Hyperlinked Haley

Just another #hyperlib Learning Community Sites site

Why academic librarians should be more like public librarians

Hyperlinked Environments: Academic Libraries

Geisel Library, University of California, San Diego

When I was an undergraduate at UCSD a decade ago, I went into their spaceship-like library twice. Even with a familiar patron, I found Geisel Library intimidating and overwhelming. If only I knew then what I’ve learned in this program. Simply put, I am now more information literate. I understand source quality, databases, and search techniques. I know how to combine words and phrases to get the most beneficial results. I also know the value of academic librarians and the skills they wish to pass on to the students who walk through their library doors.

As I read through the literature, I find myself asking the same question: how do we ensure academic librarians are utilized? More specifically, how do we get students to utilize academic librarians? Let’s explore.

The internet has changed the landscape of academic libraries in several ways. With the almost-instant access (Fister, 2016) to online academic journals and interlibrary loan, academic libraries are more hyperlinked than ever. This interconnectedness allows academic libraries to share resources, providing expansive access to collections. Additionally, virtual collections allow academic libraries to shift print collections to off-site facilities, creating more space on campus for students to study and interact within the library walls (Straumsheim, 2017). Library staff are reporting increased foot traffic in their libraries even while use of reference services has declined (Webster, 2017). All of these changes are physical, tangible. From changing the layout of communal spaces in the library to the layout of the reference desk (Mathews, 2015), they all pertain to an actual space. Is this enough?

A common mantra in the hyperlinked library model is to meet users where they are; to adapt to the users’ needs. What do university students need from academic librarians? Information literacy. Students are, more than ever before, using online access to their libraries on their own, conducting research without seeking librarian assistance (Webster, 2017). On the one hand, this independence indicates students are able to navigate online databases with confidence. On the other hand, confidence does not always signify competence. It is one thing to be able to navigate an online database to locate articles relevant to a topic, it is another thing to be able to find good sources that will add substance to a research paper. The difference between finding sources and finding good sources is information literacy.

This is where the change—and the reevaluation of the role of academic librarians—comes into play. Students need more than a change in seating or reference services. Students need to know what they are missing, what programs and resources are available to them, and that the library is not an intimidating behemoth of books and librarians who insist on quiet.

Academic libraries are restructuring their facilities to be more user-centric, adding cafes and varied seating options (NCState, 2013). Academic librarians should also be reconstructing themselves to be more user-centric, perhaps by developing more dynamic skillsets and resources. Here are some ideas:

  • Develop instructional aids, such as videos, to help students understand the search process, learn search tools, and determine the relative value of various databases
  • Develop and market mini courses (ideally in conjunction with the university and/or introductory courses) to teach information literacy to students
  • Partner with the university’s writing center to further market resources
  • Seek out additional training in technology, programming, outreach, etc.

The role of the academic librarian is expanding to meet the changing landscape of academia. Like public librarians acting as hubs of social need-meeting (Nonko, 2019; Rey, 2018; Smith, 2017), academic librarians are using creative ways to assist patrons (Hardenbrook, 2019). These librarians are connecting to patrons through their humanity. This is a positive beginning. Academic librarians should take note of the comprehensive approach public librarians are taking and employ similar methods to deliver more user-centric services. Meeting students where they are at—and approaching academic librarianship as extending beyond the academic needs of students—will ultimately improve student engagement as they learn to see the library in a new light.

References

Fister, B. (2016, March 23). Reframing libraries. Inside Higher Ed. https://www.insidehighered.com/blogs/library-babel-fish/reframing-libraries

Hardenbrook, J. (2019, September 13). Starting a food pantry in an academic library. Mr. Library Dude. https://mrlibrarydude.wordpress.com/2019/09/13/starting-a-food-pantry-in-an-academic-library/

Mathews, B. (2015, May 27). The evolving & expanding service landscape across academic libraries. The Ubiquitous Librarian. https://www.chronicle.com/blognetwork/theubiquitouslibrarian/2015/05/27/the-evolving-expanding-service-landscape-across-academic-libraries/

