There are three libraries that I am most familiar with - the Buena Park Library, Cal State Long Beach's Library, and the Cerritos Library. These three libraries are very VERY different from one another for many reasons.
Buena Park's Library is how I remember libraries to be like from my childhood. It feels small and cozy even though it has three floors, because every space is being used for books or tables or displays. There are lots of bilingual and cultural programs for all ages regularly being held at the library. I feel comfortable just going into the library, finding a quiet corner, and reading a book or connecting to the wifi.
Cal State Long Beach's Library is an academic library. Its main goal is too assist students with research and homework. There's wifi throughout the campus, there are floors and floors of journals, research materials, and core subject books. There is even a small area of the library with children's books and videos.
Cerritos Library is a more modern public library. It shiny and full of visually pleasing materials and displays. The children's area alone - with an aquarium, T-rex, and spaceship - makes it more a place of playfulness and fun then of stern learning. They have programs going on almost every day for all ages - though there is a big focus on children's programs.
I think that while each library is great in its own way, they could also each learn from one another in their programming. Buena Park library could use some more performer type programs - such as puppet shows or author talks. Cal State Long Beach could use some more 'fun' programs as a break or stress reducer from all the academic soaked activities that their students are involved in. The Cerritos Library could use some more bilingual programs - such as bilingual storytimes or cultural awareness programs.
I like that each of these libraries are different from one another and offer me different things. They help me break the stereotypical idea of what a library should or should not be in my own mind. These are stereotypes that many of our patrons struggle with in their own minds. And in order for me to contribute to the future of libraries - I need to think outside of library stereotypes. I need to research what needs the library's community has, research what the patrons want, and interpret their needs into programs and services that the library can offer thus keeping the library a relevant entity in people's lives.
Tuesday, April 26, 2011
Thursday, April 21, 2011
Journal # 12 - Conflicting Research
I have been researching and researching and researching copyright law as it relates to storytelling for a class. And what I am learning is that the more controversial the subject and the more popular or current the topic, the more conflicting research there is out there. It is seriously enough to drive a person mad. Those lawyer friends I have out there - I take back all I've ever said - except maybe the really good jokes - and commend you for dealing with all the loophole wording and twisting interpretations.
I've never thought of myself as a black and white, clear cut answer sort of person until lately. Up until now I've been pretty happy with the gray issues I've come up against in my education - issues in child development, education, social skills, politics. The gray hasn't bugged me. But maybe they've just been pretty benign Gray used to symbolize that everything was in a state of evolution and change. That there was always more out there to learn. But I've seemed to gotten lost in this gray fog lately and the only reason I'm grumpy is because I wish I had a clear black and white path.
So what's a person to do when there's conflicting research out there? Just keep researching. I'm starting to appreciate this researching class a little more in terms of creating your own research. Because if the answers haven't been found by someone else - then this class is giving me the skills to go out there and find the answers myself.
I've never given much thought until this semester about how I will use research in my career - but the truth is if I want to be good (and hopefully great) at what I do then I will use these skills. And I do want to do my best. Creating and conducting your own research - even on a small level such as a patron questionnaire - takes time, effort and skill in order to collect data I can use best. Not all researching projects are about the big gray issues - some are the smaller, more personal, and more immediate issues. I may or may not take on one of those big issues in the future - but I definitely will be tackling research on a smaller level - so what I learn now, I will need to remember and use in the future.
I've never thought of myself as a black and white, clear cut answer sort of person until lately. Up until now I've been pretty happy with the gray issues I've come up against in my education - issues in child development, education, social skills, politics. The gray hasn't bugged me. But maybe they've just been pretty benign Gray used to symbolize that everything was in a state of evolution and change. That there was always more out there to learn. But I've seemed to gotten lost in this gray fog lately and the only reason I'm grumpy is because I wish I had a clear black and white path.
So what's a person to do when there's conflicting research out there? Just keep researching. I'm starting to appreciate this researching class a little more in terms of creating your own research. Because if the answers haven't been found by someone else - then this class is giving me the skills to go out there and find the answers myself.
