moderating, embedding in spaces, roving refer-
Instructional rooms ence, and others. Teaching others how to collaborate, communicate,
Learning commons and create knowledge within these spaces seems to be key. The physical
Public social spaces (coffee shops, etc.)
meeting space services provided by libraries vary with the type of li-
Privately held meeting spaces (my living room, corporate conference
brary. Academic libraries have been moving toward learning commons
room, etc.)
and more collaborative spaces designed for students. Public libraries
Performance space
Repurposed or flexible space (dorm lounge, empty classroom, etc.) generally provide public meeting rooms with tables and chairs but not
much else. There is not much of a presence for librarians as facilitators
Virtual Spaces in the virtual collaboration world outside of some academic applica-
Social networks/social spaces tions. There is still a lot of room in these meeting spaces for librarians
Facebook, mySpace, ning, LinkedIn, etc. to be facilitating knowledge creation, but the question of how to do it
Voice Thread http://voicethread.com/ hasnt been answered. Do we keep to our information island in Second
Twine http://www.twine.com
Life? Or do we roam through World of Warcraft as a librarian? It gets
Second Life
back to access not being enough. Particularly in virtual spaces, people
Massive multiplayer games
dont need librarians to get access, so our role has to be something dif-
Wikis
ferent. Our role becomes one of true facilitation and teaching.
http://pbworks.com/
Bulletin Boards
Document Services (and others) relAteD ArtiFACts
http://docs.zoho.com/jsp/index.jsp
Association of Research Libraries. (2009, November 13). New thinking on space &
http://docs.google.com/
facilities. Retrieved from: http://www.arl.org/rtl/space/index.shtml.
Chat rooms
Annotation: This is a collection of recent articles, tools, and other resources gath-
http://www.chatmaker.net/
ered by ARL.
http://www.100topkid.com/?cat=Chat
Balas, J. (2007). Physical space and digital spacelibrarians belong in both. Comput-
Virtual and web-based conferencing technology ers in Libraries, 27(5), 2629.
http://www.dimdim.com/products/what_is_dimdim.html
Barton, E., & Weismantel, A. (2007). Creating collaborative technology-rich work-
http://www.onlinemeetingrooms.com/
spaces in an academic library. Reference Services Review, 35(3), 395404.
http://www.microsoft.com/windows/windows-vista/features/
Bennett, S. (2008). The information or the learning commons: Which will we have?
meeting-space.aspx Journal of Academic Librarianship, 34(3), 183185.
Digital Centers
Fernandez, S. (2008). Premium space. Public Libraries, 47(6), 18.
Columbia University Libraries Digital Social Science Center
http://www.columbia.edu/cu/lweb/indiv/dssc/index.html Gabbard, R., Kaiser, A., & Kaunelis, D. (2007). Redesigning a library space for col-
laborative learning. Computers in Libraries, 27(5), 611.
Collaboration Software
BaseCamp http://basecamphq.com/ Hill, N. (2008). Meeting rooms: All for one and one for all? Public Libraries, 47(6), 17.
Google Wave http://wave.google.com/help/wave/closed.html McLeod, K. (2008). Blessing or curse? Public Libraries, 47(6), 1718.
Convos http://www.convos.com/ Pollard, D. (2005, March 18). Virtual collaboration: If you cant work side-by-side. Re-
trieved from: http://blogs.salon.com/0002007/2005/03/18.html.
Environments (both physical and virtual)
Stuart, C. (2009). Learning and research spaces in ARL libraries: Snapshots of instal-
Conversation environments lations and experiments. Research Library Issues, 264, 718.
Collaborative learning environments
Cornell University Collaborative Center
http://mannlib.cornell.edu/rooms-labs/collaborative-center
Informal social spaces
Community of practice/interest spaces

members not pAtrons or users
mAp loCAtion
E, 1
threAD loCAtion
Page 66
sCApe
True
Members not
Facilitation
can be done through Patrons or
Means Shared
Users
Ownership
Figure 179
memory
mAp loCAtion
E, 2
threAD loCAtion
Page 48
sCApe
Conversation Theory
is comp
osed of
Entailment
Memory can be represented in
Mesh
to
is related
Archives
Figure 180

motivAtion
mAp loCAtion
E, 1
threAD loCAtions
Pages 26, 78
sCApe
Extrinsic
pe
Motivation has a ty
Theories explains
Motivation
has a
osed of type
is comp
Intrinsic
Figure 181
Author
Andrea Phelps

Agreement DesCription The following two articles look closer at intrinsic and extrinsic motivation.
Antoni, G. (2009). Intrinsic vs. extrinsic motivations to volunteer and social capital
formation. Kyklos, 62(3), 359370.
A library existing solely on intrinsically motivated members can bring
about the end of a library if the community is in hard times. That is Annotation: This article discusses some of the effects of actions based on intrinsic
versus extrinsic motives. We discussed in Blackboard how extrinsic motivation
not to say that intrinsic motivation is a bad thing and should some- can carry negative connotations and have a lasting effect on members, but in-
how be discouraged, but rather that some forms of extrinsic motiva- trinsic motivation can be easily swayed. This article looks at some other effects of
intrinsic and extrinsic motivation in volunteer work and may have some really
tion can help bolster intrinsic. interesting insights into how to leverage both forms of motivation in a library
Although it may be out of scope of the Atlas or this Thread, it setting.
may be worth noting that motivation has to start within the librar- Wiechman, B., & Gurland, S. (2009). What happens during the free-choice period?
ian. If the library staff is not motivated about their job in any way, Evidence of a polarizing effect of extrinsic rewards on intrinsic motivation. Journal of
Research in Personality, 43(4), 716719.
motivating members will be a huge challenge. Any lack of motiva-
tion among staff is a hurdle that should be explored and addressed in Annotation: This article looks at the harm to intrinsic motivation that can occur
when an activity is given an extrinsic reward as well. The analyses of these phe-
some way before any real progress will be made outside of the library. nomena among college students seem central to how librarians should advertise
A reference interview performed by an unmotivated librarian will be and extrinsically motivate their members.
a bad experience for the member and librarian. A good place to start Last, these two articles look more specifically at children and young adults, and how
is to think about what motivates you and then ask members of your they are motivated:
staff the same thing. Roeser, R., & Peck, S. (2009). An education in awareness: Self, motivation, and
self- regulated learning in contemplative perspective. Educational Psychologist, 44(2),
Motivation is at the core of everything librarians do and work to- 119136.
ward. Libraries and librarians are supposed to be community focused;
Annotation: Roeser and Peck present Contemplative Education as a means of
without understanding what motives drive the community they are motivating students. A few of the subcategories worth looking at in depth are
a part of, fulfilling the needs of the community and serving their those involving community membership and teacherstudent relationships
(which in many ways compare to that of a librarian and student, particularly
members is a tall order. Understanding motives can help with more in a reference interview). Although very conceptual, the article has some really
than adjusting advertising to get new members into the library, it interesting ideas about intrinsic motivation and how to spark intrinsic motiva-
can help librarians conduct reference interviews, plan better programs tion in children.
and events, purchase appropriate technology, build better spaces, and Tatar, M. (2009). From bookworms to enchanted hunters: Why children read. The
Journal of Aesthetic Education, 43(2), 1936.
acquire actually useful materials.
Annotation: Tatar looks at what attracts children to books and reading. Although
not a broad look at how people are motivated, it is certainly an interesting look
relAteD ArtiFACts at what librarians should take into account for reader advisories and ways to
interest children in reading.
Among the many articles on Maslows Hierarchy of Needs, the following two directly
relate to librarians:
Anderson, S. (2004). How to dazzle Maslow preparing your library, staff and teens to
reach self-actualization. Public Library Quarterly, 23(3/4), 4959.
Annotation: Although focused on a specific age group, Andersons article ad-
dresses how librarians can map Maslows Hierarchy of Needs to the services they
provide. It provides a good example of a smaller scale incorporation of the Hi-
erarchy of Needs into a library setting and a more intellectual approach to the
Hierarchy.
The Chronicle of Philanthropy. (2006, December 16). Philadelphia library offers jobs to the
formerly homeless. Retrieved from: http://philanthropy.com/news/philanthropytoday/
1679/philadelphia-library-offers-jobs-to-the-formerly-homeless
Annotation: As mentioned above, the Philadelphia Library took a more literal
view of the Hierarchy of Needs and took steps to solve the basic needs expressed
by the population of homeless, incorporating some of Maslows ideals on a much
larger scale.

motivAtion theories
mAp loCAtion
D, 2
threAD loCAtion
Page 26
sCApe
Importance of Theory a relevant area is Motivation explains Motivation

Theories
and Deep Concepts
Figure 182
musiC Center
mAp loCAtion
F, 3, 4
threAD loCAtion
Page 100
sCApe
Free Library of
created concept for Music Center
Philadelphia
Figure 183

neeD For An exeCutive DoCtorAte
mAp loCAtion
E, 8
threAD loCAtion
Page 184
sCApe
Need to
Need for an
Expand the
an example is Executive
Educational
Doctorate
Ladder
Figure 184
neeD For An expAnDeD DeFinition oF literACy
mAp loCAtion
F, 1
threAD loCAtion
Page 73
sCApe
Gaming
such as
Need for an
Library Expanded
based on
Instruction Definition of
Literacy
such as
Social Literacy
Figure 185

neeD to expAnD the eDuCAtionAl lADDer
mAp loCAtion
D, 8
threAD loCAtion
Page 183
sCApe
Bachelor of
Information and
Instructional
Design
is Need for an
m ple Executive
exa Doctorate
an
ple is
an exam
Need to
Expand the
LIS Education includes
Educational
Ladder
an exam
ple is Institute for
req Advanced
uir Librarianship
es
Idea
Vital Roles of
Mentors
Figure 186

obligAtion oF leADership
mAp loCAtion
F, G, 7
threAD loCAtion
Page 134
sCApe
Vital Roles of
Mentors
is part of
Obligation of
Leadership
comes with an
Leadership
Figure 187
open sourCe
mAp loCAtion
F, 5
threAD loCAtion
Page 87
sCApe
Application Open Source

results in
Builders
Figure 188

openness
mAp loCAtion
H, 3
threAD loCAtion
Page 121
sCApe
Core Values is composed of Openness
Figure 189
pArAproFessionAls
mAp loCAtion
D, 9
threAD loCAtion
Page 177
sCApe
Ability to
Work in Para-
includes
Interdisciplinary professionals
Teams
Figure 190

physiCAl environments
mAp loCAtion
C, 4, 5
threAD loCAtion
Page 93
sCApe
Physical Topical Centers

Environments
a strategy is
with Curriculum
Figure 191

poliCy
mAp loCAtion
F, 6
threAD loCAtion
Page 125
sCApe
Environment
will influence Democracy
and Openness
Policy must change
Overshadowed
by Technology
f
dge o
sknowle
mean
Figure 192
Author
William Zayac

ConversAtion stArters or procedures concerning this, whereas 35% of libraries without written policies
were planning on developing them within a year. Also, the libraries with MLS-
holding directors were nearly twice as likely as those whose directors did not hold
1. How much should policies change over the years? How often do these degrees to have patron confidentiality policies. Why did so many librar-
changing circumstances actually require policy changes? ies not have patron confidentiality policies? What made these differences? Magi
does not explore these questions; she only reports on the studies.
2. How should policies initially be set? Should they reflect a cur-
rent culture of the library, past trends among the library, future Terry, J. (2009). ALA testifies on access to copyrighted works for the blind. College &
Research Libraries News, 70(7), 416423.
possibilities within the library, or the trends in the library world?
Annotation: This article provides an example of an actual conflict in policies
Should they be preventative, proactive, or reactive? Where would that occurred, prompting the U.S. Copyright Office and the U.S. Patent and
the balance lie? Trademark Office to call a public meeting about the applicability of copyright
legislation on works for the disabled. It also addresses the problem with this
decision and its lack of addressing the potential for accessible copies created for
relAteD ArtiFACts international users, which are restricted by trade laws. Another example of public
policy explained within this article is the ALA support for the Digital Millen-
Anonymous. (2005, August). Library policies on the web. Municipal Research and nium Copyright Act 1201 exemption for faculty members concerning audiovi-
Services Center of Washington. Retrieved November 7, 2009, from http://www.mrsc. sual copying to make compilation tapes to be used in physical classrooms.
org/Subjects/InfoServ/publiclib/libpolicy.aspx.
Wilson, A. (2009, November 8). Child protection or censorship? Library employees
Annotation: This website includes links to several library policy websites (general lose jobs over book. Kentucky.com. Retrieved November 11, 2009, from: http://www.
policies and specific policies) for public libraries in the Washington, DC, metro kentucky.com/latest_news/v-print/story/1011029.html.
area. Sadly, some of the specific policy links are outdated and others are incom-
Annotation: This article explains the problem of little-visible library policy or,
plete. These do, however, include a variety of types of policies (from comprehensive
at least, one that seems to be seldom enforced. Sharon Cook and several other
policies to display and grievance-reporting policies) from these websites. Certain li-
library workers at the Jessamine County Public Library decided to circumvent
braries, such as Richland Public Library, simply state the policies and provide little
the normal book-removal policies and removed the graphic novel The League of
information about reporting occasions when the rules have been broken, whereas
Extraordinary Gentlemen, Volume IV: The Black Dossier from circulation them-
others explain the contextualization of such policies and the policies concerning
selves, one worker even removing a hold that had been put on the book by an
policy address (as with the Spokane County Library District).
11-year-old (whom she did not believe should be exposed to the explicit sexual
Anonymous. (2006). American Association of law libraries: AALL government rela- content of the graphic novel). The two ladies were fired for their actions, but
tions policy. Louisiana Libraries, 68(3), 19. they claimed that they were unaware that they were doing anything wrong.
Annotation: This article simply includes two examples of AALL policy concern-
ing Intellectual Freedom and Information Management, providing examples of
the policies of a large nongovernment library group.
Hitchcock, L. A. (2006). A critique of the new statement on labeling. The Journal of
Academic Librarianship, 32(3), 296302.
Annotation: Hitchcock traces the various changes in the ALAs policy on label-
ing from the 1948 version of the Library Bill of Rights to the 2005 revision of
the position document and their effects on the strength of the idea. Some of the
changes seem to have been purely superficial (stemming from a feeling of the
statement being dated), whereas others have focused on the changing labels
already provided on materials and constantly used otherwise in culture (such as
the MPAA film ratings). The latest revision proves itself to be problematic be-
cause the wording could be construed to mean that catalog records are improper
labels.
Magi, T. J. (2007). The gap between theory and practice: A study of the prevalence
and strength of patron confidentiality policies in public and academic libraries. Library
& Information Science Research, 29(4), 455470.
Annotation: Trina Magi designed and executed a nonrandomized survey of 213
library directors in Vermont concerning the strength of their libraries patron
confidentiality policies and practices when they have one (of which 149 returned
surveys were studied and compiled for their results); 46% of the libraries had
received one request for patron information from various groups, although more
may have been addressed from government agencies but suppressed by gag or-
ders. Overall, 48% of responding libraries stated that they had written policies

postmoDernism
mAp loCAtion
F, 9
threAD loCAtion
Page 27
sCApe
Humanities
a relevant ar
ea is
Importance of Theory a relevant area is Postmodernism

and Deep Concepts
Figure 193
Author
William Zayac
Although experts in postmodern theory cannot agree on a strict defi- tools. Understanding how people seek information is also integral to
nition of the term postmodern, many aspects of postmodernism creating good cataloging and classification systems for its constantly
appear in different cultures. As stated in the Mission Thread sec- changing users, especially considering the increasingly global com-
tion of the Atlas, some postmodern thought may be recognized in munity many large libraries now serve.
the reference interview. According to the Stanford Encyclopedia of Appropriately, the growing trend of postmodern thinking in
Philosophy, two main roles in postmodernism are the expert and overall academia are leading to further research and rethinking of
the philosopher, both of which serve roles within the reference in- traditional librarian tools. Postmodernism reinforces the idea of con-
terview. The expert knows both the breadth and limitations to his stant change and adaptation to increase knowledge in people and to
knowledge, while the philosopher learns what is known and must be improve the process by which people can gain access to appropriate
gained through questioning.1 By seeking to better understand these information. As such, American librarians are looking into how they
roles, the librarian can become more comfortable and adept in the can better adapt systems of organization (such as the Dewey Decimal
reference process and in the creation of searching tools and guidance Classification system) and reference transactions to serve increasingly
diverse patrons. Many academic libraries are beginning to form re-
1. Aylesworth, G. (2005, September 30). Postmodernism. Stanford Encyclopedia of search help areas such as Bird Librarys Learning Commons at Syracuse
Philosophy. Retrieved from: http://plato.stanford.edu/entries/postmodernism. University, where students may find guidance and help in learning to