ModArchitecture (Photographer). (2012, March 18). Geisel Library. [digital image] https://www.flickr.com/photos/88017382@N00/8394694784/in/photolist-dMP1hY-8j9j28-2m8Y195-9yuLB5-F2SKAY-wYByCq-Yd8SJX-4US46j-4UMQK8-aeJ88S-4UMPWp-4US4nu-4UMQuK-4US3YU-4US4sb-4UMQqK-4UMQ5H-4US4vw-4UMQDx-2j3BXBE-4US3Us-2abWtsn-4UMQj2-4US4dw-2m9a1D4-4UMQzx-4US4yw-4US4aG-dQwCe8-4US4ib-4UMPZP-4US41Q-4UMQdk-B3UzZw-kKvg6C-LuRvwC-JdR3pn-7ZathY-6vJdnT-LYN27z-LLP3fU-24hsdKX-xN1kSG-NfrHrB-7Z3fUu-296pfBA-wcpMVZ-LYN1PF-RFaq4u-ScBanS

NCState. (2013, July 30). The Hunt Library story (updated) [Video]. YouTube. https://www.youtube.com/watch?v=Okr78MUrImI&t=19s

Nonko, E. (2019, January 22). Library systems embracing their new roles as social service hubs. Next City. https://nextcity.org/daily/entry/library-systems-embracing-their-new-roles-as-social-service-hubs

Rey, D. (2018, December 10). How Seattle’s public library is stepping up to deal with the city’s homelessness crisis. The New Statesman. https://www.newstatesman.com/world/americas/north-america/2018/12/how-seattle-s-public-library-stepping-deal-city-s-homelessness-crisis

Smith, C. (2017, June 25). Madison’s library takeover. American Libraries Magazine. https://americanlibrariesmagazine.org/blogs/the-scoop/madisons-library-takeover/?utm_content=buffer8a08c&utm_medium=social&utm_source=facebook.com&utm_campaign=buffer

Straumsheim, C. (2017, March 4). Arizona State U librarian reorganization plan moves ahead. Inside Higher Ed. https://www.insidehighered.com/news/2017/03/24/arizona-state-u-library-reorganization-plan-moves-ahead

Webster, K. (2017, February 15). Reimagining the role of the library in the digital age: Changing the use of space and navigating the information landscape. LSE Impact Blog. https://blogs.lse.ac.uk/impactofsocialsciences/2017/02/15/reimagining-the-role-of-the-library-in-the-digital-age-changing-the-use-of-space-and-navigating-the-information-landscape/?platform=hootsuite

Save the School Library: Participatory Service + Hyperlinked Communities

This semester, I am taking INFO 282: Grant Writing. I have a little experience with grant writing, and I wanted to hone my skills for future use. In this course, I am partnering with a local school librarian that splits her time between two elementary schools, one of which my niece and nephew attend. Marilyn Smith is not actually a teacher librarian, though. She is a Library Media Assistant. Since the time I was a student in this very school district, more and more Teacher Librarian positions have been replaced with uncredentialed Library Media Assistants to reduce costs. More troubling, those Library Media Assistants now split their time between two schools, spending a week at a time at each site.

Source: Flickr.com

In my first meeting with Marilyn, I asked her about existing funding sources and her funding needs and priorities. I was disconcerted to learn that the school libraries do not have a set budget from the school district. Instead, library staff are expected to work with their existing inventory and seek out donations and grants independently. This lack of district funding, combined with the reduced positions and hours of library staff, sends a stark message to library staff, parents, and students alike: the district does not value school libraries as it should.

In world that is becoming more and more automated (Zulkey, 2019), the role of human intervention is coming into question. Bhaskar (2016) takes this question in the algorithmic tech industry and maintains, sardonically, “well, software can’t eat human curation . . . . traditional gatekeeping roles are here to stay.”  Similarly, librarians are able to do what computers are not. Librarians are creating social media content that elicits enthusiasm and interest (McDonnell & Mollett, 2014), teaching patrons how to navigate the internet (West, 2014), providing safe spaces to facilitate thoughtful discussions about current events (Dixon, 2017), and nurturing an environment of compassion and inclusivity (Garcia-Febo, 2018). Can Alexa do that?

Software can’t eat human curation.

Back to the school library… Marilyn’s funding priority is books. More specifically, e-books. She cites access as her primary reason, sharing that many of her underprivileged students and/or students with two working parents have limited resources and access to the public library. But, all students have a district-issued Chromebook where they are able to access their school library’s catalog. Acquiring more e-books for her school library catalog would help Marilyn provide her students with greater access to the books they want to read. Klinker (2020) supports this sentiment:

In situations where physical distance of access prevents users from being able to select new print titles, eBooks can be available 24/7, 365 days a year, to users with some type of internet access. For teachers, this is significant in conversations about fighting the summer slide. (p. 3)

Or, when a student’s parents are unable to take them to the library. Only a librarian with an intimate and studied understanding of the information needs of her community is capable of identifying and prioritizing this need. Librarians are the generous and enthusiastic gatekeepers of books and information literacy for our children, our future. We need to protect them.

