Week Three

Getting Started

New folks

Pronouns

Relationship to libraries

Something that impacts how you exist in the world

Smell you like

Returning people 

Joy or gratitude

Administrativa

Google suite vs. Brightspot

Book panels

Reflection assignments

Readings

Discuss in breakout rooms with these guiding questions (and meanwhile I’ll be sorting the book panels)

Rubin

• “The foundation of contemporary information science rested heavily on the development of computers following World War II.” - Are information science (and computing) are explicitly connected to global competition?

• What do you perceive to be the differences between library science and information science? Should they be considered separate disciplines? E.g., “Indeed, IS has sometimes been characterized as deinstitutionalized library science.” Does “deinstitutionalized” give “disruptor” energy? (has earlier roots but is related to “move fast and break things” a la DOGE). Related, re: Figure 7.1, does “traditional” have negative connotations?

• Re: “guidance and assistance” (page 398), how might 21st century reference work differ from that of previous eras?

• “Historically, reference librarians were instructed [by whom?] not to probe why a particular question was asked for fear of violating the person’s privacy and thus deterring someone from seeking help. Today we know this practice is not consistent with research on information seeking. When someone seeks information to solve a problem, LIS professionals can help only if they can distinguish between wants and needs.” Does it seem true to you that we need the context of a question? Is the answer different if you’re an archivist vs a librarian? 

• How does a librarian or information scientist respond to the findings reported on page 404 about how children and teens do research?

• Re: Big Data relies on Smart Data, do you organize the photos on your phone? Does your OS tag them for you/do a good job of it?

• How did this article make you feel? 

Cooke

• If this is your first class, you may not have an empirical answer to this, but in this case, you can go off vibes. :) “aspiring information professionals are trained and encouraged to exhibit compassion and leadership as demonstrated in Ferguson, MO” is this true? 

• Do you agree with Cooke’s point about autoethnography (4th page of the pdf)? Can you think of other values or detractions from using self-study based methods? 

• Does “radical honesty” belong in a classroom? From the teacher, as well as from the students? How about in professional settings, e.g., a reference desk, a library instruction session, a one-on-one consultation? 

• “instructors should subscribe to continuous learning and expanding their own knowledge and edification.” How do you balance your own learning with that of your students–and make sure it doesn’t come at the students’ expense? Is the answer different if you are white/white presenting vs. easily identified as a person of color (in the case of addressing issues of race and ethnicity, or transgender in the case of issues of gender, etc.)?

• Same question with regard to bringing your whole and authentic self to the classroom when your identities are majoritized, especially if some/most of your students do not hold majoritized identities. Should library and archives workers be required to demonstrate their understanding of systems of oppression before being hired?   

• How did this article make you feel? 

Wrap Up

We addressed race today. Please feel encouraged to reach out to me if you have feelings–good or bad–about how that went. My office hours are by appointment. https://barnard.libcal.com/appointments/jenna-freedman 

Readings for next week: Gibson et al and Scott et al. You do not need to read Rubin.