Emily Taggart | Hyperlinked Library Blog

Author: Emily Taggart

Innovation Roadmap Assignment: AI Sandbox in the High School Library

November 10, 2024 / / 0 Comments

For my innovation assignment, I propose a way to ethically integrate AI tools in high school research. The school librarians and teachers would collaborate to teach an AI sandbox series for high school students in their school library focused on a research assignment. This three-part series of hands-on, interactive work sessions to introduce students to emerging AI technology that can help them improve their writing and research projects within ethical guardrails.

Here is the action brief:

The AI sandbox series will convince high school students that by learning how to use AI tools ethically they will gain practical skills to improve their research and writing which will help them with academic and career success because understanding what AI is and knowing how to use AI tools is necessary to navigate and thrive in an increasingly digital and information-rich world.

This is well within the Library 2.0 model we’ve been studying this semester. Casey & Savastinuk say that “Much of Library 2.0 involves building change around the needs of your community of users.” Well, AI is here and people are using it. Rather than resisting or reacting to the emerging technology, I think librarians need to adapt and respond to how this technology is now part of our information ecosystem and infrastructure.

In this presentation, I share research about the use of AI and the attitudes of high school students towards it. I know there are a lot of strong feelings about AI, but it is here, and people are using it. The school library is the perfect place to give students a foundational understanding of AI technologies and their ethical applications to research, writing, and assessing information.

You can download the slides here.

 

References used in the presentation:

 

Reflection Blog: New Models and New Horizons

November 8, 2024 / / 0 Comments

I started, stopped, deleted, and restarted this blog post several times. I loved the opportunity to see (and celebrate) how libraries are evolving to meet the needs of their unique communities in ways that are accessible and welcoming.

Emerging technology has been one of my focuses throughout this MLIS program and I was (in a good way!) overwhelmed by the discourse and programming possibilities presented in these two modules. I found myself in a bit of a “shiny object” spin at times.

Two trends inspired me and made me pause:

I believe there is a desperate need for digital literacy among our citizenry. Librarians and LIS professionals have the skills and knowledge to be on the frontlines, creating hands-on opportunities for people (students, patrons, educators, coworkers, etc.) to engage with AI tools and gain a foundational understanding of what AI actually is (it is not conscious!) and how it influences our information ecosystems.

The key to this is that librarians and LIS professionals must be open and curious about learning and adopting new technology.

I found a lot in Michael McShane’s article about VR and field trips interesting. The VR and interactive offerings through Explorable Places sent me down a bit of a rabbit hole full of ideas and possibilities. Banyan Global Learning experiences are a great example of how technology in the classroom can bring experiences from around the world to students who may not have access to travel or different cultures. These experiences can show students (and adults) that they are global citizens, connected to a bigger world outside their hometown or classroom.

However, these experiences require high-speed internet, hardware, and a venue. Additionally, VR field trips need institutions and communities that support diverse programming.

My main takeaway from these two modules is that librarians can (and should) be inspired by emerging technologies and innovative programming ideas. However, this should not compromise their ability to meet the needs of library patrons.

Emerging technologies have the power to both mend and fray the fabric of our society. Librarians and LIS professionals must approach emerging technology program development with curiosity, responsiveness (rather than mere reactivity), aspiration, and creativity. To be effective and impactful, though, they must stay grounded in the specific needs of their community, be in alignment with the library’s mission, and be mindful of the capacity of their community, venues, and staff.

Reflection Blog: AI in the Library

October 12, 2024 / / 1 Comment

Artificial intelligence (AI) technologies are quickly evolving and becoming further enmeshed in information ecosystems. AI is more than ChatGPT – it is spellcheck, automated grammar suggestions, customer service chatbots, search engines, image generators, and more.

 When used skillfully and ethically, AI technologies can be powerful tools to democratize research and provide accessible resources and assistance to patrons. These are technological tools that, “put at the service of human intelligence,” can allow us to “do more, better, and faster, thanks to the support provided by AI.” As LIS professionals, it is our responsibility to stay current with the development of AI technologies and their potential applications and impacts in our schools, workplaces, and communities at large.