Resources

American Overseas School of Rome (Photographer). (2016, September 15). Elementary School Library. [digital image] https://www.flickr.com/photos/128833995@N03/29725109811/in/photolist-MhGXxi-9y8jFH-eg74bi-PEWLK-7ThKRE-afceD4-e9WcC7-aFdgUS-av4szY-aff2BN-Lt8y3U-LtgmZp-kqfgiA-amfZcd-b84LaH-bfx9Tc-kH64oD-amdbZk-eg74Yx-cd1QZ7-eg72Ac-9Dpr23-i4bvec-Mfysbm-cWpVFh-6XNB6-afwyXN-amfZaG-b46dCP-pXKfoK-CHWEdU-fLinU5-bt3MFr-iMJKgz-5DmcVa-8P661L-mxFehx-dU5SmX-bKZ1WF-b9SkVv-Miec34-Kc5Dq-aff2A7-32Qdx6-7jQ8Qt-9wY8jC-bfx9tp-8btVQ7-gWpjCp-bepB2k

Bhaskar, M. (2016, September 30). In the age of algorithm, the human gatekeeper is back. The Guardian. https://www.theguardian.com/technology/2016/sep/30/age-of-algorithm-human-gatekeeper

Dixon, J.A. (2017). Convening community conversations: Libraries can be trusted places for users to share opinions, questions–even politics–with librarians facilitating the process and keeping it civil. Library Journal, 142(17). https://link.gale.com/apps/doc/A509729549/AONE?u=csusj&sid=bookmark-AONE&xid=6fbaea81

Garcia-Febo, L. (2018, November 1). Serving with love. American Libraries Magazine. https://americanlibrariesmagazine.org/2018/11/01/serving-with-love/

Klinker, J. (2020, July 24). The healing power of books: Using reading to address social and emotional needs. Gale Blog. https://blog.gale.com/the-healing-power-of-books/

McDonnell, A., & Mollet, A. (2014, April 16). Five ways libraries are using Instagram to share collections and draw public interest. LSE Impact Blog. https://blogs.lse.ac.uk/impactofsocialsciences/2014/04/16/five-ways-libraries-are-using-instagram/

West, J. (2014). 21st century digital divide. Librarian.net. http://www.librarian.net/talks/rlc14/

Zulkey, C. (2019, September 3). Automatic for the people. American Libraries Magazine. https://americanlibrariesmagazine.org/2019/09/03/automatic-people-self-service-libraries/

Shhhhh… Quiet + the Library

[A context book post]

Libraries have traditionally been safe havens for introverts. Perusing seemingly endless bookshelves in the quiet, contemplative atmosphere of the local library elicits feelings of comfort and home. But the library is changing. Collaborative spaces channeling the New Groupthink mentality are being installed in all forms of libraries—see San Jose Public Library (Chant, 2016) and Los Angeles Public Library (Mack, 2013). Youth and children’s spaces are becoming quiet-free areas (Matthews, 2010), allowing young people to express themselves more freely and loudly. Introverts love quiet. Introverts need quiet. The idea of walking through the library to the sounds of children chatting or teens playing music may instinctually illicit feelings of exhaustion and discomfort. But it doesn’t have to be. Libraries are capable of meeting the needs of introverts and extroverts alike, of creating space for quiet and collaboration, of encouraging contemplation and innovation. In Quiet: The Power of Introverts in a World That Can’t Stop Talking, Susan Cain breaks down just how this can be accomplished.