I've never given much thought until this semester about how I will use research in my career - but the truth is if I want to be good (and hopefully great) at what I do then I will use these skills. And I do want to do my best. Creating and conducting your own research - even on a small level such as a patron questionnaire - takes time, effort and skill in order to collect data I can use best. Not all researching projects are about the big gray issues - some are the smaller, more personal, and more immediate issues. I may or may not take on one of those big issues in the future - but I definitely will be tackling research on a smaller level - so what I learn now, I will need to remember and use in the future.
Journal #11 - Online Lurking
I tend to think of this blog as a self reflective piece of work. More like a diary or school journal than like a news post or public announcement. I don't except many, outside of my classmates and professors, to be regular readers of my journal. But this belief of mine is a false one. Anyone can search google (using the right keywords) and find my blog posted online for all the world to see. I know this because my friends (in their work boredom) have mentioned reading my blog once or twice (and I have never sent them a link) and because the visitor statistics that monitor my blog tell me that people are viewing my posts (and which posts are the most popular). So while I tend to forget that my blog is out there in the public domain - the fact is that it is very public - probably more public and wide reaching then my own physical self.
So what if someone out there is watching/reading my posts and using it for research? No I'm not talking paranoia and conspiracy theories. I'm talking about online lurking - in which researchers transcribe what they observe and find posted in online public forums such as personal web pages, blogs, and social networks. How ethical is it? From a researcher's point of view, I feel that online observations (lurking just sounds so negative and plain creepy) are a valid way of collecting data. In some ways it is similar to sitting out in a busy public area and taking notes on what people are wearing (avatars), who they are/are not interacting with (chatting with or ignoring online), and what they are actually talking about (the actual conversations).
But don't those in public areas have the option of leaving an area if they feel uncomfortable? - Yes, but honestly researchers shouldn't be making people uncomfortable whether in person or online. They should be acting appropriately at all times.
In person, can't they tell that someone is taking notes and react as they see fit? Not necessarily, I've done public observations before for classwork and most of the time people never notice me. They probably just think I'm doing homework - it's not like I stare at them while taking notes or have a recorder out. Do people in the next table at a restaurant notice every person who eavesdrops?
Doesn't a researcher have a better ability to understand what it is they are observing in person then online? Yes and No. I think this depends on the researcher and their experience with what it is they are observing. At least in online there's a written record of what you are observing. In person there's always the chance you might mishear something or make an error in your notes.
I think what it boils down to is that the researcher needs to follow the guidelines of ethical research. They need to act appropriately when observing - whether in person or online. If your observing then observe - don't interact - that just skews your research making it invalid anyways. As an person with an online public presence - I need to remember that online = public. Isn't that what we are trying to teach children? That not only do they need to be mindful of what they post (personal details, confidential info, etc) but that what they post is out there for all to see? Adults - let's practice what we preach.
So what if someone out there is watching/reading my posts and using it for research? No I'm not talking paranoia and conspiracy theories. I'm talking about online lurking - in which researchers transcribe what they observe and find posted in online public forums such as personal web pages, blogs, and social networks. How ethical is it? From a researcher's point of view, I feel that online observations (lurking just sounds so negative and plain creepy) are a valid way of collecting data. In some ways it is similar to sitting out in a busy public area and taking notes on what people are wearing (avatars), who they are/are not interacting with (chatting with or ignoring online), and what they are actually talking about (the actual conversations).
But don't those in public areas have the option of leaving an area if they feel uncomfortable? - Yes, but honestly researchers shouldn't be making people uncomfortable whether in person or online. They should be acting appropriately at all times.
In person, can't they tell that someone is taking notes and react as they see fit? Not necessarily, I've done public observations before for classwork and most of the time people never notice me. They probably just think I'm doing homework - it's not like I stare at them while taking notes or have a recorder out. Do people in the next table at a restaurant notice every person who eavesdrops?