better search for and identify appropriate resources for projects. As Deodato, J. (2006). Becoming responsible mediators: The application of postmodern
perspectives to archival arrangement & description. Progressive Librarian, 27, 5263.
the world changes, the reflective and adaptive nature of postmodern
thinking encourages libraries to adapt to better serve their patron base. Annotation: Deodato attempts to explain the growing influence of postmodern-
ism on the archival community. He acknowledges the effect of the postmodern
mindset on selection and appraisal of new artifacts and attempts to further the
ConversAtion stArters incorporation of these values into the description and arrangement of artifacts
through addition to traditional finding aids and expanded records concerning
Where in the library can postmodernism most appropriately be them. Deodato also provides some beginning guidelines for creating a more
applied? Are there good systems in place in certain facilities that comprehensive record of the artifacts in a collection that not only acknowledges
the social conditions under which the writer of such a record created it but also
may not benefit from overanalysis? In certain libraries or societ- allows for future changes that may help users understand the collection and arti-
ies, many patrons may have adapted well enough to the current facts more thoroughly because artifacts can seldom be objectively identified due
system that they could navigate it better than they would be able to their socially constructed identities.
to with such a severe change. Taylor, M. J. (2002). Ill be your mirror, reflect what you are: Postmodern documenta-
tion and the downtown New York scene from 1975 to the present. RBM, 3(1), 3252.
How does one introduce postmodernism appropriately and ac-
Annotation: Taylor discusses the nature of the contents of libraries as a reflection
curately to traditionalist librarians? Might there be those, like of culture, questioning the nature of such a reflection of culture. By deconstruct-
a former English student, who are frightened by the very word? ing the concept that a library is the repository of culture, Taylor explores the
What kind of cushioning might one use to prevent fear? Post- quality of the cultural reflection through possession of artifacts, asking whether
modernism is a broad concept and presents quite a few problems the significance or meaning of the artifact is affected by its incorporation into
a larger collection. When looking into the reflection of a culture, he says, one
with definition and presentation. In fact, most of the Web sites must remember that the viewer is reflected as well, and the view of an item by
I consulted to find a basic definition of the term were either too any one person (or group of people) is inherently biased. Ensuring that both the
broad or were so full of philosophical jargon that they were dif- archive (or library) workers and the patrons of an archive (or library) understand
and recognize this idea is the only way to provide a better understanding of the
ficult to understand. Most librarians may become confused if the artifacts contained there.
concepts are not presented correctly.
relAteD ArtiFACts
Bodi, S., & Maier-OShea, K. (2005). The library of babel: Making sense of collection
management in a postmodern world. The Journal of Academic Librarianship, 31(2),
143150.
Annotation: Bodi and Maier-OShea explore the repercussions of postmodern-
ism in the organization and management of academic library collections, from
providing multiple access points to providing a more information-centered envi-
ronment in libraries because of the changing culture of universities and colleges
and the increased movement toward an experience-based management philoso-
phy. When academic libraries shift toward postmodernism, should they still sim-
ply support the schools curriculum or should these libraries also change toward
the overall learning outcomes emphasized by the school (if the two differ)?
Cullen, R. (1998). Measure for measure: A post-modern critique of performance measure-
ment in libraries and information services. Proceedings from the IATUL 1998: The 27th
International Association of Scientific and Technological University Libraries Confer-
ence. The challenge to be relevant in the 21st century, University of Pretoria, Pretoria,
South Africa.
Annotation: Cullen uses postmodern theory to analyze how most modern li-
braries perform assessments and deconstruct the traditional modes of assess-
ment available to librarians, asking whether the tried-and-true methods of the
past are providing enough accurate data and whether libraries are making vital
enough changes called for by the data collected. She also makes suggestions on
how to bring current evaluation practices up to a greater and more effective
standard for libraries and information services, including tailoring the librarys
mission to reference the need it serves in the community before considering how
well the library lives up to its communitys expectations.

pressure For pArtiCipAtion
mAp loCAtion
B, C, 5
threAD loCAtion
Page 84
sCApe
Hybrid
Environments
n in
see
as Different
Communities
Librarians
The Mission of Librarians is as seen
in
Serve
to Improve Society through Digital
communities Pressure for Participation as seen in
Facilitating Knowledge Creation Environments
in their Communities as seen

in
Physical
Environments
has
Boundary
Issues
Figure 194

publiC
mAp loCAtion
D, 4
threAD loCAtion
Page 96
sCApe
Different
Communities Free Library of
such as Public an example case is
Librarians Philadelphia
Serve
Author Figure 195

Sarah Schmidt
The Atlas notes that although public libraries come in a variety of The results of surveys like these have an impact on how the li-
shapes and sizes, their unifying function is to be the intellectual glue brary serves the community. In the Atlas, Lankes calls for libraries
of a community. In this agreement, I look at some of the efforts made to create a seamless interaction of digital and virtual, with physi-
by libraries to understand and respond to their communities needs. cal spaces feeding into digital worlds, and vice versa. He also notes
The literature discussed here is in agreement with the Atlas ideas on that participatory tools are popular not simply because people love
surveying the community and creating innovative services and spaces. technology but because they fulfill a social need for people to connect
Evaluation of the communitys satisfaction is one area the Atlas with one another. Public libraries are adapting to this new reality in
emphasizes for public libraries. Lankes notes, When determining an increasingly electronic world. In this same vein, Cook and Ellis
whether or not to deploy a given feature you must do careful analysis (2008) write of their own experiences updating their public librarys
of what users are trying to accomplish. In his study of Australian Web site and learning of its teen populations deep dissatisfaction
public libraries, Bundy (2006) agrees. He found that the proportion with it. They found that the teens wanted a more progressive Web
of primary and secondary students using the public library was quite site to connect with the library. To investigate their need, Cook and
high, and those numbers are only increasing. He discovered that users Ellis began exploring tools such as del.icio.us and Flick. Cook and
were generally satisfied with the libraries wide range of servicesbut Ellis found that by applying these tools, they were able to encourage
that they also needed more IT support and study space. He also finds participation by members of the community. Buhmann et al. (2009)
there needs to be more libraries in less developed places. Fisher (2003) agree with the work of Lankes, Cook, and Ellis. Buhmann and his
also concurs with Lankes and Bundy on the importance of survey- colleagues write of their experience with Skokie Public Librarys cre-
ing the community. She examined how members of a school library ation of SkokieTalk, a Web site that allows patrons to interact with
community thought of and used the local public library. Unfortu- one another and add their community-related information. It started
nately, she found a high level of dissatisfaction with the library. But, in 1994 when members of the community bemoaned the lack of a
she notes, this information is important in deciding how the library central source for community information such as child-care options,
should plan for the future. grocery stores, public transportation, medical facilities, and so on. It

began as a simple directory of links and has since grown into a much ConversAtion stArters
richer collaboration among participating members of the community,
one that more efficiently directs patrons to library resources. 1. Fisher finds that the surveying library is disturbed to discover that
Public librarians have also applied their knowledge of the com- the community is unsatisfied with its level of service. I think this
munity to create more innovative uses of library space. As Lankes is why more libraries dont evaluate themselves. Its a fear a lot of
argues in the Atlas, spaces must be organized to aid like conversations libraries havethey are afraid of what they might find. How can
to progress from agreement to agreement [towards] the topics that libraries overcome this fear? Is there a strategy to accepting nega-
your community sees as crucial not simply to support, but to show- tive results and moving on from there?
case and move forward. Blumenstein (2009) is of the same opinion. 2. Buhmann et al. describe how SkokieNet has become an impres-
She documents how the Pearl Avenue Branch Library in San Jos, sive platform for community members to connect and learn from
California, was able to incorporate environmentally friendly art and one another. But how does this tool differ from Facebook, or
architecture in the San Jose libraries. The city of San Jose has a city- other social networking applications that are now in existence?
wide green building policy. Because of the constituents commitment Does SkokieNet better meet the communitys needs? If so, does
to environmentalism, the community was deeply engaged with the the fact that its locally madeby and for the people of Skokie
building of the library. Similarly, the people of Eckhart Public Library have anything to do with its success?
in Auburn, Indiana, rallied to transform a dilapidated garage (origi-
nally to be used for library vans) into a space for expanded childrens relAteD ArtiFACts
services (Bushnell, 2009). The library radically changed its construc-
Blumenstein, L. (2009). San Joses Green Art. Library Journal (1976), 2425. Re-
tion plans for the garage. Later the community asked that it be envi- trieved October 24, 2009, from Library Lit & Inf Full Text database.
ronmentally sustainable as well. Following the communitys wishes,
Buhmann, M., Greenwalt, T., Jacobsen, M., & Roehm, F. (2009). On the ground, in
today the garage is a certified green building. the cloud. Library Journal (1976), 134(12), 3537. Retrieved October 24, 2009, from
Keeping an eye toward the communitys needs also affects the Library Lit & Inf Full Text database.
services the public library offers. In the Atlas, Lankes argues that in- Bundy, A. (2006). Supporting students: The educational contribution of Australias
public libraries. Australasian Public Libraries and Information Services, 19(3), 126136.
creased member usage comes from members being able to influence
Retrieved October 23, 2009, from Library Lit & Inf Full Text database.
their educational system. In documenting the story of Studio I at the
Bushnell, S. (2009). Librarys green annex brings acclaim, growth. Library Journal
Public Library of Charlotte and Mecklenburg County, Czarnecki (1976), 32. Retrieved October 24, 2009, from Library Lit & Inf Full Text database.
(2009) finds this to be true. Open since 2005, Studio I uses several
Cook, K., & Ellis, J. (2008). Getting started with Library 2.0: No PhD required. Ten-
forms of technology to allow teenagers to tell new kinds of stories us- nessee Libraries (Online), 58(2), 18. Retrieved October 23, 2009, from Library Lit &
ing video cameras and animation software. At Studio I, adolescents are Inf Full Text database.
allowed to shape their own learning experience and even contribute to Czarnecki, K. (2009). Mentoring over movies and music: Studio i-Style. Voice of Youth
Advocates, 32(3), 198199. Retrieved October 24, 2009, from Library Lit & Inf Full
the department by interning or volunteering there. Echoing this idea
Text database.
of pioneering services is the work of the teen services department at
Delatte, M. (2009). Project morph: Bringing fashion rehab to Los Angeles Library
the County of Los Angeles Public Library (Delatte, 2009). The theme teens. Young Adult Library Services, 7(4), 1112, 18. Retrieved October 24, 2009,
of the summer reading program of 2008 was metamorphosis. Going from Library Lit & Inf Full Text database.
off the beaten trail, the department created a program that went be- Fisher, H. (2003). A teenage view of the public library: What are the students saying?
yond reading and more toward creating. It created Project Morph. Australasian Public Libraries and Information Services, 16(1), 416. Retrieved October
23, 2009, from Library Lit & Inf Full Text database.
Modeled after the television show Project Runway, teens brought
old clothes to the library and had an hour to reinvent their clothing.
Afterward, they walked a catwalk to simulate a fashion show. The
project meant that the library had to buy nontraditional itemslike
fabric markers, assorted trim, and gemsbut the program was such a
hit that 30 libraries followed suit.

publiC serviCe
mAp loCAtion
E, 4
threAD loCAtion
Page 154
sCApe
Transition of
Traditional such as Public Service such as Reference
Skills
Figure 196
publisher oF Community
mAp loCAtion
F, 3
threAD loCAtion
Page 67
sCApe
Access
exemplified as
Publisher of
Community
concept of
demonstrated the
Free Library of
Philadelphia
Figure 197

reCognize A sChool As A pArtiCipAtory netWork
mAp loCAtion
D, 9
threAD loCAtion
Page 181
sCApe
Recognize a
From School to
School as a
LIS Education must
Participatory leads to School of
Thought
Network
Figure 198
reFerenCe
mAp loCAtion
F, 4
threAD loCAtion
Page 154
sCApe
Public Service such as Reference might become Scapes
Figure 199

reFerenCe extrACt
mAp loCAtion
G, 4
threAD loCAtion
Page 60
sCApe
Reference
Scapes Now can search on meshes
Extract
will be influenced by Evolution of Systems
Figure 200
relAtion to other DomAins
mAp loCAtion
D, 9
threAD loCAtion
Page 170
Communications
sCApe
Computer
h as Science
suc
as
such
Ability to
Work in Relation to
Interdisciplinary
requires knowledge of other Domains
such as Information Science
Teams
such a
su s
ch
as
Humanities
Education
Figure 201

risks oF DAtA
mAp loCAtion
F, G, 7
threAD loCAtion
Page 131
sCApe
Creating an
however, must avoid Risks of Data
Agenda
Figure 202
sCApes
mAp loCAtion
F, G, 3
threAD loCAtion
Page 53
sCApe
Reference
might bec
ome
Reference
Scapes Now can search on meshes
Extract
es
ture mesh
em to cap
need syst
Entailment
Mesh
Figure 203
Author
R. David Lankes

Agreement DesCription For these reasons, libraries are seen as an ideal target audience and
initial set of partners, but that does not mean that the utility of Scapes
The following questions and answers about Scapes development are is limited to libraries. Once the initial infrastructure is in place, Scapes
derived from a consideration of a proposal before the MacArthur is seen as general-purpose software that is functionality useful in any
Foundation. There are two answers to each question. The first is the knowledge representation endeavor.
quick answer, followed by a more in-depth response that contains Some examples might be useful. It should be noted that the illus-
more technical detail. It should be noted that these questions and trations are just simple ideassketches really. The final interface will
answers, although useful generally, were focused on a single develop- be determined by the specification and implementation processes.
ment effort for Scapes.
K12 Example
Who do you see as your primary audience for Scapes?
Riley is doing a report on global warming. In his school library, he
Quick response: The initial audience for Scapes1 will be library searches the catalog for books on the topic. He finds a few promising
learnersthose individuals using library services for formal (e.g., titles and adds them to a new scape right through the catalogs web
K-12 and college students) and informal education (e.g., mem- interface. He then checks out the books. At home, after reading the
bers of the general public engaged in research). books, he opens his web browser and brings up the scape he started
at school (he also has scapes for personal projects and other classes).
More Detail: This population is chosen for a few reasons: Right now it is little more than a scattered collection of nodes, each
representing the books he checked out.
The library community is a coherent and easily engaged partner
Riley now deletes a text that wasnt relevant and begins to sort
in the process. Initial discussions of the Scapes concept within
the remaining books. He puts all the books on weather effects into
this community have generated enthusiasm, and it is believed
one pile. He draws a line from that pile to another book that refutes
that libraries will be willing to provide input, testing, and re-
sources into all phases of development. Further, libraries have global warming and labels the line as such. Now he begins searching
experience in evaluating software. his librarys online databases through the web-based Scapes interface
for articles on the topic. As he finds relevant articles, he drags them
Libraries have a known need for this type of software. Libraries
into the scape he is working on and connects them with links such as
know they need better systems to engage users in their learning
Global Warming in Politics and The Science of Global Warming.
processes. There is wide discontent with current catalogs and vir-
He ends up with a Scape that looks like the one found in figure 204.
tual reference software. Scapes can help fill these needs.
At this point, Riley could simply add his teacher to the list of
Libraries represent a diverse user population. Although the library those authorized to see his Scape and submit it as his assignment;
community is coherent (it shares an education base, it has a lot however, his teacher wants a written report. Riley exports the Scape
of professional structures such as conferences and associations),
as an outline. The links become major headers in the report, and each
their reach is diverse. Libraries can test Scapes in populations of
node (book, article, etc.) is listed as a citation. He opens the outline in
students, government workers, lawyers, scholars, and more.
his word processor and begins to write.
Libraries have resources that can seed initial user-generated The use of a tool like Scapes in K12 education is not completely
scapes. Libraries not only hold a large and diverse set of materi- without precedent. Scapes is similar to mind mapping already in wide
als, they have well-structured metadata for these collections that use in K12 education. There are, however, some key differences.
will make inclusion in Scapes relatively easy.
These differences range from the model of representationmind or
concept mapping requires a root node from which all ideas must
streamto the technicalmost mind mapping applications do not
1. Throughout this document Scapes with a capital S is used to refer to as the
software product; scapes with a small s is referred to as a document types (so Scapes work with computationally useful nodes, rather focusing on visual
produces scapes). maps.

The author believes that
global warming is part of
http://wikipedia... the natural cycle and
Copyright: 2006 cannot be attributed to
man.
my thoughts
in politics Author: Al Gore
An Unstoppable
Climate Change Global Warming Inconvenient Global
Truth Warming
disagrees
says
"The Earth's atmosphere is
so thin that we are capable Access Science
The Role of Carbon more on carbon
of dramatically changing Encyclopedia
its composition"
is a
It has been estimated that

there are at least 1,000,000
known organic
http://www.epa... Greenhouse Gas
compounds, and this
number is increasing
rapidly each year
Figure 204

College Course Instead, Sue creates a Scape for the course, linking in her content,
as well as readings on reserve at the library and on the web. This Scape
Sue is a college professor preparing a course on global warming to be
is not a simple list of readings but a connected system that shows how
offered during the next semester. The normal procedure would be to
the readings and course content are related. Also, since the Scape will
write a syllabus with a course introduction and list of readings, put
be made available to Sues students, it is interactive. The students can
the readings on reserve with the college library, and upload additional
connect the course Scape to their own Scape with assignments, dis-
materials in an online course management system like Blackboard.
cussions, and reactions. Sue can also use the chat functionality of the
This setup already requires students to go to three separate sources for
Scapes software to work with students remotely.
course information.
So the initial Scape might look like the screenshot in figure 205
from an early mockup.
My Conversations My Friends My Resources

Figure 205
Syllabus
IST 553
CAS 445
My Novel Assignment Follow-up
Read this by Date
Read this by Date
Textbook
Reading
Search
Add Node Ask your librarian

Anna a question
Add Friend
Settings

One of Sues students can then connect his or her own Scape (us- Community Organizing
ing the previous K12 example) to the class scape found in figure 206.
Syracuse, like many urban centers, has a youth violence issue. The
Whats more, all of these scapes can be made public2 within the
mayor has task forces, community groups are involved, and the Uni-
college to represent what the college community knows and its ap-
versity wants to help. One of the first steps to combating any problem
proach to a given topic. Now anyone who finds Sues course syllabus
is understanding what it is. When combating a problem requires mul-
can also see examples of student work (if the students give permission).
tiple groups to be involved, a shared understanding of the problem is
This would allow for better program accreditation and evaluation.
essential.
My Conversations My Friends My Resources
Syllabus
IST 553
CAS 445
My Novel Assignment Follow-up
Read this by Date
Read this by Date
Figure 206
Textbook
Reading The author believes that

man.
Search my thoughts
Add Node Ask y our libr arian
Anna a question
Add Friend
An Unstoppable
Settings Climate Change Global Warming Inconvenient Global
Truth Warming
disagrees
says
its composition"
is a

known organic
compounds, and this
rapidly each year
2. See question 3 for more on public and private scapes.