Source: Google Images

The hyperlinked library model is challenging libraries to refocus the ways in which they channel energy, allocate resources, and structure systems. These changes promote user collaboration and community engagement. These changes are great and necessary. These changes are also fueled by a sense of urgency in response to the notion that “libraries everywhere are under threat” (Denning, 2015, p. 1). The seemingly archaic traditions of quiet and solitude that have historically defined the library experience are being replaced with makerspaces, community rooms, and New Groupthink. This new focus changes the atmosphere of the library:

Of course, with all these new activities come new spatial requirements. Library buildings must incorporate a wide variety of furniture arrangements, lighting designs, acoustical conditions, etc., to accommodate multiple sensory registers, modes of working, postures and more. Librarians are now acknowledging—and designing for, rather than designing out—activities that make noise and can occasionally be a bit messy. (Mattern, 2014, p. 14)

The current trend revising library infrastructure mirrors that of corporate America, where businesses are increasingly transitioning to open, collaborative spaces:

Today’s employees inhabit open office plans, in which no one has a room of his or her own, the only walls are the ones holding up the building, and senior executives operate from the center of the boundary-less floor along with everyone else. (Cain, 2012, p. 76)

The “New Groupthink” trend is motivated by the belief that more heads are better than one, that the loudest voices have the best ideas, and that extroversion and leadership go hand-in-hand. Cain calls this trend the “extrovert ideal” and contends that it has enthralled America, allowing confidence and boldness to outshine thoughtfulness and thoroughness. In this system, the charismatic extrovert wins the promotion over the more qualified introvert and the shy student’s grade is lowered due to her lack of verbal participation in class. This, Cain argues, is not ideal. Instead, she campaigns for the cultivation of environments that allow introverts to thrive without demonizing extroverts in the process. Why? Because “there’s a less obvious yet surprisingly obvious explanation for introverts’ creative advantage—an explanation that everyone can learn from: introverts prefer to work independently, and solitude can be a catalyst to innovation” (Cain, 2012, p. 74). Introverts have a greater ability to sit with a problem longer, in quiet contemplation, until a viable solution is reached. The quiet and solitude feed their creativity and foster innovation in the process, the very innovation libraries are trying to achieve through those elements of the hyperlinked library model that improve connectivity and teamwork.

Introverts prefer to work independently, and solitude can be a catalyst to innovation.

Susan Cain, Quiet: The Power of introverts in a world that can’t stop talking, 2012

So, how can libraries foster the group environment—filled with makerspaces and New Groupthink atmospheres—without sacrificing space and quiet for introverts? Cain suggests creating those spaces necessary for group collaboration and noise and those spaces necessary for quiet and contemplation but keeping them far enough away from each other that both remain effective. Cain also proposes libraries encourage quiet brainstorming prior to group work (2012, p. 266). This would allow introverts to gather their thoughts and form ideas in their comfortable environment prior to joining the collaborative group space so they may feel confident in joining the conversation.

Source: Haley Mizushima

Additionally, Cain (2012) disputes the validity of the New Groupthink ideologies of the “Internet’s role in promoting face-to-face group work” and that “the rise of the World Wide Web . . . lent both cool and gravitas to the idea of collaboration,” instead insisting “the early Web was a medium that enabled bands of often introverted individualists . . . to come together to subvert and transcend the usual ways of problem-solving” (pp. 78-79). This is not to say that group work and the Internet should be avoided, but rather “we’re so impressed by the power of online collaboration that we’ve come to overvalue all group work at the expense of solo thought” (Cain, 2012, p. 89). The point is that libraries must find a middle ground; engage the strengths of each side, in partnership, in order to fuel innovation and generate positive engagement.

We’re so impressed by the power of online collaboration that we’ve come to overvalue all group work at the expense of solo thought.

Susan Cain, Quiet: The Power of introverts in a world that can’t stop talking, 2012

When examining this juxtaposition between introverts and extroverts in the context of engagement and collaboration between the library and its user, the question becomes this: how do libraries engage all users and encourage collaboration on both sides of the personality spectrum? Libraries can provide virtual resources that nurture the creativity and innovation of their more introverted users, create group spaces in the library to encourage the collaboration of their more extroverted users, and coalesce the two through programming designed to merge both communities. Furthermore, libraries can introduce multiple outlets for information and channels for connection and feedback, catering to users with varying comfort levels. This can be achieved through participatory service activities such as library blogs and social media campaigns (Casey, 2011). In providing options that allow users to engage on their own terms, libraries can meet the needs of all types of users and, ultimately, better serve their communities.

As Schneider (2006) so astutely noted, “you cannot change the user, but you can transform the user experience to meet the user. Meet people where they are—not where you want them to be.”

This is the future of the library.

References

Cain, S. (2012). Quiet: The power of introverts in a world that can’t stop talking. Broadway Books.