Doesn't a researcher have a better ability to understand what it is they are observing in person then online? Yes and No. I think this depends on the researcher and their experience with what it is they are observing. At least in online there's a written record of what you are observing. In person there's always the chance you might mishear something or make an error in your notes.
I think what it boils down to is that the researcher needs to follow the guidelines of ethical research. They need to act appropriately when observing - whether in person or online. If your observing then observe - don't interact - that just skews your research making it invalid anyways. As an person with an online public presence - I need to remember that online = public. Isn't that what we are trying to teach children? That not only do they need to be mindful of what they post (personal details, confidential info, etc) but that what they post is out there for all to see? Adults - let's practice what we preach.
Tuesday, April 19, 2011
Journal #10 - Teen Spaces in the Library
It seems that a lot of my "youth" research this semester ended up actually being "teen" research. I focused mostly on those between the ages of 12 to 19 years. I think this ended up in part for two reasons. 1) The teen years are a full of change, identity building, and enthusiasm for new ideas and 2) they tend to be an overlooked (or sadly even unwanted) population in the library.
These is really depressing because teens can really be some of our greatest content creators. In some instances, I think that the only things that hold them back is free time and available equipment. So when I came across this article in the School Library Journal (3/1/2011), I was full of smiles. Chicago's library really stepped up and connected with teens - listening to them and giving them what they wanted and needed to expand their technology learning.
We as libraries need to follow in the Chicago's library example and welcome teens to our libraries. Even if you don't have the money to buy all the coolest games and remodel a floor for them. Welcoming teens means providing them a space to be who they are naturally. Some place a where a little noise isn't such a big problem. A place where they can access their social networking accounts. A place where they can work in groups - on the floor or at tables.
It doesn't take much in the way of research to figure out what teens want. Just ask them. As a group, their pretty willing to share their ideas with you - providing they think you might actually listen. Set out quick answer or suggestion surveys in the library where teens will see them and have a convenient drop off box somewhere nearby. An easy to access email or digital drop box on the library's website is also a good way to go. A little casual research can go a long way.
These is really depressing because teens can really be some of our greatest content creators. In some instances, I think that the only things that hold them back is free time and available equipment. So when I came across this article in the School Library Journal (3/1/2011), I was full of smiles. Chicago's library really stepped up and connected with teens - listening to them and giving them what they wanted and needed to expand their technology learning.
We as libraries need to follow in the Chicago's library example and welcome teens to our libraries. Even if you don't have the money to buy all the coolest games and remodel a floor for them. Welcoming teens means providing them a space to be who they are naturally. Some place a where a little noise isn't such a big problem. A place where they can access their social networking accounts. A place where they can work in groups - on the floor or at tables.
It doesn't take much in the way of research to figure out what teens want. Just ask them. As a group, their pretty willing to share their ideas with you - providing they think you might actually listen. Set out quick answer or suggestion surveys in the library where teens will see them and have a convenient drop off box somewhere nearby. An easy to access email or digital drop box on the library's website is also a good way to go. A little casual research can go a long way.
Saturday, April 9, 2011
Journal #9 - Researcher Identity and Gender
Our readings this past few weeks discussed how a researcher's identity can affect not only how we research but how we interpret our research findings. This isn't something that I've given much thought to in the past.
For instance, I've never given much thought to gender in my workplace or school. I went to an all girl high school. I got a bachelor's degree in child development (a mostly female profession). I am now pursuing my master's degree in library and information science (another mostly female profession). And I grew up in a large family were the girls out number the boys.
It has never occurred to me that my gender would affect my research. But to be honest, looking back it probably has on some level or another even if I'm not fully aware of it. It probably affected how different gendered children interacted with me (as most of my previous research experiences has been with children). Whether younger children looked at me as a mother-figure or sister-figure, whether teenage boys saw me as a non-family female, or whether I myself was viewing and acting in ways that are typically associated with female gender.