The public library creates a scape of the youth violence issue.
The librarians pre-populate it with articles and books that might be
helpful. Experts are asked to contribute to the scape, and community Welcome to Scapes
groups are asked to join in mapping the issue and possible solutions.
Latest Scape: Global
Governmental agencies add information on existing programs. Com- Warming
munity foundations add the outcome of their funded work, as well as
Featured Scapes on Related Scapes:
information on possible resources available to combat youth violence.
Valentine's Day Climate Change,
Where disagreement occurs, new scapes are created to represent di- Greenhouse Gases,
vergent views. Over time, these differences are discussed, and most of Environment
these alternatives are incorporated into a common view.
As a plan emerges, it is tied back to the literature, best practices,
community agencies, and planning documents. Videos of town hall 1
meetings are added to the scape to provide a crucial memory for the
long-term plan. As new services are created, tried, and evaluated, they
too are pointed to from within the community scape.
This could have all been done with a wiki of course. However, a Welcome David
wiki would not allow the visual representation, or, more important,
the intelligent use of objects such as materials, ideas, people, and or-
New Scape
ganizations. Because this information is within a scape, other com-
munities tackling the youth violence issue can reuse it. Agency names Dave's Scapes:
and contact information can easily be changed, with Syracuse acting IST 759 Digital Library Applications [public, read
only]
as a template for other urban centers. Other tools can also be used Starter Kit [private]
with the scape, for example, placing agencies and resources on a map Scapes Proposal [shared]
or exporting portions of the scape for grant applications or reports. Rich Man [shared]
The scape on youth violence can also be linked into other com-
munity-wide efforts in economic development, beautification, edu- 2
cation, transportation, and so on. Although this can be done with
todays web-based tools, the links are one way, as opposed to bi-di-
rectional, and would require a multitude of interfaces and systems.
Scapes can act as not only a high-level view of a problem but a sort of
Hey Jeff, do you know where I can
find the lyrics to this song?
Act I
Hold on... 1. Tradition
glue to a vast variety of resources.

2. Matchmaker, Matchmaker
3. If I Were a Rich Man
4. Sabbath Prayer
Heres a Scape someone did on the 5. To Life
lyrics, Ill bring it in. 6. Tevye's Monologue
7. Miracle of Miracles
8. Tevye's Dream
9. Sunrise, Sunset
Cool, but I know Ive heard 10. The Bottle Dance
something like this before.
Act II
1. Now I Have Everything
2. Tevye's Rebuttal
If I Were a Rich Man Fiddler on the Roof 3. Do You Love Me?
Can you expand on how people would use/access Scapes? Were having
Hi...do you know if this song is a 4. The Rumor
remake? 5. Far From the Home I Love
6. Yente
7. Chava Sequence
Is a Ve
ersion off 8. Anatevka
Actually it is a remake of a song
from Fiddler on the Roof
trouble understanding how this would be implemented. Ill go ahead and add that
information
Album: Love, Angel, Music, Baby +
Lankes signed off

Librarian signed off
Rich Girl Love, Angel, Music, Baby
Penka signed off
Quick Answer: The initial deliverable will be a website where us-

You know, she also remade a song
from Sound of Music
"In my Galliano gown" +
"I'd get me four Harajuku girls to (uh huh)" + Stefani Back up Dancers +
ers can log in and create their Scapes. This website will present "Clean out Vivienne Westwood" +
"See Stefani and her L.A.M.B., I rock the Fetish" +
users with a view of (1) all the public Scapes being created, (2)
the Scapes that the user is working on (individually, as part of a http://en.wikipedia.org/wiki/Harajuku_Girls
group, or simply public Scapes the user contribute to), and (3) 3
finally the actual interface for building and editing Scapes. This
can be seen in figure 207.
Figure 207

This centralized site will also allow organizations to integrate Once a user creates a scape, he or she can embed an interactive
Scapes functionality in their own sites like they can now include maps version of it in his or her own site with a simple cut and paste (just
from Google and videos from YouTube. For example, a library might like YouTube). With this embedding capability, just about anywhere
include a link to the Scapes site right in its catalog. A user clicking on a user can cut and paste HTML code, he or she can include a fully
the link would be taken to the Scapes site and shown a set of all the interactive version of the scape. For instance, a user could paste it into
scapes containing the object selected in the catalog (see figure 208). a blog entry (see figure 209).
Riley's Global Warming Assignment

Origins of Climate Change
Refuting Global Warming
Global Warming for Kids

man.
my thoughts
Figure 208
An Unstoppable
Truth Warming
disagrees
says
its composition"
is a

known organic
compounds, and this
rapidly each year

Figure 209
So the community group from the previous example could in- one might imagine a Scapes desktop system that would allow users
clude its joint scape on its teams webpage, or MacArthur could create to create scapes when disconnected from the Internet, say on a plane.
a scape of all its grants and grantees in a given area (say on credibility)
and include it in a listing of the grants. More Details
The Scapes server software will also be offered as a download so
Scape implementation consists of really four parts: a specification, a
that anyone can download and create his or her own scapes site (or
reference server implementation, a reference user interface, and a fa-
integrate scapes into his or her own site). Like the web, which creates
cilitating infrastructure. Each is explained below.
a set of connected pages on different sites, the Scapes specification and
software will enable easy linking between sites. This arrangement will
Specification
allow organizations concerned about security or reliability to set up
internal Scapes systems. When the web was initially developed, it was little more than a mul-
A good analogy would be Wikipedia. Users create accounts and tipage document of specifications. These specifications outlined the
contribute to the Wikipedia site, but anyone can download the soft- basics of how to mark up documents (HTML) and a protocol for
ware used to build and maintain Wikipedia, called MediaWiki.3 sending data across the Internet (the HyperText Transfer Protocol
The Scapes specification can also be used so that people could [HTTP]). It was this specification developed by Tim Berners-Lee that
write their own software that can create interconnected scapes. Thus, was adopted by the National Center for Supercomputing Applica-
tions (NCSA) and used to create Mosaic and the first web server.
3. http://www.mediawiki.org/wiki/MediaWiki.

Today, it is the specifications that underlie thousands of different web be the best in class. This way if there are initially few others building
servers (with Apache and Microsofts Internet Information Server be- servers, the one built by the project is more than adequate for satisfy-
ing the most widely deployed) and the various web browsers (Internet ing user needs. Also, the first mover in a given space on the web tends
Explorer, Chrome, FireFox, Farari, Opera, etc.). It is the web specifi- to gain a large user base, so you want the majority of users using the
cation that enables Google and MacFound.org. It is the specification best software.
that will ultimately dictate the success and shape of Scapes. For this reason, the reference server implementation will strive
The Scapes specification will need to define the file format of a to be the best central system for creating Scapes. It will need to pro-
Scape. It is currently assumed that this will involve RDF and an XML vide for user accounts (including sophisticated identity management
application. Think of this as the file format of a Scape that could be as discussed in question 3), rich interactions, embedding of Scapes
copied onto a hard drive and e-mailed around. This format will have within other systems and pages (as discussed in the Quick Answer),
to accommodate node descriptions, bidirectional linking (so both an powerful searching across Scapes, and easy expansion (via APIs as dis-
object pointing and being pointed to are aware of the linkthis al- cussed in question 4). The server is anticipated to be a LAMP imple-
lows for the easy identification of dead or altered links as well as en- mentation (LAMP is short for Linux, Apache, MySQL, and PHP and
hanced search). describes a widely available server environment so that people can
The specification will also have to define minimal interactions easily implement Scapes on their own servers).
with Scapes such as adding a node, adding a link, describing a link,
deleting nodes, and so on. The idea is to, like HTML, keep the speci- Reference User Interface
fications simple and allow for rich interactions through combining
The interface developed by this grant will be web-based. These days
interactions.
highly interactive and desktop-like user interfaces through a web
Perhaps the most important part of the specification will be in
browser are attainable through the use of technologies like AJAX.
how Scapes work in a networked environment. This part of the speci-
AJAX (short for Asynchronous JavaScript and XML) is a set of existing
fication will have to link up the different anticipated Scapes servers to-
technologies that allow users to drag and drop objects, as well as ma-
gether. The initial thought (described more fully under infrastructure)
nipulate interface elements through a web browser just as they would
is a central registry system. Here the different Scapes servers would
in a drawing program or a word processor. If you have ever panned and
communicate what Scapes are available and where to find them. The
zoomed a map through the web, you have experienced AJAX.
network part of the specification will have to handle questions of
The user interface for Scapes will consist of the construction
unique identifiers for Scapes and nodes within a Scape. This portion
space of the Scapes (adding, linking, and describing nodes), as well as
of the specification is also, frankly, where much of the lessons learned
a means of managing multiple Scapes by a single user and millions of
about the deficiencies of the web standards can be addressed in terms
Scapes for the entire web community. In essence, all of the diagrams
of searching across Scapes and dead links.
used in this addendum are simplified initial guesses at what the user
interface will look like. It is also assumed that others using the Scapes
Reference Server Implementation
specification can create a whole raft of new user interfaces including
However good a specification is, without real software and real ex- interfaces for mobile phones, differing operating systems, and more.
amples, it will go nowhere. From experience with many projects such
as AskERIC, the Gateway to Educational Materials, and the Virtual Infrastructure
Reference Desk, the team behind Scapes has learned some valuable
To fully realize the potential of Scapes, there must be not only several
lessons that will be brought to Scapes. The first is the need for real
implementations but a way of tying an active development and imple-
software that is functional from the start. It is much harder to con-
mentation community together. To maximize the diffusion of Scapes,
vince anyone else to implement specifications without having done it
there must be infrastructure to keep the differing scapes connected. As
yourself. There is a need for examples. Whats more, there is no sense
alluded to under specifications there will need to be some technical in-
in low-balling the example. That is to say, the example should strive to
frastructure in place to stitch together Scapes. This includes a registry

of Scapes implementations, a system to assign unique IDs to Scapes Are there challenges around interoperability and content access (some peo-
and their objects, and a sort of interchange for linking. This link in- ple have access to certain databases and others do not, how would Scapes
terchange will monitor the objects being linked across all Scapes and deal with this)?
notify users (and servers) if either end of a link has changed. This will
allow for services like leak deletion, creating cached version of objects Quick Answer: Much of the interoperability challenges are alle-
to maintain the integrity of Scapes, and search services. viated initially by working with links to objects, as opposed to
All of these parts are represented in figure 210 with the deliver- manipulating the objects itself (i.e., linking to book records, not
ables of this grant outlined in the dotted line. editing the records or creating them). This is much like how a
Other infrastructure will not be technical. This will include a user organizes files and folders on his or her computer. The soft-
clearinghouse on Scapes development and implementations, an on- ware creating the folders and letting the user drag files around
going body to discuss extensions and alterations to the Scapes speci- does not have to open and/or edit these files, just know their
fication, a directory of Scape extensions, and other ways of tracking a locations and what piece of software to use to actually open and
community engaged with Scapes. work with the file.
All of this detail may seem burdensome or grandiose. The phi-
losophy is to plan for success but guarantee initial utility. That is to More Detail: There are always interoperability challenges to face
say, build a tool that can be used right away. If a community of devel- in terms of software systems. The initial plan to address them
opers and other Scapes implementations do not emerge, the central consists of four approaches.
site will still have great functionality. If the community does develop,
the growth can be managed. 1. High-Level Pointers
Scapes, like the web, are based on a pointer system. It connects ob-
Could there be a public Scapesone that you share with othersand
jects with contextual links creating a set of relationships. As such, it
a private Scapesone that you use only to organize your own research/
does not have to be able to manipulate the related items (documents)
work/relationships?
directly. Think of how you organize your files on your computer. File
Explorer in Windows or the Finder in the Mac Operating System
Quick Answer: The short answer is yes. Scapes files can be private,
needs to know some basic information about the file (its size and its
shared with a group, or public. Likewise, a Scape can be shared
type) and its location. It does not need to edit PDF files, just know
in full or read-only.
that they are PDF files and where they are. It doesnt need to under-
stand all the objects it encounters, just link to them. Scapes are the
More Detail: To do this, the Scapes specification will have to in-
same way. As long as they know an objects location and some basic
clude a common way of handling identity management. Every
details, they do not need to get bogged down in all the intricacies
Scape will have to have an identity or identities associated with
of the file formats and features. What they do need to be able to do
it. This will allow functionality such as notifying Scapes creators
is read and manipulate metadata (descriptive information about the
of changes to items and other Scapes they might have pointed
files). Also, as the product matures, it can add greater item-level func-
to (thus avoiding the dead link problem or pointing to outdated
tionality (just as in operating systems that have evolved to provide
URLs in the current open web).
previews of file contents or quick printing).
It is worth noting that identity is not the same as person. Identi-
2. Adherence to Metadata Standards
ties may be as simple as a username or an e-mail address. However, as
they get more complex, they can allow for greater access to resources. What Scapes will need to do is intelligently read and manipulate a
For example, if a Scape author provides a university ID, he or she can variety of object metadata. The most obvious is the MARC standard
get the full text of articles in a Scape, whereas an anonymous user may to make incorporating library objects easy. They will also need to un-
simply receive the bibliographic information. derstand Dublin Core and HTML metatagswidely used metadata

Deliverables
Users

man.
my thoughts
An Unstoppable
Truth Warming
Interface "The Earth's atmosphere is

so thin that we are capable
of dramatically changing
its composition"
says
disagrees

Access Science
Encyclopedia
is a

known organic
compounds, and this
rapidly each year
Servers
Infrastructure
Figure 210

standards. This basic functionality will allow Scapes to take advantage
of existing metadata in objects today. However, most of the objects
that Scapes will encounter will have no metadata. This means the user
will be adding metadata as he or she links objects together but in a dif-
ferent way from todays object-centric approach to describing digital
objects.
A normal approach to metadata is to use some separate editing
program to describe an objectentering fields like title, author, and
so on. This approach can take time, and the person describing the
object has to anticipate all the potential uses of that object. Many
people dont realize this, but programs like Microsoft Word have this
capability built in. Figure 211 is the screen that Word brings up when
editing a files properties.
Figure 212 is the same functionality implemented in Adobe Ac-
robat.
The reason that people dont realize these screens exist is because
Figure 211
it is an often unused capability. There are many reasons for this, but
this is territory well covered in the original proposal. The point of
this response is that if someone takes the time to enter these data,
Scapes will use it. If not, Scapes will create metadata from the linking
between objects. This is more useful because it is all about context.
3. Adherence to Web Standards
The area of interoperability on the web has come a long way in the
past five years. There are several widely available and followed stan-
dards that will aid in tying objects together in Scapes. The first is
the suite of Semantic web standards such as the Resource Descrip-
tion Framework (RDF) and the extensible Markup Language (XML).
These two standards provide a clear way of linking together a dis-
parate set of resources without a great deal of customization. XML
will allow records to be read out of proprietary databases and library
catalogs, for example. RDF is a way of describing relationships among
objects, terms, and even people. Open-source RDF tools will allow
for rapid development of Scapes, as well as the reuse of Scapes data in
other applications.
4. Building an Open Platform for Expansion
The last approach to interoperability will be the extensive use of good

Web 2.0 practices. That is, making it easy for people to add new Figure 212
functionality to Scapes and to include Scapes functionality into their
own applications. The primary mechanism for this interoperability

approach is the use of well-documented and web-accessible Appli- one book, and the user does not have to know. Whats more, the five
cation Programming Interfaces (APIs). An API is little more than a different services dont have to know anything about the other applica-
URL where another program (or web page) can send a request. For tions (in other words, Google has no idea that the Ann Arbor Library
example, Google Maps has an API so that, with the use of a single is pointing to its books). It would be a simple matter for the library to
piece of cut-and-paste HTML code, you can include a map on your add a link to any Scapes that included this book, for example.
web page. With a simple piece of HTML, you can also include a book
cover from Amazon, a song title from Apples iTunes, book informa- ConClusion
tion from OCLC, and more. It is the API that will allow people to
embed a web version of Scapes in whatever page they want. I hope these responses were clarifying. If not, please let me know,
APIs will also be used to handle issues of authentication into and I can try again. What I hope is that the core of the Scapes idea
proprietary databases and access into for-fee resources. This is not an is not lost in the important details. Yes, there are many challenges
approach unique to Scapes. This will build on efforts throughout the to developing Scapes, but there are huge pieces of existing software
academic and library world built up over the past decadetechnolo- and interoperability standards already available on which to build.
gies such as OpenURL and Z39.50, for example. APIs will also allow As with any new software project, there are sure to be challenges and
users to embed different search engines directly into Scapes such as unanticipated problems. However, the core idea that we need systems
Google or the proposed Reference Extract product. that allow us to represent knowledge, not things, remains. The true
mission of Scapes is not to demonstrate the power of APIs or the
Examples intricacies of metadata. The true mission is to unlock the knowledge
present in our communities. The mission is to build tools that can be-
In many cases, the real story can be hidden behind an alphabet soup of
gin to capture the conversations and contexts of people. The mission
standards. The best way to show how interoperability can be achieved
is to break from the strangle hold of things and objects and move to
with existing technologies is to show an example.
knowing and action. These may seem like grand missions, but that is
The Ann Arbor District Librarys Catalog, found at http://www.
the point. The web has shown us the emergence of social knowledge.
aadl.org/catalog, might look like a standard catalog application, but
Wikipedia, Google, Amazon, and more thrive in a world of connected
it is not. It is actually a piece of open source software called Drupal.
ideas. The web did not create the notion of linking; it simply made
Drupal sits between the user and the actual catalog. When the user
the links evident. In the same way, Scapes does not seek to invent or
searches for a book, Drupal sends the request via an API to the catalog
change how people know; they simply make it easier to share that
(a proprietary piece of software). The results of the search are then
knowing. The Scapes concept is a result of theory, practice, and hard-
processed by Drupal and presented to the user with additional fea-
won experience.
tures such as tags, user annotations, full-text page scans from Google
Books, and other reviews. These additional functionalities come from
relAteD ArtiFACts.
all over the web but are presented seamlessly to the user using APIs.
Figure 213 shows (1) the listing the user sees from his or her Lankes, R. D. (2008, January 12). Scapes. Retrieved from http://quartz.syr.edu/rdlankes/
searchit is information from the library catalog but presented to blog/?p=459.
the user by Drupal that also adds links to (2) a program the Ann Ar- Lankes, R. D. (2009). New concepts in digital reference. Synthesis Lectures on Information
Concepts, Retrieval, and Services, 1(1). doi: 10.2200/S00166ED1V01Y200812ICR001.
bor librarians wrote to simulate a physical card in a card catalog, (3)
a link that takes you directly to the full text of the book (if available)
in Google Book Search, (4) user-supplied annotations produced by
Blackwells Book Services, and (5) user-supplied tags and comments
stored by Drupal.
If you are having a hard time following my diagrams, all you need
to know is that at least five different systems are being utilized for this