Casey, M. (2011, October 20). Revisiting participatory service in trying times. Tame the Web. https://tametheweb.com/2011/10/20/revisiting-participatory-service-in-trying-times-a-ttw-guest-post-by-michael-casey/

Chant, I. (2016, October 26). User-designed libraries: Design4Impact. Library Journal. https://www.libraryjournal.com/?detailStory=user-designed-libraries-design4impact

Denning, S. (2015, April 28). Do we need libraries? Forbes. https://www.forbes.com/sites/stevedenning/2015/04/28/do-we-need-libraries/?linkId=13831539&utm_campaign=ForbesTech&utm_channel=Technology&utm_medium=social&utm_source=TWITTER&sh=758339116cd7

Mack, C. (2013, February 17). Crowdsourced design: Why Los Angeles is asking the public to create the library of the future. Good. https://www.good.is/articles/crowdsourced-design-why-los-angeles-is-asking-the-public-to-create-the-library-of-the-future

Mattern, S. (2014). Library as Infrastructure. Places Journal. https://doi.org/10.22269/140609

Matthews, B. (2010, June 21). Unquiet library has high-schoolers geeked. American Libraries Magazine. https://americanlibrariesmagazine.org/2010/06/21/unquiet-library-has-high-schoolers-geeked/

Schneider, K. (2006, June 3). The user is not broken. Free Range Librarian. http://freerangelibrarian.com/2006/06/03/the-user-is-not-broken-a-meme-masquerading-as-a-manifesto/

The Hyperlinked Library Model (or why I quit my job)

After several months of thinking and planning, I’ve decided to quit my job. My well-paying, steady, government job. Why? This is the question everyone asks me. WHY would you give up that paycheck? Those benefits? Why would you leave the stability?

Source: Flickr.com

This answer is not a simple one, but I found reassurance in Weinberger’s (2001) captivating description of some effects of the internet on the workplace:

The company communicates with me through a newsletter and company meeting to lift up my morale. In fact, I know from my e-mail pen pals that it’s telling me happy-talk lies, and I find that quite depressing . . . . The company provides me with a career path so I’ll see a productive future in the business. In fact, I’ve figured out that because the org [sic] chart narrows at the top, most career paths necessarily have to be dead ends . . . . The company is goal-oriented so that the path from here to there is broken into small, well-marked steps that can be tracked and managed. In fact, if I keep my head down and accomplish my goals, I won’t add the type of value I’m capable of. (pp. 2-3)

The idea of the hyperlinked organization and, in turn, the hyperlinked library, is a new concept to me. As someone who grew up with a computer in the house since middle school, I feel as though technology and the internet have always been a part of my life. It wasn’t until the recent pandemic that I felt some negative implications of the internet on my work life.

This is beginning to sound like I blame the internet for quitting my job. This is not the case. The internet is an innocent bystander here. I credit it, in fact, for opening my eyes to the reality of my situation, and for providing me with a valid escape. Let me explain.

Source: Flickr.com

When COVID-19 hit Southern California, my work shut down for ten weeks. We were sent home, impatiently waiting for any indication of what was to come. Text threads emerged with various groups of work friends trying unsuccessfully to piece together the limited gossip that was circulating. All the while, work was silent. We were left in the dark for two months until suddenly we were told to return. We were assured that our health and safety would be their “number one priority” and, initially, it seemed to be.

Gradually, decisions were made and new protocols emerged that proved otherwise. As the months progressed, I became more and more disillusioned by the lack of communication and consideration. The same tool that enhanced the sense of connection I felt with my colleagues exposed the silence of my employer. They were acting as a “fort business” (Weinberger, 2001, p. 3) and the internet was subverting this ineffective hierarchy through its hyperlinked employees (Weinberger, 2001, p. 4). In its defense, my employer is an Institution, naturally averse to progress. But the recent exodus of steady, hard-working employees should be taken as a sign that change is necessary.

So, how does this relate to the hyperlinked library? In the Module 3 lecture, Professor Stephens discusses some internal challenges. From the “we’ve always done it this way” mindset to archaic rules to “do not disturb” attitudes (lecture), institutional norms need to be overturned for real change to occur. As with the Institution I am still employed by for the next four days, libraries need to adopt new mindsets, rules, and attitudes that foster connectivity and conversation. Further, libraries need to involve end users in the process, as it allows for more relevancy and a sense of community ownership and connection (Leferink, 2018).