In this module’s reading list, I especially appreciated Barnard College’s structured approach to building and promoting AI literacy on its campus. The campus identified a need for AI literacy and formed several working groups and task forces to determine baseline knowledge, potential impacts, and growth opportunities for faculty, staff, and students. The campus developed a four-part framework to scaffold AI literacy efforts on campus:

  1. Understand AI
  2. Use and Apply AI
  3. Analyze and Evaluate AI
  4. Create AI

Each level of this framework includes Core Competencies, Key Concepts, and Reflection Questions. Overall, this framework can guide librarians and educators in creating programs, services, and resources that promote AI literacy in ways that meet their audience’s needs and literacy levels. Examples could include:

  • Educational programming like literacy workshops that introduce definitions and applications of AI technologies. These workshops could help dispel misunderstandings about AI (no, AI is not a conscious being!) and empower patrons to explore tools independently.
  • Hands-on experiences in workshops around using tools like ChatGPT and Perplexity.
  • Resources like handouts, recordings, and LibGuides for patrons who want to explore independently or are more comfortable with asynchronous learning experiences.

As AI becomes increasingly integrated into daily tasks and research, LIS professionals must stay informed about its developments and applications. By promoting AI literacy and providing the necessary resources, LIS professionals can help meet needs and fill literacy gaps for the communities we serve.

Sources linked above:

Revisiting the Future: AI and the Future of Libraries

A Framework for AI Literacy

AI4People-An Ethical Framework for a Good AI Society: Opportunities, Risks, Principles, and Recommendations

Reflection Blog #1: Equitably Hyperlinking Communities

September 30, 2024 / / 1 Comment

Hyperlinking, by definition, is connecting.

By mission and purpose, public libraries in the US provide equitable access to information and services: “Equity of access…extends to proactive actions that ensure communities being served have access to the resources they need, regardless of aspects of their identities including age, race, ethnicity, sexuality, religion, disability status, or socioeconomic status.” (Bright, 2022, p. 67)

For this module, the digital divide remained top-of-mind for me. In many communities, public libraries are the hyperlinks facilitating equitable access to the resources, services, and experiences happening online.

Cultural and informational dialogue happens on and is driven by online platforms. For example, regardless of one’s opinion or use of TikTok, it’s nearly impossible to be a reader in the US and not be influenced by the dialogue happening on #BookTok (see Kelly Jensen’s article from this module’s reading As Seen on #BookTok: Inspiring Young Readers, TikTok Is a Boon for Books). For readers without the economic means to buy unlimited books, the library provides equitable access for folks to read the books AND join the conversation. For folks who want access to credible information on current events but cannot afford a New York Times or Economist subscription, the library can buy subscriptions and provide equitable access to important information.

The information, resources, services, and experiences that can be equitably accessed at the library are not consumables; they are gateways to the conversations and connections necessary for building communities.

Audra Williams and Charlie Muller’s article (Libraries Are Bridging the Digital Divide) on the Internet Society’s blog reports how libraries can (and do) connect communities to high-speed internet. Though California is the fifth largest economy in the world, there are significant wealth and infrastructure gaps across the state. According to a fact sheet developed by the Public Policy Institute of California:

  • 85% of California households have high-speed or broadband internet access,
  • 8 in 10 low-income and 2 in 3 rural households have broadband access at home. 80% of this population have devices in their home.

As LIS professionals, we can look at this reporting on a deeper level and ask questions such as:

  • What about the 15% of California households without high-speed internet access? How many of those 85% can afford access?
  • What infrastructure and outreach are needed to connect the 20% of low-income and rural Californians who do not have a device that connects to the Internet to a public library?

While it does not rest on librarians and libraries to solve every issue of equitable access, LIS professionals can initiate conversations and partnerships to take the proactive actions necessary to build community connections.

Libraries are equitable hyperlinks for the information, resources, and shared experiences necessary for healthy communities.

 

 

 

Additional reference not hyperlinked in the text above

Bright, K. (2022). Equity of access, diversity, and inclusion. In S. Hirsh (Ed.). Information services today : An introduction. Rowman & Littlefield Publishers.

Community

September 3, 2024 / / 2 Comments

I paused the lecture to write this quotation down.
I added underlines and circled it.
I added a star.
And I gave myself a little pep talk.
Maybe you could use one, too – so here is a peek into this past week’s journey through walking imposter syndrome out the door.