2
1
4
Figure 213

sCholArly CommuniCAtions
mAp loCAtion
F, G, 4, 5
threAD loCAtion
Page 104
sCApe
Issues of
Institutional Scholarly
is influenced by
Repositories Communications
Figure 214
Author
Elizabeth Gall

Agreement DesCription out to these professors, and if faculty support librarian involvement
in the process, a myriad of benefits could follow. By performing a
In the section on Scholarly Communication in the Atlas, Lankes citation analysis for the professor, libraries can validate the results.
charges that librarians must participate in the scholarly pursuits driv- Hopefully, professors who are successful in their bid for tenure will
ing academia rather than standing by and cataloging the results. He remember the librarian who helped them along the way and become
argues that librarians must take control of their role rather than wait advocates for library service. So many of the examples we have seen
for professors to approach them for help, input, and so on. Right now in our discussion of the Atlas suggest that face-to-face interaction is
librarians are waiting to be invited to the table instead of pulling up one of the keys to getting members to use library services. Lets get
a chair and inserting themselves into the conversation. The idea that professors hooked at the start of their career so they will continue to
librarians must redefine their role has come up again and again in the use, and facilitate the use of, library services.
Atlas. Academic librarians can do so by becoming an essential part of
scholarly communication at their university. As Lankes points out, it ConversAtion stArters
will benefit the librarian in multiple ways. It will not only integrate
them into communities they previously had not been a part of, but it 1. Is there also a responsibility on the part of the professor to reach
will also help librarians keep a better, more complete record of knowl- out to librarians and acknowledge the importance of the services
edge creation at the university. Hahn (2008) argues that this change is they provide?
already happening, and librarians must be more aggressive in defining 2. Do the professors need to reassess their perception of the status of
their new role. The Atlas discusses several areas where there is poten- librarians in order to take full advantage of what librarians have
tial for librarian involvement in scholarly communication. to offer them?
One way that librarians can get involved in scholarly communi- 3. How can librarians insert themselves into scholarly communica-
cation is to take an active role in the process and documentation of tion when an increasing amount of research is done virtually?
funded research. By facilitating documentation of a project from start 4. Is this another argument for the embedded librarian?
to finish, librarians can provide a valuable service to the research team
while they build a collection of in-house research and findings. This relAteD ArtiFACts
prospect is especially appealing because the funding for these services
could be written into the research proposal. It is a way for the librarian Courtois, M., & Turtle, E. (2008). Using faculty focus groups to launch a scholarly
communication program. OCLC Systems and Services, 24(3), 160166.
to become part of the conversation without requiring the library to
Hahn, K. (2008). Talk about talking about new models of scholarly communication.
take on a financial risk. The Journal of Electronic Publishing, 11(1).
What can librarians do to break into the conversation? Cour-
Vassallo, P. (1999). The knowledge continuum: Organizing for research and scholarly
tois and Turtle (2008) discuss the success of faculty focus groups at communication. Internet Research, 9(3), 232242.
Kansas State University. The focus groups at Kansas State were part
of a scholarly communication program that was focused on issues
surrounding journal publishing and included faculty from a variety of
disciplines. These groups helped the librarians understand the needs
of the faculty. In addition, areas where the faculty were confused and
those library services they were unaware of were highlighted. Focus
groups on scholarly research could be an effective way for librarians to
enter the conversation.
Support of professors going through the tenure process is another
area where librarians can easily enter the scholarly conversation. As
Lankes points out, professors are more motivated and in need of help
at this point in their career than at any other time. If librarians reach

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Different Growing
Communities Importance
such as School a key issue in schools is
Librarians of Two Way
Serve Infrastructure
Author Figure 215
Buffy Hamilton
How are contemporary school libraries inviting and creating spaces These standards can be a vehicle for an inquiry-driven school library
for rich conversations that lead to learning with students? How can program that privileges questions and conversations. How do we use
expanding the concept of information literacy act as a catalyst for a framework of participatory librarianship to create conversations
knowledge construction? How might school librarians get away from around these standards for learning with students?
the traditional emphasis on information objects in the library space One way that school librarians can create conversations about
and instead posit the facilitation of learning as the primary mission information evaluation and social scholarship is through the active
of the school library? If school librarians are in the change business, creation and integration of research pathfinders into library instruc-
how can we disrupt a standardized test-driven culture in favor of an tion. By integrating traditional forms of information sources, such
inquiry-driven paradigm that is directed by conversations rather than as widgets for databases and for the card catalog as well as emerging
knowledge consumption? The concepts of new librarianship support forms of social scholarship, such as RSS feeds from Twitter and blogs,
school libraries efforts to achieve these program goals. or embedding YouTube videos, school librarians can open up conver-
Creating Conversations for Formal learning sations with students about the concept of authority. The use of both
The four major standards for 21st Century Learners from the Ameri- traditional and nontraditional information sources in research path-
can Association of School Librarians include: finders provides a springboard for questions and discussions about
Standard 1 Inquire, think critically, and gain knowledge when and how to use particular information sources for a range of
information-seeking tasks.
Standard 2 Draw conclusions, make informed decisions, apply School librarians can also create conversations about collabora-
knowledge to new situations, and create new knowledge tive knowledge building using wikis and inquiry based activities that
Standard 3 Share knowledge and participate ethically and pro- engage students through collaboration, cooperative construction, and
ductively as members of our democratic society knowledge sharing. For example, I created and facilitated a wiki to
Standard 4 Pursue personal and aesthetic growth support tenth graders exploration of how individuals and groups are

using social media for social good. Through this wiki, students could videos, and Glogster, are tools that students can use to create learn-
share links to articles, videos, and blog posts that discussed ways that ing artifacts that are not text-centric and allow for alternate ways of
people are using social media for charity and social justice; through representing key information. Students can use music, images, and
the wiki, students could dialog with each other about the ideas they other sounds to represent and create conversations about learning.
were discovering in their research. School librarians can also integrate Video and VoiceThread can also be used for students to verbally share
face-to-face learning experiences that support an inquiry stance on what they are thinking and to verbalize their reflections or thoughts
information literacy. To reinforce the discussions taking place on the about their knowledge-creation process. The use of cloud computing
class wiki, I borrowed an activity from Dr. Bob Fecho, professor of tools like Google Sites allow students to leave comments and develop
Language and Literacy Education at the University of Georgia, to conversational threads on specific web pages they create for learning
spark conversations among students. The speed dating article activ- and research portfolios; on a larger scale, they may invite conversation
ity involved students working in small groups to do rotating three- from the community because their Web sites are viewable worldwide.
minute interviews of each other about the social media for social Social bookmarking tools also create opportunities for conversa-
good information sources they had posted to the class wiki. As stu- tions about knowledge and authority. At the Unquiet Library, I work
dents interviewed each other, they took notes on the ideas that stood with teachers to create class groups for research projects using Diigo;
out in the interviews; the culminating activity was to then share these students can share bookmarked resourceswhether they be videos,
interview notes on the class wiki. This activity gave students the op- database articles, Tweets, blog posts, or web pageswith their peers
portunity to converse and construct knowledge as they shared their in the group. Diigo also allows students to leave comments and in-
findings and reflections on the ideas from their research. dicate whether they like a bookmarked resource. Students can even
School librarians can help students create conversations about share their sticky notes with their annotations of the web page with
adaptability and research strategies by teaching students blogging skills the general public, or they can share them within the class group. This
and strategies. As part of extended inquiry into issues facing Africa, form of note-sharing can be a conversation starter as students com-
students blogged multiple times each week. Some blog entries were pare ideas and information.
reader response journals for the book they and their literature circle Skype is another tool that has great potential for creating conver-
were reading; these books, fiction and nonfiction works, reflected one sations within and outside of the physical library space. Many authors
or more issues related to Africa and were selected from a menu of texts are now offering virtual visits via Skype in which they re-create their
by each group. In addition, students engaged in conversations with traditional physical visit. Students and the author can easily interact
themselves as well as their peers through weekly research reflections. through verbal discussion via a webcam in real time, creating conver-
In these blog entries, students wrote about challenges, successes, and sations about reading and writing. In addition, Skype can be a win-
questions they were encountering as they researched their chosen issue. dow to a world of experts on issues that students may be researching
The school library is the perfect place to engage in conversations in which conversations can take place between students and scholars.
about digital citizenship and ethical use of information. If you are
teaching presentation zen skills, ways to share and create new knowl- Creating Conversations for Community
edge through new media tools like video, Glogster, or Voice Thread,
One of the most popular tools for conversations I have used to create
seize these learning experiences to create conversations about fair use
conversations about books, reading, and genres in my library is the
or Creative Commons licensed media. If you are facilitating the tra-
use of book displays. Creative and attractive book displays not only
ditional research paper, create conversations about giving appropriate
draw foot traffic to specific collections or genres of books, but they
credit and ethical use of information through citation support tools
also provide an opportunity for students to engage in conversations
like Noodletools or Zotero.
about books and authors with each other as well as adults, including
A participatory philosophy can support school librarians ef-
teachers, administrators, and library staff. Physical arrangement of
forts to convey ideas about alternate representations of knowledge,
collection, such as bookstore-style shelving strategies, can also engage
organizing knowledge, sharing learning reflections, and sharing re-
students in conversations about books and favorite topics, genres, or
sources. Multimedia medium, such as VoiceThread, student-created
authors of interest.

Displays dont have to be just about information objects for stu- porate polls, such as PollDaddy, into our research pathfinders to get
dents. The display of student work, such as poetry and artwork, can student feedback on the resources we are using and to know what is
be a catalyst for conversations about learning in the school library. working for them as learners. Text-based polls with Poll Everywhere
Each spring, we support and host poetry readings in collaboration always get discussions started when used to introduce an information
with classroom teachers that we record and share via podcasts and/or literacy lesson.
slidecasts to highlight student work. In addition, we have a poetry Play is another way of engaging conversations in the school li-
clothesline that we have in the commons area of our library featur- brary. One of our most popular areas is the puzzle table; at any given
ing student-created poems as well as student-selected poetry of fa- time, you will usually find a hive of activity and conversation hap-
mous (and not so famous) poets. Inevitably, students are engaging in pening here, whether it be students, teachers, or a combination of the
conversation with each other about their work and with library staff two. We also use playful learning activities, such as Readers Theater,
about the poems. We also host rotating displays of student-created to help students learn and converse about information literacy top-
artwork to celebrate student creativity while encouraging conversa- ics through fun and creative student-performed skits. Lunch trivia
tions about the artwork. sessions, complete with food, also bring in students and stimulate
Celebrating student passions is another way to create conver- animated conversations as well.
sations in the school library. We have adapted the Geek the Library Transparency of the library program is also vital for creating
campaign as a way of making what students geek or love visible in conversations with library stakeholders. Whether we are posting and
the library. Students can share what they geek with silver Sharpie blogging our monthly report in traditional text format or with video,
pens and black construction paper; once they have completed their the sharing of monthly reports can be a springboard to cultivating
geek flyer, they hang it from our display clothesline in the library. collaborative partnerships with faculty, administration, and partners
The geek flyers are frequently the center of inquiry and discussion in education, as well as district officials and fellow librarians around
among students and teachers who visit the library. the world. Our social media presence is also an important vehicle for
Physical space also plays a significant role in supporting a conver- communicating what our library does for our students and school and
sation-friendly environment in the school library. Caf-style tables, to invite conversation about those happenings.
comfortable lounge seating, and strategic placement of seating can By establishing a climate of participation, risk-taking, acceptance
create spaces for learning that are conducive to collaborative work and of messy learning, and inquiry, we can create conversations that in
discussions, whether students are simply hanging out, using our li- turn create school libraries that are responsive and organic. A partici-
brary laptops, or working in small groups. Students are encouraged to patory approach to librarianship can ultimately lead to learning ex-
share suggestions for furniture purchases and physical arrangement; periences that, in the words of Steve Jobs, make a dent in someones
their input has been instrumental in the physical space we have today universe.
in our library and, consequently, the rise of our library as a popular
gathering spot for informal and formal learning.
The librarys web presence and use of social media are important
mediums for supporting and igniting conversations. Our patrons can
dialog with us and with each other about resources, announcements,
and library activities on our blog, Twitter, Flickr, Slideshare, Friend-
feed, and our Facebook fan page. In addition, we host a Meebo chat
room three nights a week to answer any reference questions students
may have. Our YouTube channel also features student and teacher
interviews, in which participants share ideas and reflections about li-
brary program activities and learning experiences. Students and teach-
ers can also complete a Google form to submit materials requests for
items they would like to see in circulation. I also frequently incor-

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Growing School
Importance Information
of Two Way managing two-way information flows becomes complex
Management
will be influenced by Evolution of Systems
Infrastructure Systems
Figure 216
seleCtive DisseminAtion oF inFormAtion
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Selective
Knowledge an example is Dissemination
of Information
Figure 217

sense-mAking
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Importance of Theory a relevant theory is Sense-Making

and Deep Concepts
Figure 218
Author
Todd Marshall
Sense-making and sensemaking may be pronounced the same, are process are the situation, gap, and uses. The situation is the context
almost written the same, and are based on similar constructivist per- of the user, the gap is that which prevents movement, and the use is
spectives, but they are not the same. When speaking about individuals the application of the sense that is constructed (Dervin, 1999). In this
making sense of their world and their environment, two prominent sense, Dervins approach is monadic because it focuses on the indi-
ideas lead this discussion. The first is Sense-Making as championed vidual and the sense that the individual makes as he or she is trying
by Brenda Dervin (Dervin & Nilan, 1986), and the second is sen- to cross the gap. This is in contrast to Weick, who focuses on group
semaking by Karl E. Weick (Weick, 1995).1 Sensemaking according sensemaking as at least dyadic but more often triadic or polyadic. In
to Weick will be the adopted approach, but because of the similarity other words, Weick focuses on multiple people working together to
in terminology and to remove the possibility of confusion, Dervins make sense. Although this contrast between the group and the in-
approach deserves a brief overview first. dividual is significant, Dervins approach has the same philosophical
Dervins Sense-Making focuses on the individual as he or she roots as Weicks. Dervin (1999) states: I have described Sense-Mak-
moves through time and space. As this happens, gaps are encountered ing as a constructivist approach, while now I describe it as post-con-
where the individual must make sense of the situation to move, structivist, or postmodern modernist (p. 730). Although Weick and
physically or cognitively, across the gap. The key components in this Dervin have both been associated with constructivism, Dervin does
not directly link Weicks sensemaking with her own Sense-Making
1. Because the wording of Dervin and Weicks terminology are so close, Sense-Making but as one of many parallel approaches (Dervin et al., 2005).
will be used when referring to Dervins concept and sensemaking will be used when
referring to Weicks concept. This follows each authors conventions.