Gender is only one of the many puzzle pieces that make me me. But it is one of the easier pieces that strangers can see and respond to depending on their own identities. It is also something that I don't think that I can take out of my research equation. It affects who I am. It affects how others respond to me. I can minimize it or I can work with it, but I can't really dismiss it. Even if I was to conduct all of my research in a non-personal way - no interviewing, no in person surveys, all data collected online without any gender clues - I would still interpret the data I collected based on my own identity and experience.
My thoughts on how to overcome this? Two researchers are better then one. My future research and program planning would likely benefit from having a male perspective. Four researchers would probably be even better - but then the more people deciding things the more difficult it can be to get things done. Definitely things I need to keep in mind for the future.
For instance, I've never given much thought to gender in my workplace or school. I went to an all girl high school. I got a bachelor's degree in child development (a mostly female profession). I am now pursuing my master's degree in library and information science (another mostly female profession). And I grew up in a large family were the girls out number the boys.
It has never occurred to me that my gender would affect my research. But to be honest, looking back it probably has on some level or another even if I'm not fully aware of it. It probably affected how different gendered children interacted with me (as most of my previous research experiences has been with children). Whether younger children looked at me as a mother-figure or sister-figure, whether teenage boys saw me as a non-family female, or whether I myself was viewing and acting in ways that are typically associated with female gender.
Gender is only one of the many puzzle pieces that make me me. But it is one of the easier pieces that strangers can see and respond to depending on their own identities. It is also something that I don't think that I can take out of my research equation. It affects who I am. It affects how others respond to me. I can minimize it or I can work with it, but I can't really dismiss it. Even if I was to conduct all of my research in a non-personal way - no interviewing, no in person surveys, all data collected online without any gender clues - I would still interpret the data I collected based on my own identity and experience.
My thoughts on how to overcome this? Two researchers are better then one. My future research and program planning would likely benefit from having a male perspective. Four researchers would probably be even better - but then the more people deciding things the more difficult it can be to get things done. Definitely things I need to keep in mind for the future.
Tuesday, April 5, 2011
Journal #8 - Social Networking, Children's Access, and Social Development
Okay. So I JUST wrote about the growing need for library programs on how to manage social network settings and security (see Journal #7 - Social Networks and Security). And those under 12 years old who are using popular social networks would be even more at risk then others from such security threats. It's kind of worrisome to me then that 20,000 users under the age of 12 are being kicked off Facebook daily according to its chief privacy adviser ("Banning baby-faces", 3/21/11). And no wonder that 92.54% of 4,386 people voted "yes" that Facebook needs to introduce tougher privacy regulations ("Banning baby-faces", 3/21/11).
But how do you go about that when access is just a click or date entry away? I'm sorry but a 6th grader knows how to do enough math to make up a fake birthday. And I wouldn't automatically go and blame the parents for not monitoring their children either (though there will always be kids out there doing things under their parent's radar). Some parents do a good job of monitoring their child's use of social networks by supervising who they add as friends and what personal information they put up but they also help them to fudge their birth date details (Gross, 2009). To me that sends a mixed message that it is okay to lie sometimes, especially when that sometimes is online. No wonder then that US teens perceive lying online to be an expected occurrence (Hundley & Shyles, 2010).
And how is this going to affect a young child's social development? I found a lot of conflicting research about youth well-being as it relates to online and social network use when searching for resources for my Literature Review. Some researchers searched specifically for relationships between youth Internet/social network use and depression, academic achievement, or friendship skills and found no evidence of one affecting the other, while other researchers did seem to find evidence that was more then just coincidence. The only thing I can truthfully believe is that we need to continue doing research in this area. So many different outside influences out there and so many different ways that a person can choose to research by. It is such a gray area of research at times to me. The methods that we choose to research by can easily miss somethings while accurately recording others.
Reference:
But how do you go about that when access is just a click or date entry away? I'm sorry but a 6th grader knows how to do enough math to make up a fake birthday. And I wouldn't automatically go and blame the parents for not monitoring their children either (though there will always be kids out there doing things under their parent's radar). Some parents do a good job of monitoring their child's use of social networks by supervising who they add as friends and what personal information they put up but they also help them to fudge their birth date details (Gross, 2009). To me that sends a mixed message that it is okay to lie sometimes, especially when that sometimes is online. No wonder then that US teens perceive lying online to be an expected occurrence (Hundley & Shyles, 2010).