Do I belong here?
After spending the first week of this class wondering if I could meaningfully participate and contribute to this class because I do not work in a library, the Block quotation helped me remember who I am, what I have done, and why I started (and am soon finishing) this degree program. It’s an experience I have had a few times over the past three years.

While I have never shelved a book, I have spent my career connecting people with and through meaningful experiences while working in industries and environments more known for gatekeeping adaptation to change. Having started in non-profit work, my career has been very mission-based – I have had those tough conversations about how and if our efforts are fulfilling the organization’s mission and vision. I have developed and delivered countless trainings, events, and programs. I have even escorted intoxicated patrons out of the venue, evacuated the building a few times, and waited with patrons for EMTs to arrive and give them the care they need.

I did not start this program just because I love libraries and want to learn ways to connect people with information and services.

I am getting an MLIS because I want to help people connect and build healthy communities together.

Building relatedness

Libraries are one of the last truly democratic institutions we have in the US. Where else can someone simply walk in and spend the day without spending a dime? Libraries are opportunities for accessibility and connection through programming and access to resources. I was thinking of how the US Surgeon General has declared an epidemic of loneliness and isolation, issued a health warning about the negative impacts of social media on our teens, and confirmed that parents in the US are unhealthily stressed and unsupported. Libraries are public institutions that can help fill the gaps we need to have conversations, meet one another, and find the connections we need to build healthy communities.

A common theme I picked up through our foundational reading and lectures is that libraries, like many industries and institutions, want yet struggle to change their operations and services to optimally meet the needs of the communities they serve. I am well aware of the challenges – the funding, the institutional and organizational norms, etc. – that obstruct the implementation of programs and services.

In this moment, I appreciate having a semester together to play with possibility – play with ideas that may or may not pan out. Too often, in my experience, we don’t get the opportunity to ask “what if?”

The health of our communities is at stake. Libraries are not the only solution, but they can be a vital part of bringing us closer together.

I am all in for a rich, semester-long kickoff to a discussion of possibility and hope.

So, yes, I do belong here. And so do you – whether you have worked in a library for your entire career or, like me, found your way here through a more circuitous path.

Onward!

Hello world!

August 23, 2024 / / 1 Comment

Greetings, Hyperlinked Library cohort! My name is Emily and this is my last semester before Spring ePort. I have been planning for several semesters to take this class in my penultimate MLIS semester and I am happy to have reached this milestone. Throughout this degree program, I’ve been following a mash-up of the Information Intermediation and Emerging Technologies pathways.

I’ve always enjoyed finding ways to work and connect efficiently through technology. I remember hearing (IYKYK) and seeing the internet for the first time in 1993 when my dad connected our home computer to the local library’s card catalog. When I went to undergrad in 1995, I worked in a tiny computer lab where I was left unsupervised for hours at a time and had to figure out how to troubleshoot software and hardware problems on my own while the internet was just getting started. I think my lifelong approach to technology – experimental, unintimidated, and wildly curious – is rooted in that computer lab work-study job. I am glad to have experienced the internet when it was largely focused on information and connection rather than content and commerce.

I’m looking forward to finding ways to bring that late 1990s internet feeling to my professional work with the tools we have available today.

A couple of things about my professional life:

  • Most of my career has been in the performing arts. I started as a classical musician and shifted to arts administration, primarily in customer and artist services.
  • I also have a master’s degree in arts administration from the University of Oregon
  • I had an 11-year career gap to focus on being with my two daughters. After years of being stuck in the overqualified/gap in my resume spot, I started this degree to level up my technical skills to match my customer service skills.
  • I have been a programs analyst for the State of California for a year in a granting agency. Though not in a library, I absolutely consider myself an LIS professional. Much of my work is transferrable to libraries.

A couple of personal things:

  • I love long walks, exploring museums, wandering through botanical gardens, and spending time with good books.
  • I’m originally from East Tennessee and my accent peeks out from time to time.
  • I have two daughters who are 12 and 9 years old. They love to make art and do theater (and I love that they love those activities).
  • I am a die-hard Tori Amos fan – I’ve seen her 10 or 11 times since 1994.
  • I am a lifelong learner. I have always wanted to listen to podcasts and read the news in a second language, so I started taking French classes in the Spring to make that happen.

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