There are many uses of the term sense making as phenomena The basic idea of sensemaking is that reality is an ongoing ac-
in the literature (spelled myriad different ways) which have no complishment that emerges from efforts to create order and make
relationship to Sense Making Methodology. For example Weicks retrospective sense of what occurs. (Weick, 1993, p. 635)
(Weick, 1995) Sensemaking in organizations looking at organi- Sensemaking is about the enlargement of small cues. It is a
zational life by examining the phenomenon [of ] sensemaking. search for contexts within which small details fit together and
(Dervin, 1999, p. 729) make sense. It is people interacting to flesh out hunches. It is
a continuous alternation between particulars and explanations
Although Dervin does not link Weick to her work, they both follow with each cycle giving added form and substance to the other.
a constructivist approach. This is demonstrated especially by Weicks (Weick, 1995, p. 133)
conceptualization of equivocality (Weick & Sutcliffe, 2001, p. 10). To talk about sensemaking is to talk about reality as an ongo-
In contrast to Dervin, Weicks major works do cite Dervin or trace ing accomplishment that takes form when people make retrospec-
his conceptualizations to her work (Weick, 1969, 1993, 1995, 2003, tive sense of the situations in which they find themselves and their
2005, 2006, 2007; Weick & Roberts, 1993; Weick & Sutcliffe, 2001; creations. There is a strong reflexive quality to this process. People
Weick, Sutcliffe, & Obstfeld, 2005; Wenger, 1999, 2001, 2005a, make sense of things by seeing a world on which they already
2005b; Wenger, McDermott, & Snyder, 2002; Wenger & Snyder, imposed what they believe. In other words, people discover their
2000; Wenger, White, Smith, & Rowe, 2005). There are other con- own inventions. This is why sensemaking can be understood as
structivist approaches that one could consider, such as Habermas. invention and interpretations understood as discovery. These are
However, as one researcher under the supervision of Brenda Dervin complementary ideas. If sensemaking is viewed as an act of inven-
stated: I suggest that current theory based upon Habermas theories tion, then it is also possible to argue that the artifacts it produces
of communicative action and the public sphere may be too limited include language games and texts. (Weick, 1995, p. 15)
for describing grounded communicative practice within online envi- Sensemaking is about authoring as well as interpretation,
ronments (Schaefer, 2001, p. ii). In summary, Weicks view of sen- creation as well as discovery. (Weick, 1995, p. 8)
semaking as a group activity is more relevant for library communities Organizational sensemaking is first and foremost about the ques-
than Dervins monadic approach, which focuses on individual Sense- tion: How does something come to be an event for organizational
Making. Therefore, the discussion now focuses on Weick. members? Second, sensemaking is about the question: What does
The theoretical framework for the organizational perspective of the event mean? (Weick et al., 2005, p. 410)
this study will be that of sensemaking as described by Karl E. Weick
in Sensemaking in Organizations (Weick, 1995) and Managing the Un- The constructivism is in part revealed in Weick by his emphasis on
expected: Assuring High Performance in an Age of Complexity (Weick using gerunds as opposed to nouns (Gioia, 2006) and not using the
& Sutcliffe, 2001). These works were foreshadowed in his first book, term is but rather by giving descriptive statements about something
The Social Psychology of Organizing (Weick, 1969). Sensemaking had or someone (Weick, 2007). Describing Weicks perspective, Dervin
its foundations in several significant case studies where Weick inves- says: There is no such thing as organization. There is only organiz-
tigated complex situations to understand how human beings tried to ing (Dervin, 2003, p. 116). The point in both cases is to move away
make sense out of seemingly contradictory information. The major- from viewing reality as a collection of static, fixed entities (nouns) to
ity of Weicks work was in public sector organizations, with only a viewing reality as ever-changing entities. It is about the process of
few in commercial organizations (Weick, 2006, p. 1733). Unfortu- becoming rather than the states of being (Gioia, 2006, p. 1711).
nately, he has not written about the nonprofit sector or libraries. Two Now when you think in terms of verbs and gerunds, it changes the
significant examples of his approach are studies of the flight deck of way you talk about and understand phenomena. The conversation
an aircraft carrier (Weick & Roberts, 1993) and a firefighting disaster changes when you emphasize verbs and gerunds. And thats one of the
(Weick, 1993). Sensemaking does not have a strict definition per se, main reasons why, when you take a Weickian view, you cannot help
but here are several examples from Weick. but see things differently (Gioia, 2006, p. 1711).

These descriptions of sensemaking speak of creation, sharing, in- 24). Thus, identities specify relationships that are central to the social
teracting, cyclical activity, and people engaging each other to create a nature of sensemaking among diverse actors (Weber & Glynn, 2006,
better understanding of their world and their work. Weick identifies p. 1646). Identity construction is about making sense of the entities, in-
seven distinguishing characteristics of the sensemaking process: dividuals, and organizations in the sensemaking situation. These identi-
ties are constructed by looking back on what has been said, as the initial
1. Grounded in identity construction questions implies. There can be no sense before the conversing begins.
2. Retrospective In Weicks terminology, this aspect of sensemaking is retrospective.
3. Enactive of sensible environments
4. Social Retrospective
5. Ongoing
Sensemaking is ongoing and retrospective, making sense of what has
6. Focused on and by extracted cues
happened (Gioia, 2006; Weber & Glynn, 2006; Weick, 1995). It is
7. Driven by plausibility rather than accuracy (Weick, 1995, p. 17)
not a prospective activity. Individuals make sense of what people have
said and done and therefore cannot make sense about what has not
Having provided a brief overview of sensemaking, its time to examine
yet been said or done (i.e., the future). Sensemaking involves the
the constituent parts of sensemaking.
ongoing retrospective development of plausible images that rational-
ized what people are doing (Weick et al., 2005, p. 409). In summary,
Identity Construction
individuals consider and contemplate the conversations, artifacts, and
The issue of identity begins with Weicks iconic question: How can happenings and try to make sense of them. It is the process of attend-
I know what I think until I see what I say (1995)? In this statement, ing to that which has occurred, looking back from the now to the
all four pronouns are all I. Sensemaking begins with the individual past, recognizing that it is subject to the fallibility of memory, and can
and the sense that the individual makes of a situation.2 This discus- be very misleading (Weick, 1995). Although this process may seem
sion with ones self is the first step that then allows one to make sense hopeless, humans are nevertheless able to navigate the world despite
with others. Sensemaking is a complex process by which the individual, the weakness of the incompleteness of the individuals ability to un-
through interaction with self and others, defines the self. The trap is derstand what has happened. This leads to the need for other voices
that the sensemaker is singular and no individual ever acts like a single to assist in sensemaking as described above. The more selves I have
sensemaker. Instead, any one sensemaker is, in Meads (1934) words, a access to, the more meanings I should be able to extract and impose in
parliament of selves (Weick, 1995, p. 18). This follows the logic of any situation and the less the likelihood that I will every find myself
Pask and conversation theory as described in the Thread on conversa- surprised (Weick, 1995, p. 24).
tion. This is the conversation with self. Likewise quoting Knorr-Cetina
(1981, p. 10), Weick identifies with the understanding that the indi- Enactive of Sensible Environments
vidual is a typified discursive construction (Weick, 1995, p. 20). Even
Sensemaking is a combination of action and cognition together
when individuals are alone, they are engaging themselves because ev-
(Weick, 1995). Weick refers to this as enactment. This speaks to
ery individual is a collection of selves. In other words, no individual
the fact that individuals participate in their environment. As they are
is truly a lone sensemaker. Although this may seem to simply lead to
creating their environment, they are also making sense of it. People
schizophrenia, the more selves I have access to, the more meanings I
are making sense of dynamic environments not some kind of mono-
should be able to extract and impose in any situation, and the less
lithic, singular, fixed environment that exists detached from and ex-
the likelihood that I will every find myself surprised (Weick, 1995, p.
ternal to those people (Weick, 1995, p. 31). The individual is part of
the environment through the process of co-constructing it with fellow
2. While this may parallel Dervins idea, Weick does not relate this to her work. sensemakers. This is why sensemaking is not just interpretation. In-
While the reader may see the similarity between Sense Making and sensemaking, this
discussion will not pursue this line of reasoning since Dervin and Weick themselves
terpretation is about reading a text. Sensemaking involves not only
do not. understanding the text but also creating the text.

Enactment is the stubborn insistence that people act in order to Ongoing
develop a sense of what they should do next. Enactment is about two
Sensemaking never starts. The reason it never starts is that pure du-
questions: Whats the story? Now what? When people act in order to
ration never stops (Weick, 2006, p. 43). The sensemaker can only
answer these questions, their acting typically codetermines the answer
live in the here and the now. For the sensemaker, the now never
(Weick, 2003). Sensemaking is not simply interpretation because it
really began, and as long as there is consciousness, it never really ends.
also includes the ways people generate what they interpret (Weick,
One is always in the process of making sense. From this standpoint,
1995, p. 13). The sensemaker makes the environment, and the en-
sensemaking has no past tense. People were making sense, are making
vironment makes the sensemaker. From this perspective, individuals
sense, and will be making sense but have never totally made sense of
can never fully be neutral or objective about themselves or their sen-
something. Sensemaking is clearly about an activity or a process
semaking process. If this is ontological oscillation, so be it. It seems
and not just an outcome (Weick, 1995, p. 13). As people are mak-
to work (Weick, 1995).
ing sense, there are always new stimuli that affect the process and the
sense. The contrast between discovery and invention is implicit in
Social
the word sense. To sense something sounds like an act of discovery.
Sensemaking is both an individual and social activity, and it is un- But to sense something, there must be something there to create the
clear whether these are separable because this activity is a durable sensation. And sensemaking suggest the construction of that which
tension in the human condition (Weick, 1995, p. 6). It is an individ- then becomes sensible (Weick, 1995, p. 14). Although life provides
ual and a collective process at the same time. Sensemaking recognizes the stimulus for sensemaking, the reason that sense must be made is
that the social context is crucial because it binds people to ac- because there is a continual gap, problem, or cognitive dissonance.
tions that they then must justify, it affects the saliency of information, As Weick says, My one contact with the real seems to have been
and it provides norms and expectations that constrain explanations my dissertation in 1961 on cognitive dissonance (Weick, 2006, p.
(Weick, 1995, p. 53). As Weick says, Sense may be in the eye of the 1734). That is, the interruption, the inconsistent, the inexplicable,
beholder, but beholders vote and the majority rules (Weick, 1995, which causes one to have to make sense of the situation (Weick, 2006,
p. 6). What is especially interesting is that she tries to make sense p. 1734). Because this dissonance is a recurring event, it leads to a
of how other people make sense of things, a complex determination reciprocal interaction of information seeking, meaning ascription,
that is routine in organizational life (Weick et al., 2005, p. 413). This and action (Thomas, Clark, & Gioia, 1993, p. 240). Problems are
is essentially second-order cybernetic systems as described by Pask, constructed from the materials of problematic situation which are
systems of observing systems (Pask, 1975a, 1975b, 1976). This is the puzzling, troubling, and uncertain (Weick, 1995, p. 9). For the sen-
individual conversing with self about the conversing of others. In ev- semaker to resolve the dissonance or problematic situation, he or she
ery case, conversation is at least dyadic because two or more parties will look for clues in the environmental context as part of the sense-
are involved. From this perspective, sensemaking is most significant making process. This is a continuing process because the problems
(as opposed to Dervin) for the organizational context that affects the forever present as long as there is movement through time and space.
sensemaking process in the library. The organization or library affects
sensemaking because: (1) institutions prime sensemaking by provid- Focused on and by Extracted Cues
ing social clues; (2) institutions edit sensemaking through social feed-
When applying sensemaking, it is essential to look not at the act of
back processes; (3) institutions trigger sensemaking, posing puzzles
deciding itself but the circumstance or context that resulted in that
for sensemaking through endogenous institutional contradiction and
action. Understanding the contextual circumstances leads one to ask-
ambivalence (Weber & Glynn, 2006, p. 1648). Because libraries
ing how the situation came to be rather than why a decision was
consist of individuals who are constantly making new sense of their
made (Weick et al., 2005). This will help identify the clues that in-
situations, the whole process is ongoing. This takes place in the con-
formed the sensemaking process. The context not only provides the
text of the library among its staff, members, and other stakeholders.
cues, it contains the patterns of cue usage. The organizational cul-
ture may emphasize certain sources for cues and ignore others. In this

way, the organization tells the sensemaker where to look for cues. In the Mann Gulch fire. One plan of escape made sense to most of the
Wengers terms, the sources of cue location are the result of reification firefighters. Although the plan for escape made sense to them, it was
as patterns are built through participation. To put it another way, the inaccurate and led to their deaths. The accurate plan did not make
social context is crucial for sensemaking because it binds people to ac- sense. This is a prime example of individuals acting on sensibility,
tions that they then must justify, that constrain explanations (Weick, what makes sense, instead of accuracy (Weick, 1993). So, when trying
1995, p. 53). The context helps one determine where people are di- to understand what happened, one must consider what was plausible
recting the focus of their intention, where the cues are coming from. to the sensemakers even if their sense was or is inaccurate.
In the library, these clues are created through classification schemes,
signage, metadata, library catalogs, and all the other means that librar- Summary
ies use to guide, direct, and instruct their members.
Sensemaking in organizations and libraries is an ongoing process that
never begins and does not end as long as the organization continues.
Plausibility over Accuracy
First, sensemaking occurs when a flow of organizational circum-
When looking at the sensemaking process from extracted clues, one stances is turned into words and salient categories. Second, organizing
must remember that sensemaking is driven by plausibility rather itself is embodied in written and spoken texts. Third, reading, writ-
than accuracy (Bansler & Havn, 2006, p. 61). Accuracy is secondary ing, conversing and editing are crucial actions that serve as the media
to plausibility for several reasons. First, people are constantly filtering through which the invisible hand of institutions shapes conduct
the cues that affect their decision making. Next, people tend to link (Weick et al., 2005, p. 409).
present cues with previous cues and build present sense on sense made Through this process of sensemaking, decisions are made lead-
in the past. Third, people often lack the time necessary for accuracy ing to behavior. However, sensemaking and decision making are not
before they act. Their sense just needs to be good enough for the next the same. The difference between decision making and sensemaking
step. Finally, accuracy is more relevant for short durations and for is that the former prompts us to blame bad actors who make bad
specific questions than for global circumstances (Weick, 1995). In choices while the latter focuses instead on good people struggling to
short, the explanation of the sensemaking process must make sense make sense of a complex situation (Eisenberg, 2006, p. 1699). The
not necessarily be accurate. goal of the library then should be to help the member make sense of
the resources that the library contains, whether those resources are
Sensemaking is about accounts that are socially acceptable and human, digital, or artifactual. This is an ongoing process that never
credible. It would be nice if these acceptable accounts were also ceases and requires conversing among all the library stakeholders. The
accurate. But in an equivocal, postmodern world, infused with requires librarians to embrace this dynamic, conversational process
the politics of interpretation and conflicting interests and inhab- and understand that librarianship is about facilitating sensemaking
ited by people with multiple shifting identities, an obsession with and not about achieving a static state where every item finally has the
accuracy seems fruitless, and not of much practical help either. right label and is in the right place.
(Weick, 1995, p. 61)
relAteD ArtiFACts
While sensemaking, people read into things the meanings they wish
Bansler, J., & Havn, E. (2006). Sensemaking in technology-use mediation: Adapting
to see; they vest objects, utterances, actions and so forth with subjec- groupware technology in organizations. Computer Supported Cooperative Work, 15(1),
tive meaning which helps make their world intelligible to themselves 5591.
(Frost & Morgan, 1983). When people are sensemaking, they are Dervin, B. (1999). On studying information seeking methodologically: The implica-
not striving for accuracy but rather plausibility and sense. If it seems tions of connecting metatheory to method. Information Processing and Management,
35(6), 727750.
plausible and is sufficient to provide the necessary meaning to take
the next step, that is accurate enough for the person to act. Whether Dervin, B. (2003). Given a context by any other name: Methodological tools for
taming the unruly beast. In B. Dervin, L. Foreman-Wernet, & E. Lauterbach (Eds.),
that is the correct action is a separate question. This was seen in Sense-making methodology reader: Selected writings of Brenda Dervin (pp. 111132).
Cresskill, NJ: Hampton Press.

Dervin, B., Fisher, K. E., Durrance, J., Ross, C., Savolainen, R., & Solomon, P. Weick, K. E. (2007). The generative properties of richness. The Academy of Manage-
(2005). Reports of the demise of the user have been greatly exaggerated: Dervins ment Journal, 50(1), 1419.
sense-making and the methodological resuscitation of the user-looking backwards,
looking forward. Proceedings of the American Society for Information Science and Tech- Weick, K. E., & Roberts, K. H. (1993). Collective mind in organizations: Heedful
nology, 42(1). interrelating on flight decks. Administrative Science Quarterly, 357381.
Dervin, B., & Nilan, M. (1986). Information needs and uses. Annual Review of Infor- Weick, K. E., & Sutcliffe, K. M. (2001). Managing the unexpected: Assuring high per-
mation Science and Technology, 21, 333. formance in an age of complexity. San Francisco: Jossey-Bass.
Eisenberg, E. M. (2006). Karl Weick and the aesthetics of contingency. Organization Weick, K. E., Sutcliffe, K. M., & Obstfeld, D. (2005). Organizing and the process of
Studies, 27(11), 1693. sensemaking. Organization science, 16(4), 409.
Frost, P., & Morgan, G. (1983). Symbols and sensemaking: The realization of a frame- Wenger, E. (1999). Communities of practice: Learning, meaning, and identity. New
work. In L. R. Pondy, P. J. Frost, G. Morgan, & T. C. Danderidge (Eds.), Organiza- York: Cambridge University Press.
tional symbolism (pp. 207237). Greenwhich, CT: JAI Press. Wenger, E. (2001). Support communities of practice: A survey of community-oriented
Gioia, D. A. (2006). On Weick: An appreciation. Organization Studies, 27(11), 1709 technologies. San Juan, CA: Self-published report.
1721. Wenger, E. (2005a). Communities of practice in 21st-century organizations: Guide to
Knorr-Cetina, K. (1981). The microsociological challenge of macro-sociology: To- establishing and facilitating intentional communities of practice. Quebec: CEFRIO.
ward a reconstruction of social theory and methodology. In K. Knorr-Cetine & A. Wenger, E. (2005b). Communities of practice: A brief introduction. Retrieved May 5,
V. Cicourel (Eds.), Advances in social theory and methodology: Toward an integration of 2009, from http://www.vpit.ualberta.ca/cop/doc/wenger.doc.
micro-and macro-sociologies (pp. 147). Boston: Routledge & Kegan.
Wenger, E., McDermott, R. A., & Snyder, W. (2002). Cultivating communities of prac-
Mead, G. H. (1934). Mind, self, and society: From the standpoint of a social behaviorist. tice: A guide to managing knowledge. Boston, MA: Harvard Business School Press.
Chicago, IL: University of Chicago Press.
Wenger, E., & Snyder, W. M. (2000). Communities of practice: The organizational
Pask, G. (1975a). Conversation, cognition and learning: A cybernetic theory and method- frontier. Harvard Business Review, 78(1), 139146.
ology. New York: Elsevier Publishing Company.
Wenger, E., White, N., Smith, J. D., & Rowe, K. (2005). Technology for communi-
Pask, G. (1975b). The cybernetics of human learning and performance: A guide to theory ties. In E. Wenger (Ed.), Communities of practice in 21st-century organizations: Guide
and research. Hutchinson, KS: Hutchinson Educational. to establishing and facilitating intentional communities of practice. Quebec: CEFRIO.
Pask, G. (1976). Conversation theory: Applications in education and epistemology. New
York: Elsevier.
Schaefer, D. J. (2001). Dynamics of electronic public spheres: Verbing online participa-
tion. Unpublished dissertation, Ohio State University, Columbus, OH.
Thomas, J. B., Clark, S. M., & Gioia, D. A. (1993). Strategic sensemaking and or-
ganizational performance: Linkages among scanning, interpretation, action, and out-
comes. Academy of Management Journal, 36(2), 239270.
Weber, K., & Glynn, M. A. (2006). Making sense with institutions: Context, thought
and action in Karl Weicks theory. Organization Studies, 27(11), 1639.
Weick, K. E. (1969). The social psychology of organizing. Reading, MA: Addison-Wesley.
Weick, K. E. (1993). The collapse of sensemaking in organizations: The Mann Gulch
disaster. Administrative Science Quarterly, 628652.
Weick, K. E. (1995). Sensemaking in organizations. Thousand Oaks, CA: Sage Publica-
tions.
Weick, K. E. (2003). Enacting an environment: The infrastructure of organizing. De-
bating organization: Point-counterpoint in organization studies. In R. Westwood & S.
R. Clegg (Eds.), Debating organization: Point-counterpoint in organization studies (pp.
184194). Oxford: Blackwell Publishing.
Weick, K. E. (2005). Managing the unexpected: Complexity as distributed sense-
making. Uncertainty and Surprise In Complex Systems: Questions On Working With The
Unexpected, 51.
Weick, K. E. (2006). Faith, evidence, and action: Better guesses in an unknowable
world. Organization Studies, 27(11), 17231736.

serviCe
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Importance of Action and Activism redefines Service therefore Service is not Invisibility
Figure 219

serviCe is not invisibility
mAp loCAtion
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Service
therefore
Service is not Invisibility will influence Core Values
refore
qual, the
nts are e
conversa
Conversants
Figure 220
shAreD shelves With the Community
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Shared
Access can be done through Shelves with
the Community
Figure 221

shelving
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Warehousing
includes Shelving
Functions
Figure 222
See also Shared Shelves with the Community
relAteD ArtiFACts
Augmented Reality Wikipedia Entry: http://en.wikipedia.org/wiki/Augmented_reality.