And how is this going to affect a young child's social development? I found a lot of conflicting research about youth well-being as it relates to online and social network use when searching for resources for my Literature Review. Some researchers searched specifically for relationships between youth Internet/social network use and depression, academic achievement, or friendship skills and found no evidence of one affecting the other, while other researchers did seem to find evidence that was more then just coincidence. The only thing I can truthfully believe is that we need to continue doing research in this area. So many different outside influences out there and so many different ways that a person can choose to research by. It is such a gray area of research at times to me. The methods that we choose to research by can easily miss somethings while accurately recording others.
Reference:
Hundley, H., & Shyles, L. (2010). Us teenagers' perceptions and awareness of digital technology: A focus group approach. New Media & Society, 12(3), 417-433. Advanced online publication. doi: 10.1177/1461444809342558
Friday, April 1, 2011
Journal # 7 - Social Networks and Security Issues
I've been doing a lot of research lately about youth and social networks for my classes. One of the issues that's come up in our class group discussions and in some of the research is the issue of security. Social networking security and privacy issues are a tricky thing. On the one hand you want to share all your information with your friends and family. On the other, you don't want to open yourself up as an easy target for identity thieves and hackers.
So what's a person to do? Cancel their account? Not likely with 590 million users worldwide as of February 2011 according to Google. According to Blue Coat's 2011 Security Report, social networking sites are becoming a prime hunting ground for malware to obtain access to a user's credentials which (because we use the same passwords and info on multiple accounts) are then used to access our online banking and other online accounts. Facebook is now the 4th is one of the top 10 targets of phishing according to Blue Coat. And the information they're going for is different then you might think and disguised as our friends. Just check out Kristof's article (3/18/2011) on Biggest Facebook Security Threats, she lists some prime examples any of us could (or have) fallen for at the bottom.
Blue Coat's Security Report states that the rise in social networking use is leading to a rise in security treats found on social networks. Livingstone's (2008) article about teenagers' use of social networking sites for intimacy, privacy and self-expression states that teens are aware of their need for privacy measures, yet are lacking the the technological knowledge to select the appropriate settings on social networks such as Facebook and MySpace. It seems to me that libraries are in a prime position to help educate teens and adults about Internet security measures, Facebook settings and design, and social networking usage tips.
Journal Reference
Livingstone, S. (2008). Taking risky opportunities in youthful content creation: Teenagers' use of social networking sites for intimacy, privacy and self-expression. New Media & Society, 10(3), 393-411.
So what's a person to do? Cancel their account? Not likely with 590 million users worldwide as of February 2011 according to Google. According to Blue Coat's 2011 Security Report, social networking sites are becoming a prime hunting ground for malware to obtain access to a user's credentials which (because we use the same passwords and info on multiple accounts) are then used to access our online banking and other online accounts. Facebook is now the 4th is one of the top 10 targets of phishing according to Blue Coat. And the information they're going for is different then you might think and disguised as our friends. Just check out Kristof's article (3/18/2011) on Biggest Facebook Security Threats, she lists some prime examples any of us could (or have) fallen for at the bottom.
Blue Coat's Security Report states that the rise in social networking use is leading to a rise in security treats found on social networks. Livingstone's (2008) article about teenagers' use of social networking sites for intimacy, privacy and self-expression states that teens are aware of their need for privacy measures, yet are lacking the the technological knowledge to select the appropriate settings on social networks such as Facebook and MySpace. It seems to me that libraries are in a prime position to help educate teens and adults about Internet security measures, Facebook settings and design, and social networking usage tips.
Journal Reference
Livingstone, S. (2008). Taking risky opportunities in youthful content creation: Teenagers' use of social networking sites for intimacy, privacy and self-expression. New Media & Society, 10(3), 393-411.
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