Layar [an Augmented Reality platform]. http://layar.com.
Pegoraro, R. (2009). Augmented reality fuses the web and the world around
you. http://www.washingtonpost.com/wp-dyn/content/article/2009/11/20/
AR2009112001318.html?hpid=sec-tech.

shiFt in innovAtion From ACADemy to ubiQuity
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Shift in
Innovation from
LIS Education changes because
Academy to
requires Co-Learning
Ubiquity
Figure 223

soCiAl JustiCe issues
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Social Justice
Importance of Action and Activism means knowledge of
Issues
Figure 224
Author
Jocelyn Clark

Agreement DesCription justice issues, such as Kathryn de la Pea McCook, advocate develop-
ing information resources around legislation and political action as
Broadly speaking, social justice issues reflect movements that push another method of furthering social justice. To engage in conversation
for greater voice and more representation for underrepresented or un- around social justice issues, the conversants should have access to up-
derpowered communities. Because libraries and librarians are tasked to-date information on the current political situation.
to serve all communities, we are inherently involved with and must School library media centers have gained a lot of attention late-
be aware of issues of social justice. Ideals near to the heart of social ly as vehicles to address social justice issues. Bush (2009) gathers a
justice advocates are egalitarianism, balance of power, social advocacy, number of writings together from American Association of School
public service, and diversity awareness. All of these issues are reflected Librarys journal, Knowledge Quest. These articles address issues of
in the work that librarians do to serve our communities. Specific so- civic responsibility in school libraries. Moffat (2005) also addresses
cial justice issues encompass many areas, and I list a few here just to integrating social justice programs and resources into a school media
help guide our thinking: racism, poverty, ageism, immigration policy, center.
sexism, civil rights, mental health activism, homelessness, labor law, Another method to support social justice is through reference
environmentalism and environmental justice, and so on. There are work and research. Topics around social justice are rife with inaccura-
many ways in which librarians can address social justice needs with cies, hearsay, rumor, and propagandajust like many other topics.
community, and I present some of them below. Providing authoritative and reliable materials to dispel inaccurate in-
Promoting awareness of social justice issues is one way to im- formation is essential to supporting social justice. The conversation
prove society because awareness of an issue is the first step to educa- on a particular topic should be based as much as possible on fact
tion and change. However, discussions around social justice can be rather than propaganda. Inaccurate and unsubstantiated resources do
fraught with controversy. Clearly, not everyone agrees with the basic not necessarily have a place in the discussion, and it is up to librarians
assumption of creating a more egalitarian society, and even if they to decide which resources will be made most accessible and to encour-
do, the methods to achieve change are controversial. You can start by age our members to choose resources appropriate to the discussion.
discussing Spanish-language services and services to undocumented One of the more active ways that librarians can engage in so-
immigrants to see the sparks fly. However, the existence of controversy cial justice activities is by designing outreach services that meet the
does not release us of responsibility to address issues of social injustice, needs of underrepresented communities. In-home delivery service to
provide services to ALL of the community, and maintain awareness of seniors, non-English-language services, even Internet access services
the impacts of our work. can all be argued to be services for communities with unique needs.
One of the traditional ways to support social justice in a library Stoffle (2007) addresses the use of new digital technologies to address
is collecting and providing access to materials that specifically address the needs of underserved populations.
social justice issues. People often look to the libraries when research- To take this a step further, by abandoning the role of unbiased
ing topics such as immigration policy. To effectively support a debate mediator and taking positions on issues of social justice, we can use
or conversation about a social justice topic, librarians can provide our roles to work for change. Several professional organizations sup-
access to conversations, thoughts, and materials with multiple view- port librarians who choose to combine their professional and personal
points. Libraries and librarians have a responsibility to be knowledge- political beliefs. Ive listed at least some below, including the Progres-
able about the current social issues such that they can provide access sive Librarians Guild and Radical Reference.
to materials that represent the debate. This is more or less the tradi- Last, Id like to call attention to one individual who led the way
tional role of the librarian, to provide access to all viewpoints without in activist librarianship: Sanford Berman. Ive listed only one of his
inserting oneself in the debate. We have to keep reminding ourselves many writings in the Resources section (Berman, 1993), but there is
that only with access to ALL material can we truly understand the is- a Web site, http://www.sanfordberman.org/, which has an interest-
sue. Yes, both the Rush Limbaugh book, The Way Things Ought to Be, ing biography and collection of works. Sanford Berman is an activist
and Al Frankens, Rush Limbaugh Is a Big Fat Idiot, should be in the librarian/cataloguer who worked on revising the Library of Congress
librarydespite with whom you agree. Librarians engaged in social Subject Headings to remove bias. McCook and Phenix (2007) pre-

pared a list of other activist librarians and their contributions to hu- Annotation: A collection of mini-biographies of various librarians involved in
working for human rights and social justice.
man rights through their professional actions.
Mehra, B., & Braquet, D. (2007). Library and information science professionals as
community action researchers in an academic setting: Top ten directions to further
ConversAtion stArters institutional change for people of diverse sexual orientations and gender identities.
Library Trends, 56(2), 542565.
1. How do librarians promote issues of social justice while also pro- Annotation: A study of the academic experiences of lesbian, gay, bisexual, trans-
moting a balanced perspective? gender, and questioning (LGBTQ) individuals and an examination of the role
that LIS professionals can play in forwarding institutional change using the fol-
2. Can and should you keep your own moral/ethical/religious val- lowing LIS roles and services: (1) collection and resource development, (2) social
ues from influencing the goal of knowledge creation? and community information sharing, (3) social justice representation and ad-
vocacy, (4) outreach and community building, and (5) information dissemina-
3. What is the difference between taking a position advocated by tion.
a profession versus a personal position? How do librarians de-
Moffatt, L. (2005). Working for social justice in the school library: Exploring diver-
termine whether to represent their own moral position or that sity, culture and social issues through childrens literature. In R. Doiron & M. Asselin
required by the responsibility of the position/profession? Are (Eds.), Literacy, libraries & learning: Using books and online resources to promote reading,
writing and research. Markham, Ontario, Canada: Pembroke.
guerrilla librarianship tactics ethical?
4. Does taking a position on social issues help or hinder the ulti- Annotation: This chapter provides some specific ideas about methods of bringing
social justice issues into a school library. She also provides lists of resources on
mate goal of knowledge facilitation in the community? How does particular topics.
the perception of a librarian as activist change how a community Morrone, M., & Friedman, L. (2009). Radical reference: Socially responsible librari-
might view his or her work? anship collaborating with community. Reference Librarian, 50(4), 371396.
5. Is it our job to see both sides of a debate and represent each equal- Roberto, K. R. (2008). Radical cataloging: Essays at the front. Jefferson, NC: McFarland
ly? What does it mean to represent a fair and balanced perspective & Co.
on an issue? Stoffle, C. (2007). Social equity and empowerment in the digital age: A place for
activist librarians. In R. Feinberg (Ed.), The changing culture of libraries: How we know
ourselves through our libraries. Jefferson, NC: McFarland & Co.
relAteD ArtiFACts
Abilock, D. (2006). So close and so small: Six promising approaches to civic educa- Resources
tion, equity, and social justice. Knowledge Quest, 34(5), 916.
Peace Project list of DVDs. http://peaceproject.com/books/av.htm
Berman, Sanford. (1993). Prejudices and antipathies: A tract on the LC subject heads Social Justice Journal. http://www.socialjusticejournal.org/
concerning people. Jefferson, NC: MacFarland & Co. Social Justice Lecture Series/District of Columbia Public Library
Teaching Tolerance Magazine. http://www.tolerance.org/magazine/archives
Annotation: Discussion of the life-long efforts of Sanford Berman to rid the
Library of Congress subject headings of those with historical or social bias. There
are many of Sanford Bermans writings available in other forms and places. Blogs
Bush, G. (2009). School library media programs in action: Civic engagement, social jus- Banned Librarian. http://bannedlibrarian.wordpress.com/
tice, and equity. Chicago, IL: American Association of School Librarians. Librarian at the Kitchen Table: http://librarianoutreach.blogspot.com/
List of Social Justice Blogs. http://socialjusticemedia.ning.com/profiles/blogs/
Canadian Association for School Libraries. (2004). Intellectual freedom and social 2152681:BlogPost:101
responsibility. School Libraries in Canada Journal, 24(4). Retrieved from http://www. Social Justice Librarian blog. http://sjlibrarian.wordpress.com/
clatoolbox.ca/casl/slic/SLICVol24issue4.pdf. Union Librarian: http://unionlibrarian.blogspot.com/
Canadian Association for School Libraries. (2007). Intellectual freedom and social
responsibility: Building understanding. School libraries in Canada Journal, 26(2). Re-
trieved from http://www.clatoolbox.ca/casl/slic/vol26issue2.html.
Library Activist Groups
McCook, K. (2009). Selected publications. Retrieved from http://shell.cas.usf. Information for Social Change http://libr.org/isc/
edu/~mccook/selectedpublications.htm. Annotation: From website: Information for Social Change is an activist organi-
McCook, K., & Phenix, K. J. (2007). A commitment to human rights: Lets honor zation that examines issues of censorship, freedom, and ethics among library and
the qualities required of a librarian dedicated to human rights. Information for Social information workers. It is committed to promoting alternatives to the dominant
Change, 25. Retrieved from http://libr.org/isc/issues/ISC25/articles/ paradigms of library and information work and publishes its own journal, Infor-
A%20COMMITMENT%20TO%20HUMAN%20RIGHTS.pdf. mation for Social Change.

This group is in liaison with the UK library organization: Chartered Institute of
Library and Information Professionals (CILIP).
Librarians for Peace. http://libr.org/peace/
Annotation: From website: Librarians for Peace is an ad hoc group of librarians
and library workers, mainly Americans but also people of other nations, using
the internet to organize and lobby against armed conflict where we consider it
unnecessary, with a focus on our own country and its allies.
Library Undergrounda guide to alternative library culture.
http://www.libraryunderground.org/
Progressive rians Guild. http://libr.org/plg/index.php
Annotation: The development of public libraries was initially spurred by popular
sentiment, which for one reason or another held that real democracy requires an
enlightened citizenry and that society should provide all people with the means
for free intellectual development. Members of PLG do not accept the sterile
notion of the neutrality of librarianship, and we strongly oppose the commodi-
fication of information that turns the information commons into privatized,
commercialized zones. We will help to dissect the implications of these powerful
trends and fight their anti-democratic tendencies.
Radical Reference. http://www.radicalreference.info/
Annotation: Mission statement from website: Radical Reference is a collective
of volunteer library workers who believe in social justice and equality. We sup-
port activist communities, progressive organizations, and independent journal-
ists by providing professional research support, education and access to informa-
tion. We work in a collaborative virtual setting and are dedicated to information
activism to foster a more egalitarian society.
Social Responsibilities Round Table of the ALA. http://libr.org/srrt/
Annotation: SRRT is a unit within the American Library Association. It works
to make ALA more democratic and to establish progressive priorities not only for
the Association, but also for the entire profession. Concern for human and eco-
nomic rights was an important element in the founding of SRRT and remains an
urgent concern today. SRRT believes that libraries and librarians must recognize
and help solve social problems and inequities in order to carry out their mandate
to work for the common good and bolster democracy.
The Network: Tackling social exclusion in libraries museums, archives and galleries
http://www.seapn.org.uk/
Annotation: Mission from website: To assist the cultural sector, including li-
braries, museums, archives and galleries, heritage, and other organizations, to
work towards social justice.

soCiAl literACy
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Need for an
Expanded
such as Social Literacy
Definition of
Literacy
Author Figure 225
Elizabeth Gall
The Atlas defines Social Literacy as (i) the power of identity in groups, is the power of identity in groups, the social literacy of libraries is
and (ii) the process of defining and expanding social groupings to divided and ineffective. If the librarian and nonlibrarian groupings
further our aims (p. 93). Although the recent emergence of online identify themselves as separate groupings that simply function in the
social networking tools has reminded us of the need for librarians to same space, neither will be able to clearly define themselves or their
facilitate social literacy, it is an issue that has been present and in need aims. Ultimately, the library will not function in a way that serves the
of attention in libraries much longer than Facebook has been around. needs of its community.
The Atlas argues that literacy is a radical topic and librarianship is As librarians define their identity as separate from the rest of the
a radical profession. The truth of this statement shines through in the library staff, members, and nonmembers, they deny those groups in-
argument that librarians must work to facilitate social literacy within put in defining their identity. Lets return to the Atlas other defini-
the profession in the same way they facilitate the social literacy of tion of social literacy, the process of defining and expanding social
members. There are some serious issues with social literacy in libraries, groupings to further our aims. If librarians want to play a role in this
and librarians cannot ignore them if they want to facilitate social liter- process as they facilitate other groupings social literacy, they must
acy among members. In the library, there are librarians and nonlibrar- open their own grouping first so they can learn what their new role is
ians, and the groups are clearly defined. This division affects members, and embrace it.
nonmembers, paraprofessionals, and librarians alike. If social literacy

If librarians are to facilitate social literacy, must they participate aligned with the needs of the subset of members the council serves. As a result,
the functional units define themselves according to, or dare I say as a part of, the
in defining member groups? Can they define these groups if they are member group it serves. As a result the library is user-focused and better able to
not a part of it? Reason says no. How can you define a group if you define and serve the needs of different groups on campus.
do not have intimate knowledge of it from within? Imagine defining Kesselman, M., & Watstein, S. (2009). Creating opportunities: Embedded librarians.
a word after seeing it written alone, without a context. Instead of de- Journal of Library Administration, 49(4), 383.
fining librarians based on their title, libraries are beginning to define Annotation: Kesselman et al. first define the embedded librarian, next examine
their role based on the groupings they serve. As their role is redefined, the role of the embedded librarian in higher education, and finally discuss the
practical implications of embedding librarians. A librarian can be embedded in
librarians are becoming a part of these member groupings. Instead of any kind of library, within any community, and part of any group. An embed-
reading one word, they are reading a paragraph. ded librarian is one for whom a regular part of work is to provide information
and information services as part of a group. Embedded librarians function as
One example of active library participation in member groupings part of member groups on an increasingly frequent basis. These librarians facili-
is embedded librarianship. Kesselman et al. (2009) define embedded tate social literacy as parts of the groups they are defining. Some librarians are
librarians as those who provide information services as a part of the extremely involved in the groups and others are less active participants, but they
are all developing the social literacy of librarians along with that of the groups
group. They further explain, Embedded librarians are, first and fore- to which they belong.
most, integrated into their settings, be they traditional or nontradi-
tional (Kesselman et al., 2009). They argue that, for librarians to find
their place in our increasingly digital and constantly changing world,
they must actively engage with the populations they serve regardless
of their location, purpose, or aims. Embedded librarians can func-
tion in a range of intensities. They may manage a groupings online
presence and provide digital resources to meet their needs. They may
attend regular meetings or simply read a groups monthly newsletter.
No matter what, they must become a part of the groups they serve to
facilitate social literacy.
Forrest (2005) discusses a library that took a different approach
to librarian involvement in member groups. The Generals Libraries at
Emory University found that it is better able to serve the university
community by creating market councils for different member groups.
By becoming directly and continuously involved in the groups, librar-
ians are better able to define them and provide services that best suit
their needs. Two years after the implementation of market councils,
the General Libraries at Emory University found they are an effective
way to respond to and serve different member groups. Regardless of
the setting, librarians must redefine their own grouping and become a
part of other groupings if they want to facilitate social literacy.
relAteD ArtiFACts
Forrest, C. (2005). Segmenting the library market, reaching out to the user commu-
nity by reaching across the organization. The Georgia Librarian, 42(1), 4.
Annotation: The General Libraries at Emory University realigned its organiza-
tional structure along functional processes. It created market councils for differ-
ent segments of the university population. The population was divided by area
of study as well as certain demographics, undergraduate, international, and so
on. The councils goal is to ensure that the functional units of the library are

soCiAl netWork sites
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User Systems Example Social Network Sites
Author
Kelly Menzel Figure 226

Agreement DesCription same level of experience customization as Facebook users. They can
decide to only search those people they already know, or they can find
One way that libraries can look at social networking is to see how the others based on experience, skills, and so on, to increase their known
business world is beginning to utilize social networking, and how they web of people on the site. What is interesting about the business-
wrangle with the issue of language levels, because businesses each have oriented tools is that they all have tiers of customization based on
their own specialized L1 language, just as libraries do. However, they whether you pay for extra capabilities. A tiered style based on whether
also have to be able to talk with other businesses and to people outside you pay for it may not be useful to librarians, but one based on how
of their realm of business who are likely to have a different L1 lan- much you wish to share or a member/librarians level in the organiza-
guage, just as libraries and librarians need to be able to communicate tion could be useful if a social network of libraries were to be set up.
to other libraries with different dialects (especially internationally) In the more public realm of Facebook, a customized L1 tier (group)
and to members whose language capabilities range significantly. could be created to allow librarians to talk to each other using their
From the business side of social networking comes a few NPR specialized language without flooding the members accounts with so
shows: Conans Social Networking Grows Up (Talk of the Nation) much techno-jargon.
discussion of social networking sites between businesses and indi- Olwens article about LibraryThing brings up a different idea
viduals in different business (Yelp, LinnkedIn) serves as a nice coun- worth looking atthat of deliberate use of language to achieve a cer-
terpoint to When Is Social Networking Kosher in the Office? (All tain effect. Here, it is the act of bringing people together through ca-
Things Considered). Although both deal with how business language sual connections that is emphasized, rather than the specific connec-
and communication styles are being enhanced by social networks, tions the NPR shows seem to focus on. It also displays how language
each discusses radically different uses of the sites and even, for that helps you learn and form connections more so than the other two.
matter, radically different styles of social network sites. The twitter- In contrast, Rollas article, User Tags Versus Subject Headings: Can
like Yammer used by the businesses featured on All Things Considered User-Supplied Data Improve Subject Access to Library Collections?,
illustrates an already-standing group using previously known lan- provides a more scholarly look at LibraryThing and the differences in
guage with people they already know in some context. In this case, language use in the tags the site allows uses to add to titles. More than
the program, by its very nature, allows for use of L0 language (when the other articles, it discusses the users ability to customize the site and
addressing those outside of your department) or sophisticated L1 lan- add knowledge to itin this case, through the use of tagging. Unlike
guage depending on how the users wish to utilize the tool. Essentially, Olwen, Rolla sees LibraryThings deliberate rejection of library rules
each company that uses the Yammer can use its own specialized L1 as something that libraries should consider trying themselves or at
language within the L0 language of the tool to create a sophisticated least figuring out how to add members contributions to the system to
in-company social/business network. The social networking tools help facilitate knowledge generation, conversations, and build wider
mentioned in Talk of the Nation, in contrast, apply standard L1 lan- networks of people searching for similar items. These two articles may
guage for businesses to connect new people, create conversations that have radically different views about the merits of tagging and the use
likely otherwise wouldnt occur due to lack of connections, and en- of social network ideas/usage in a library setting, but both question
hance those that would have taken place in a traditional setting (What how language use affects the users of the site. Also, both lead to the
does everyone candidly think about Person X as a worker? What are question of how a learning space can be created, which appeals to all
your skills?). The online forum actually encourages new connections members just as much as it does to librarians. L0 language is universal
to be formed and for members to discuss items candidly. but may lack the specificity required, especially when searching for
In both cases, the users experience can, to an extent, be custom- particular editions on LibraryThing. Also, the same tag can mean
ized. The Yammer users can decide who to ignore and even who they many different things to many people; even if typically recognized as
wish to follow while being placed in/joining specific groups based L0, much vocabulary plays into individuals L1 languages, making a
around their companys current organization structure (which I am standard the ideal. But whose standard should be used to satisfy all
sure creates real-life conversations and informs others about peoples users? Should a new L1 be created or an already existing one be put in
proclivities), whereas the Yelp and LinkedIn users have relatively the place? The same questions apply to libraries using sites such as Libr-

aryThing to add, show, and share information to other library profes- research behind how people learn in an online space. However, I do wonder
whether it is too dated to be of use.
sionals and the public, as well as to libraries considering adding such
features to their own Web sites (see limitations of tagging section). Block, M. (Host). (2008, November 24). When is social networking kosher in the
office? All Things Considered. Washington, DC: National Public Radio.
Kanuka and Andersons article provides the theory behind the
Annotation: This brings up a new mode of communication at use in office situa-
concepts the other articles look at but never mention. Dated though tions. The offices have applied social networking forms of communication (spe-
it may be, it provides a different, more scholarly, look than the other cifically, Twitter) to the office situation as a way to cut down on e-mail. Interest-
articles on what forms relationships and where people go within and ingly, although its a very unofficial mode of communication, most of the posts
given out are related to the office and in the L1 language of the office as well.
without their social networks for information. The tenets of their A few posts still come in about what employees are eating, showing a lingering
work are played out in the Talk of the Nation show, although there are disconnect between tool and language (and perhaps workplace etiquette), but
those are the exception.
several notable differences, including the willingness of people to seek Interoffice conversations are now sent out to everyone, rather than a select
help outside of their already-established, real-life social networks and few, which may seem confusing, but it eliminates the problem of deciding who
how learning is different in the online sites versus a personal network. (and in what order) to send an item to people, along with reducing e-mail boxes
(which was the point in the first place). The conversations are both larger and
Kanuka speaks of peoples unwillingness to look outside of current smaller. People can, and likely are, ignoring a good deal of the posts that come to
networks, whereas the online social networks of today encourage such them in this way, but every conversation posted is open to a much wider number
of conversants than before. What was once strictly a two-person dialogue Do
behavior to the point where it is almost the norm. Yet the same things you happen to know X? becomes a much larger conversation that all employees
are often at stake, and the person still puts him or herself out there can note. Even the log of messages becomes part of an internal dialogue for each
when a question is asked or any information is shared. As is noted person because they can see what their coworkers are up to. One of the inter-
viewees, for example, mentioned that he can use the log to see what each of his
in Talk of the Nation, You can build your own network of contacts employees is doing when, bringing what may not have been noticed before or
through a social network in the way that you couldnt with use in just internally noted up front where he can examine it.
I found this interesting because of the application of social networking styles
other traditional bulletin boards. You can amass a friends list. You of communication to the business world and how easily most of the employees
can join groups within the network. You can share photos. Its much seemed to take to it. I also found the few irrelevant posts interesting because they
more of a personal experience. Within the traditional sphere of social were the now stereotypical posts about what someone was eating or what they
were doing on their free time. I wish that the show had gone on to talk about
networks, so much information was rarely given out even to those how it changed the way the offices in question worked, beyond smaller e-mail
within the sphere, let alone to contacts outside of it. in-boxes.
Conan, N. (Host). (2007, June 27). Social networking on the web grows up. Talk of
ConversAtion stArters the Nation. Washington, DC: National Public Radio.
Catherine Holahan, a staff writer for Business Week. Tom Watson, the publisher of
OnPhilanthropy.com.
1. How different are the actual conversations that occur on a busi-
ness-based social networking site, a site for your business, or a Annotation: The host and guests discuss social networking sites as allowing us-
ers to create their own spaces with larger ones, using their individualistic L1
purely social site for something that interests you? Is it merely the languages. It goes into specified sites for certain interests, business-oriented sites,
language level (or what L1 language you use) that differs or does and the customization available in large sites, such as MySpace and Facebook.
Knowledge is formed both online and offline in these sites, with people meeting
the entire learning process change? people they know from the sites to continue conversations about their topic
2. Does entering a site for, say, equestrian fans demand an L1 knowl- of choice, as well as to enhance knowledge about each other. People post items
edge of the subject, or can anyone figure out whats going on with related to shared interests, sparking dialogue and informing others. Although,
technically, most of the conversation is internal (Person Y reads Person X, Z, and
a little time? Bs notes on an upcoming dressage competition on an equestrian site and then,
with that information, questions whether he should go), there is a lot of dialogue
created in bulletin boards, walls, etc. One of the guests brings up the effect of
ArtiFACts/CitAtions
this level of customization: I think that one of the biggest differences between
the old bulletin boards and the newer social networks is the fact that you can
Anderson, T. (1998). Online social interchange, discord, and knowledge construction. build your own network of contacts through a social network in the way that you
Journal of Distance Education, 13(1), 5774. couldnt with use in other traditional bulletin boards. You can amass a friends
Annotation: This article is a bit older than would be preferred, and it doesnt list. You can join groups within the network. You can share photos. Its much
mention social networking sites as we know them today and instead focuses on more of a personal experience.
an online forum. However, it does provide a good summary outline of the basic Heres one anecdote I found particularly interesting:

MARCY: Well, I am the online publisher and editor-in-chief of a magazine Yammer.com. https://www.yammer.com/
called Root Magazine: Global, Dance, Culture, Where Humanity Comes Together
in Movement. And our address is rootmag.typepad.com. And I find my writers, Annotation: Yammers website. The About and Product sections reveal yammer
my musicians and dancers through MySpace and TribeNet, online forums and to be much like Facebook and Twitter but applied in a single company rather
chat rooms and than over multiple companies.
CONAN: Wait. You find dancers on MySpace?
MARCY: I do. I find dancers online. Theres a huge network of dancers that
talk about their trials and tribulations of the business, costumes
CONAN: But how do you audition a dancer online?
MARCY: Oh well, thats very easy. A lot of dancers are uploading videos and
specifically on their MySpace pages. So I can see what their troupe does, what
they look like, solicit them for possible articles in magazine, find about their in-
fluences, their loves, their travels, everything. And Ive got connections in Africa,
Amsterdam, South America, you name it.
[.]
CONAN: And so this has changed the way you do your business.
MARCY: Exactly. Its absolutely incredible and I find to talk this (unintel-
ligible) as well. So I have to say that without social networking sites, I would be
a little bit in the dark on research. And, you know, answers that I have regarding,
you know, certain things that might be culturally sensitive, I can immediately
go to these online forums and networking sites and ask these questions and get
answers (unintelligible).
Marcy uses MySpace as a research center, finding out more about the dance
troupe she hires through their sites than she would through a visit to the stu-
dio or a traditional interview. It is all information that the troupes readily give,
but she feels as though shes able to learn answers to culturally sensitive ques-
tions more easily through posting on their websites or forums than she would
otherwise. I believe that she, as many others, feels more comfortable soliciting
potentially uncomfortable information via these networks than through some-
thing as personal as a telephone call or e-mail. At the same time, however, she
is interacting more personally with the troupes she looks at and may be able to
gauge how to ask such a question in a more sensitive manner (or even find the
question already answered for her).
Rolla, P. J. (2009). User tags versus subject headings: Can user-supplied data improve
subject access to library collections? Library Resources & Technical Services, 53(3),
174184.
Annotation: The differences between the controlled vocabularies of libraries and
the very different (L0 and L1) languages of library members is discussed, as well
as the implications for library catalogs. It provides a very nice review of recent
library literature dealing with tagging and brings the users ability to customize
and control information on social networking sites to the foreground.
Terris, O. (2009). A quizzical look at LibraryThing. Multimedia Information Technol-
ogy, 35(3), 8485.
Annotation: This article provides an interesting example of the deliberate use
of L0 language in a social networking site. LibraryThing, used by many libraries
and librarians, rejects L1 library language, and in fact some practices, to embrace
a wider audience. At the same time, however, it uses the British Librarys biblio-
graphical data and makes joyful use of library cataloging standards. What is most
interesting to me is not that it chooses to reject such language and conventions,
but that it states that it is doing so on purpose. Although the author is a catalogu-
er who finds the whole affair slightly sinful, LibraryThings choices are deliberate.
They were created to aid the average user with creating his or her own collections,
as well as to make the site more of a true social network than place with indi-
vidual lists of books. I question whether, up to some point, LibraryThings refusal
to use the librarys rules, as it were, actually harms rather than hurts it because
its harder to search for specific editions or covers with their search terms.

sourCe AmnesiA
mAp loCAtion
F, G, 2
threAD loCAtion
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sCApe
Source
Artifacts susceptible to
Amnesia
Figure 227
Author
William Zayac
Source amnesia is something that most, if not all, people experience important qualification to the development of an urban legend is that
in their lifetimes. Because of how the human brain works, repetition it must make sense in the culture and to those who spread the infor-
becomes one of the most effective ways to emphasize an idea over mationif it is truly unbelievable, it will not be believed and will
time, and unless it is thought of in relation to the original context not be passed along.3 A common attribute with information that falls
enough, it may lose the connection to how it was learned, often lead- victim to source amnesia as well.4 Other misattributions may take
ing to the idea that I think I read it somewhere. In some cases, place as well: One might even confuse what a famous person had said
facts may be misremembered or the source may be misremembered. with something an imitator of that person said (specifically citing the
In other cases, pure fiction may become part of someones memory or power of Tina Feys mocking of Sarah Palin on many Saturday Night
false memories may be created because of the strength of the repeti- Live skits during the 2008 election season).
tion and the emphasis on the actions.1
In fact, this is how many urban legends are started and maintain
a presence in the cultures in which they exist: Somebody hears some- 2. Whipps, H. (2006, August 27). Urban legends: How they start and why they per-
thingor thinks they doand attributes it to an obscure relation sist. LiveScience: Science, Technology, Health & Environmental News. Retrieved Octo-
ber 2, 2009. from: http://www.livescience.com/strangenews/060827_urban_legends.
through which it may or may not be able to be verified.2 Another
html.
3. Ibid.
1. Sugimoto, H. (nd.). Source amnesia, fantasy blends reality. Evl: electronic visualiza- 4. Want, S., & Aamodt, S. (June 27, 2008). Your brain lies to you. The New York
tion laboratory. University of Illinois at Chicago. Retrieved September 27, 2009, from: Times. Retrieved from: http://www.nytimes.com/2008/06/27/opinion/27aamodt.
http://www.evl.uic.edu/sugimoto/memSrc.html. html.

Many political figures use source amnesia to help spread ideas Bornstein, R. F. (1999). Source amnesia, misattribution, and the power of uncon-
scious perceptions and memories. Psychoanalytic Psychology, 16(2), 155178.
helpful to themselves or harmful to their opponents that may or may
not actually be true.5 This approach may be particularly effective be- Annotation: This article explains the power of source amnesia and unconscious
images and why it is difficult to counteract these types of misattributions. Al-
cause of the potential for memory manipulation that occurs even though psychoanalysts may be able to break through previous mental blocks
when refuting the idea. As with R. David Lankes personal story in against memories, the power of repeated information remains distinctly power-
ful, and implicit memory may affect preference and recognition.
the Knowledge Creation Thread, this may occur even with the most
astute of researchers and students while performing research, and they Source amnesia. (2003, March 23). Retrieved September 27, 2009, from
http://everything2.com/title/source+amnesia
may not notice the error until it has been pointed out by other people.
Annotation: This website gives a basic definition of source amnesia while also de-
At this point, the citation may have already been seen by others and scribing the courtroom science implications of how a persons distant memories
has already become a resource that may, in the future, be further cited can be manipulated through suggestion. For example, a clinical therapist may
with the same incorrect information and citations. While the cita- be able to uncover a persons repressed memories through repeated sessions
with intense questioning, but there is also a good chance that the victim has
tions may be checked by some researchers, others may simply take the become susceptible to suggestion and the questioning led him or her to believe
researchers reputation for granted and assume that the citations are he or she was abused in some way. This may be good reason to be careful word-
ing interview questions and have even larger implications for how librarians may
correct. In this way, source amnesia can become contagious and may, present information to patrons.
in fact, spread through even the best-intentioned members of a field.
With the rise of electronic resources, can librarians and database man-
agers help monitor and correct erroneous citations caused by source
amnesia? It may be one of the few ways to prevent the spread of the
erroneous information and incorrect citations. Perhaps if an author or
a publisher is notified and a retraction is printed it could be annotated
to the original articles citation in the database. If this does not work,
how else could the external effects of source amnesia be limited?
What obligation do librarians have to prevent source amnesia
from affecting academic writings? Whose responsibility is it to teach
this carefulness to students without overstepping the boundaries of
standard librarian values? Whose responsibility is it to monitor re-
tractions and corrections so erroneous citations do not pass through
another level of writings?
relAteD ArtiFACts
Anonymous. (2009, April 4). Source amnesia and its political pertinence. Politics,
Religion, Science, Philosophy, Health: The Fact of My Ignorance. Retrieved September
27, 2009, from http://thefactofmyignorance.com/politics/source-amnesia-and-its-
political-pertinence
Annotation: This blog post, as it says in its entry title, examines the political
ramifications of source amnesia manipulation and political tactics that utilize
the tendency toward source amnesia. It even describes how harmful it may be for 5. Barber, T. (July 2, 2008). Sarkozy and source amnesia. Brussels Blog. Financial Times.
news reports and articles to present controversial ideas in sensationalistic ways Retrieved September 27, 2009, from: http://blogs.ft.com/brusselsblog/2008/07/sar-
and then refute them at the end of the article. kozy-and-source-amnesia.

speCiAl
mAp loCAtion
D, 6
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Different
Communities such as Special
Librarians
Serve
Figure 228
Authors
Jill Hurst-Wahl, Assistant Professor of Practice, Syracuse University
Ruth Kneale, Systems Librarian, National Solar Observatory

Agreement DesCription tual. The ability for users to access materials virtually has led special
librarians to use an increasing number of digital resources that can be
This Atlas agreement is focused on special librarians. In 1909, John accessed from any location to meet their users wherever they are. An
Cotton Dana and 26 other librarians decided that there was a need unintended result of the ability for users to share digital resources and
for a type of librarian who focused on special topics and interests. to use library staff physically located at other locations has been the
The event, which has become known as the Veranda Conference, closure of some special libraries. Organizational budget tightening led
laid the foundation for the Special Libraries Association and for the some to encourage users to rely on library resources housed elsewhere.
terms special librarians and special libraries. The term special li- In some cases, those resources were made available through third-par-
brarian has come to define librarians and information professionals ty companies (e.g., information brokers or independent information
who work in a wide range of institutions and environments, includ- professionals). In some cases, although the physical library may have
ing corporate, government, judicial, science, military, and academic closed or been reallocated, the librarian was integrated into the user
settings. Although many special librarians work in departments that base so the organization didnt lose the skill set of the special librarian.
resemble traditional libraries providing library services, many others Although special librarians will certainly continue to exist, how
work as information analysts, chief information officers, researchers, they operate will continue to change, possibly dramatically. Technol-
trainers, records managers, social media consultants, web developers/ ogy will continue to have a major influence on how users interact with
webmasters, and more. A study completed for the Special Libraries library materials and alter user expectations. The need to be subject-
Association in 2008 found that its members had more than 2,000 focused will continue, but there will be an even more increased need
job titles, which is a testament to the variety of positions that special for these practitioners to work virtually, embed themselves into or-
librarians hold. Because of the breadth of positions, some feel that the ganizational units, and meet user requirements no matter where that
term special librarians no longer applies, and so the term informa- user is.
tion professional is often used to describe this type of librarian. That
term, however, can be used more broadly to describe many other posi- How can Special Librarians Make a Difference?
tions where an MLS is not preferred.
What are the characteristics of a special librarian? These librarians Every organization is drowning in information, even those that do
usually have a focus on a specific area that may be broadly or nar- not feel they have enough. It has become easier for organizations to
rowly defined (e.g., transportation, legal, sports, or geography) yet is capture as well as acquire information and to do so more quickly than
outside the areas typically covered by (for example) public or general ever. This, however, does not mean it is useful to the organization;
academic librarians. Some special librarians are focused not on a topic while they are drowning in information, they lack knowledge. Knowl-
but on the needs of the parent organization. For example, a corpo- edge can be described as synthesized information. It is information
ration might include a business or technical librarian who provides that a person has ingested and merged with other known informa-
information to corporate employees for use in their work no matter tion and then finally put into context with that persons specific spin.
what that work may be. Although it can be effective to use information to build your own
For many special librarians, their users arent just those who visit knowledge, most organizations do not have the time or resources to
the library physically; they also interact with the library and its staff via do that. Instead they need to tap into the knowledge of others.
telephone, e-mail, fax, and an increasing number of social media tools. Special librarians, whether embedded or in a separate library, can
Understanding the needs of their usersincluding resources, types of help their organizations acquire information as well as connect the
interaction, information-seeking skill levels, etc.helps special librari- organization to people who already have the needed knowledge. Or-
ans ensure their continued relevancy. It is important that special librar- ganizations value those who are seen as connectors. Although librar-
ians be relevant to their users both today and in the future. Therefore, ians are generally seen as connecting people to information, special
understanding user requirements is vital for their continued existence. librarians also need to connect people to people; people who want
A special library may house physical and digital resources that knowledge to those who already have it. This is a skill that is not
will be important to its users but is trending more toward the vir- taught in library science programs, yet special librarians learn quickly

that it is a skill they must have. Special librarians dive into topics Questions/ConversAtion stArters
that are important to their organizations, learn the resources and the
people behind those resources, and then create networks that will al- 1. What skills do institutions require in order to organize their
low them to locate the right knowledgeable expert when needed. They knowledge? Where do those skills reside in the institution?
are, if you will, the keepers of the organizational memory net. 2. How do special libraries advance the mission of their institutions?
3. What activities occur in a special library that do not occur else-
Why Should You be a Special Librarian? where in an organization?
4. Rather than being their own entities, how are organizations em-
It is while studying for a masters degree in library science that most
bedding the functionality of special libraries into their structures?
LIS students encounter the idea of a being a special librarian. But why
5. How do special librarians differ from other information profes-
would someone decide not to pursue being a school or public librar-
sionals? What unique skills and values do they embody?
ian or a general academic librarian? Consider the impact that a special
librarian has. The special librarian doesnt just impact another person, relAteD ArtiFACts
but impacts an entire organization. A special librarian provides in-
formation as well as connections to knowledgeable people who help Haycock, K., & Sheldon, B. E. (Eds.). (2008). The portable MLIS. Westport, CT:
the organization make decisions about new products, markets, inven- Libraries Unlimited.
tions, directions, and more. Kneale, R. (2009). You dont look like a librarian! Shattering stereotypes and creating posi-
tive new images in the Internet age. Medford, NJ: Information Today, Inc.
Special librarians:
Law, D. (2009). Waiting for the (digital) barbarians. Information Outlook, 13(8),
Provide research to doctors that help them develop new forms of 1518.
treatment Special Libraries Association. (2003). Competencies for information professionals of the
21st century. Retrieved from http://www.sla.org/content/learn/members/competen-
Connect attorneys to case law that can be used in litigation
cies/index.cfm.
Locate experts who can assist a company with new product devel- Special Libraries Association. (2009). SLA alignment portal. Retrieved from http://
opment www.sla.org/content/SLA/alignment/portal/index.html.
Help an architect uncover the history of a building before it is

renovated
Work with legal counsel to locate reasons (prior art) that a patent
should not have been granted
Help organizations ensure that they do not spend time reinvent-
ing the wheel (products and services that already exist)
Connect the research of two parts of the organization that may
speak different languages (e.g., engineers and scientists)
Administer the centralized engineering database for a construc-
tion project
Investigate (and play with!) new technologies and new applica-
tions of existing technologies to see how they can be used to ben-
efit an organization
Ensure that their organizations know who the movers and shak-
ers are in their industry

system vieW
mAp loCAtion
H, 4
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User-Based
Evolution of Systems from System View to
Design
Figure 229
tCp-ip
mAp loCAtion
F, 5
threAD loCAtions
Page 86
sCApe
Infrastructure results in TCP-IP

Providers
Figure 230

the mission oF librAriAns is to improve soCiety through
FACilitAting knoWleDge CreAtion in their Communities
mAp loCAtion
A, B 4, 5
threAD loCAtions
Pages 15, 31, 65, 83, 117, 137
sCApe Knowledge is Created

n
tio
rea
g ec
led Importance of a Worldview
ow
kn
ities
mun
com
mission

in their Communities librarians
Core Skills
impr
ove
socie
ty
fac
ilit
ati
ng
Figure 231
relAteD ArtiFACts
The Big Picture, Arizona State Library, Phoenix, AZ http://quartz.syr.edu/rdlankes/

blog/?p=716

topiCAl Centers With CurriCulum
mAp loCAtion
D, 4
threAD loCAtion
Page 93
sCApe
Physical Topical Centers Free Library of

a strategy is an example case is
Environments with Curriculum Philadelphia
Figure 232
trAnsition oF trADitionAl skills
mAp loCAtion
D, 4, 5
threAD loCAtion
Page 137
sCApe
Information
Organization
as Administration
ch
su
s
such a
Transition of
Information
Core Skills requires Traditional such as
Seeking
Skills
such a
s
su
ch Collection
as
Development
Public Service
Figure 233

true FACilitAtion meAns shAreD oWnership
mAp loCAtion
D, 1
threAD loCAtion
Page 65
sCApe
True
Members not
Means of Facilitation results in
Facilitation
Means Shared
can be done through Patrons or
Users
Ownership
Figure 234

truly DistributeD DigitAl librAry
mAp loCAtion
E, 5
threAD loCAtion
Page 114
sCApe
Truly
Go to the
this has an impact in Distributed
Conversation
Digital Library
relAteD ArtiFACts Figure 235
Sonnenwald, D. H. M., Wildemuth, B. M., Dempsey, B. L., Viles, C. R., Tibbo, H.

R., & Smith, J. S. (1999). Collaboration services in a participatory digital library: An
emerging design. In Aparec, T. et al. (eds.), Digital libraries: Interdisciplinary concepts,
challenges, and opportunities (COLIS 3), 141152. Zagreb: Zavod.
user
mAp loCAtion
E, 5
threAD loCAtion
Page 90
sCApe
Internet Model
Example
is composed of User results in Credibility
Figure 236

user systems
mAp loCAtion
H, 4, 5
threAD loCAtion
Page 38
sCApe
User-Based
Design
to User Systems Example Social Network Sites
Figure 237

user-bAseD Design
mAp loCAtion
H, 4
threAD loCAtion
Page 37
sCApe
User-Based
System View to to User Systems
Design
Figure 238
Contributor
Amy Edick
relAteD ArtiFACts
Abels, E., White, M., & Hahn, K. (1998). A user-based design process for web sites.
Internet Research, 8(1), 39.
Annotation: This article went over the second leg of the experiments on user-
based design. I think this article was important to include because it went over
actual user-based input that was being used. It showed the stages and what it
takes to include it.
Abels, E., White, M., & Kim, S. (2007). Developing subject-related web sites collab-
oratively: The virtual business information center. Journal of Academic Librarianship,
33(1), 27.
Annotation: For some reason, I am always drawn to case studies. They seem to
work no matter what topic you are using. I picked this study because it went
through the process that is involved with user-based design.
Hippel, E, V. (1995, May). User learning, sticky information, and user-based design.
Retrieved from http://dspace.mit.edu/bitstream/handle/1721.1/2574/SWP-3815-
32867610.pdf?sequence=1
Annotation: This article goes over the working between the manufacturer and
the user when creating the product needed. They make a good point that user
needs change so much that it is hard to put out a product that is at the same
level for everyone.

vitAl roles oF mentors
mAp loCAtion
E, 7, 8
threAD loCAtion
Page 185
sCApe
Need to
Expand the Vital Roles of Obligation of
requires is part of
Educational Mentors Leadership
Ladder
Figure 239
WArehousing FunCtions
mAp loCAtion
F, 8
threAD loCAtion
Page 161
sCApe
Shelving
includes
Warehousing
Administration includes
Functions
includes
Circulation
Figure 240

Web 2.0
mAp loCAtion
F, 5
threAD loCAtion
Page 89
sCApe
Information
results in Web 2.0
Services
Figure 241
Writing Center
mAp loCAtion
F, 4
threAD loCAtion
Page 99
sCApe
Free Library of
created concept for Writing Center
Philadelphia
Figure 242

atlas postscript
For more than a year, this manuscript has been a passion and, frankly,
an obsession with me. I have written it in my office, late at night at
home, on trains, on planes, and even on an iPhone next to a pool in
the summer. I have slipped out of parties, events, and even church to
scribble down some idea.
In many ways, it has been a process akin to sculpture. I rough in
the basic shapes and forms, and then I go over and over it, tweaking,
smoothing, and refining. I could spend easily another year in the pro-
cess. The Agreements Supplement in particular cries out for more cita-
tions and more depth. But to continue to do so only continues a con-
versation with close colleagues and myself. It is time to invite the wider
community in to continue the work and expand that conversation.
What lies ahead in that conversation I cannot say. Will it be con-
tentious? Riotous? Resigned? Quiet? Apathetic? I dont know. I do
know that if you wait for it to happen or if you wait for it to finish, it
will never occur. If you remain on the sidelines, how can you expect
others to jump into the fray? If you sit quietly with your criticism
or comment, you abdicate the future. Let me say that again. By not
choosing to engage in the conversation on the future of librarianship,
you abdicate your power to shape it.
In our field, we have examples of those who chose to shape li-
brarianship and strive for a better world. We can think of Dewey, of
course, or of Cutter or Ranganathan. But I ask you also to think of
Dinberg, von Dran, and Taylor.
When Donna Dinberg was diagnosed with terminal brain cancer,
she did not quit, she did not hide. Instead, she worked until she was
not able to, and then she told doctors to try any experiment they may
have; if being a test subject to a possible cure for others was all she
could do to improve the world in her final days, then she would do it.
Unlike Donna, Ray von Dran didnt have forewarning when
pneumonia took his life, but he must have sensed something. Days
407
before he died, he decided not to sell his dream car to a colleague but
instead offered it to a staff member battling breast cancer because she
could use a pick me up.
Bob Taylor spent his last few days in Francis House. There was a
memorial service a few months later for a man who in his career had
been a sports reporter, an intelligence officer in the army, a librarian,
a professor, and a dean. In his years, he can be easily credited for rein-
venting reference with his question negotiation work, LIS education
by creating the first information school in the states, and beginning
the era of user-based design with his work on value-added systems.
Instead, those who talked spoke of a kind and thoughtful man. A man
who, years earlier, on withdrawing from academia, devoted his life to
care for his wife dying of Alzheimers.
I retell these events to show you that Taylor, von Dran, and Din-
berg are not just names but real people. They created a legacy not
just through writings but actions and values that went beyond their
professional lives. All of these people furthered the conversation of
librarianship. They all faced struggles, they all faced resistance, and
they all persevered.
Dewey, Cutter, Ranganathan, Dinberg, von Dran, and Taylor all
created a legacy that we, by calling ourselves librarians, have become
stewards to. This legacy is one to be respected and continued not sim-
ply enshrined and frozen. All of these giants, on whose shoulders we
now teeter, never saw the field as finite, fixed, or passive. Unlike some
fine sculpture or glorious piece of architecture, we preserve the legacy
of these librarians by constantly tearing down convention for efficien-
cy, structure for effectiveness, and past assumptions for future success.
I end the way I began the Atlas, with Israel Zangwills quote1:
The Past: Our cradle, not our prison; there is danger as well as
appeal in its glamour. The past is for inspiration, not imitation,
for continuation, not repetition
Be proud of your heritage as a librarian. Ours is an old and noble

profession that can count among our members radicals, missionaries,
teachers, and more. They have started for you an amazing conversa-
tion full of richness and history. They have written this conversation
into our values, our institutions, and our education. But they did
not complete the work or finish the conversation. They held it open
for you, for those you mentor, and for those who they mentor. The
conversation that is librarianship is alive and waiting for your voice.
1. http://www.quotationspage.com/quote/4482.html.
408 At l A s P o s t s c r i P t

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the atlas of new librarianship

2011 Massachusetts Institute of Technology

Library of Congress Cataloging-in-Publication Data

The MIT Press

Association of College & Research Libraries

preface xi other iNFormative CoNCepts aNd theories 24

Cataloging Relationships 53 From Authority to Reliability 91

the missioN oF librariaNs is to improve soCiety through FaCilitatiNg KNowledge publiC 96

aCCess 67 aCademiC 101

Publisher of Community 67 Issues of Institutional Repositories 103

KNowledge 72 Department of Justice 105

the missioN oF librariaNs is to improve soCiety through

Internet Model Example 86 serviCe 118

poliCy 125 Shift in Innovation from Academy to Ubiquity 178

leadership 132 Recognize a School as a Participatory Network 181

iNFormatioN orgaNizatioN 137 threads postsCript 186

ColleCtioN developmeNt 157 the whole CommuNity oF librariaNship 187

Community as Collection 159

ambiguity is esseNtial For proFessioNal worK 168

Relation to Other Domains 170 admiNistratioN 199

artiFaCts 206 demoCraCy aNd opeNNess overshadowed by teChNology 234

assessmeNt 207 departmeNt oF JustiCe 236

authoritative versus authoritariaN 209 dialeCtiC theories 246

baChelor oF iNFormatioN aNd iNstruCtioNal desigN 210 digital eNviroNmeNts 250

bouNdary issues 211 eduCatioN 250

CatalogiNg relatioNships 212 embedded librariaNs 251

CirCulatioN 213 eNtailmeNt mesh 252

Co-learNiNg 213 eNtrepreNeurium 252

ColleCtioN developmeNt 214 eNviroNmeNt 257

CommuNiCatioNs 214 ethiCs 258

Computer sCieNCe 215 evolutioN oF iNtegrated library systems 261

CoNstruCtivism 216 evolutioN oF systems 262

CoNversaNts 219 evolutioN oF the soCial CompaCt 264

CoNversatioN theory 220 extriNsiC 266

Core sKills 224 Free library oF philadelphia 266

Core values 225 From authority to reliability 267

CreatiNg aN ageNda 229 gamiNg 268

Credibility 230 gettiNg past the l v i debate 270

CurriCulum oF CommuNiCatioN aNd ChaNge over traditioNal go to the CoNversatioN 270

humaNities 274 l 1 305

hybrid eNviroNmeNts 275 laNguage 306

importaNCe oF a worldview 276 leadership 309

importaNCe oF aCtioN aNd aCtivism 278 learNiNg 311

importaNCe oF teChNiCal sKills 280 learNiNg theory 311

opeN sourCe 339 shelviNg 380

opeNNess 340 shiFt iN iNNovatioN From aCademy to ubiquity 381

paraproFessioNals 340 soCial JustiCe issues 382

physiCal eNviroNmeNts 341 soCial literaCy 386

poliCy 342 soCial NetworK sites 388

postmoderNism 344 sourCe amNesia 392

pressure For partiCipatioN 346 speCial 394

publiC 347 system view 397

publiC serviCe 349 tCp-ip 397

publisher oF CommuNity 349 the missioN oF librariaNs is to improve soCiety through

I was in a meeting with Lewis Hyde, author of The Gift, where he

AtlAs reseArCh teAm

1 (pl. atlases) a book of maps or charts : I looked in the atlas to find a

a book of illustrations or diagrams on any subject : Atlas of Surgi-