So, why am I leaving my well-paying, steady, government job? Because the Institution has failed to modernize, to connect, and to consider its end user. Because it has halted the conversation, forbidden even. And because it has maintained its fortress at all costs.

Source: Flickr.com

The internet can be a double-edged sword. It can be the impetus for quitting a job and a purveyor of virtual higher education, simultaneously. What a glorious thing.

References

Albright, E. (Photographer). (2021, April 13). COVID. [digital image] https://www.flickr.com/photos/167996287@N06/51114266922/in/photolist-2kSMYLb-2iQkWoL-2j6pnV2-2iLmqNm-2ksA1bE-2ksEbfZ-2iSMYyy-2j4Vuac-2iGbcuk-2kdRh5k-2j7C7Tk-2j2Bfoc-2kmcJSY-2iWDY96-2iRgysh-2iPZVnH-2iQ1FSD-2ksDGEh-2kDCTg9-2iLGaZs-2juAPPf-2jvBun2-2j7AF7b-2kjmGDZ-2iNv3mT-2m7y7zk-2kz7M86-2m5L6xa-2iXyuXt-2iYw7ej-2kF7T4Q-2iQgrDF-2jQtGiN-2iWWhRg-2iUsvAH-2iNg3Ew-2m8JwUy-2m3Axd9-2mjTyAc-2j7y7zZ-2kM2kVW-2iZWZ5z-2iHKtKP-2mbwe3C-2knCMek-2jPz5BS-2iSHeRP-2kbXHtH-2iJhuaz-2iPaGd1

Johnstone, A. (Photographer). (2014, November 15). Fortress. [digital image] https://www.flickr.com/photos/alanjohnstone/15799896053/in/photolist-q5bACV-9V9j3h-9V9jB9-DVfe5e-4mCKQC-6sPZd7-8Ha3D2-ddgyyG-5mddrQ-ekvAVv-9V9iGh-5o6xQC-4D7gL-L5ntHT-9V9jPq-4bjJKx-4ZLeNC-7M3gvr-26N5q4t-3cBXVi-9BEQ84-3MBjXg-tudspQ-5rh2Cr-4R3ror-3mxxM-eG9h9z-aUGc1K-21FU3Zs-8jYUvz-eGfrFo-b37brk-2bogKq2-4ZG1bB-7PrM31-8v6HjD-cddHhs-4ZG1SV-Vs4a-GrPqEZ-3f7JEL-pFy24F-Smk5Ay-VxcW2X-oeRh4z-9V9iQA-5c6DhW-4ZFWNz-8Hd4bf-4ZFWyP

Leferink, S. (2018). To keep people happy … keep some books. OCLC Blog. https://blog.oclc.org/next/to-keep-people-happy-keep-some-books/

Snell, T. (Photographer). (2008. February 8). Resignation. [digital image] https://www.flickr.com/photos/timsnell/2250717738/in/photolist-4qTvYf-2mk76JE-L9hi8v-4xSkr7-4xN7Rp-SDTXmW-2jAXS5z-oVgB3T-2hE1MGY-2bx8LgM-rFqq-RFkpTV-2G7UNs-aomu5F-228fKAa-pbjrzA-MLFAPJ-2i2HtYd-8NBx2j-pAxqR-p26saU-S48DcV-oxVSwa-s4D4qM-NZVTfr-2kZMx4j-Geo9JG-xTbTeo-4fwAMa-oajhoD-wQ4kay-QJJtov-2jYKvWr-4m4aQy-aga9cx-j6evC1-CztmwF-DMNZFT-4kw9a3-qJv14a-t56vzX-7xYmmG-5pnKeb-7D2H3H-5dQ51-9JD2K-iVesV-D1Fyvi-dJh19g-4Upt6D

Stephens, M. (2021). Hyperlinked Library Model [Video lecture]. https://sjsu-ischool.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=a0569381-4d66-4e0a-a7fa-aab3010a8f3e

Weinberger, D. (2001). The hyperlinked organization. https://www.cluetrain.com/book/hyperorg.html

Welcome!

Hi, my name is Haley.

I have a BA in Political Theory and English Literature from UC San Diego. After I graduated, I worked as a Legislative Aide in local politics, on several political campaigns, and now I am a Courtroom Clerk. I love reading, traveling, and spending time with my cat and family.

This is Cooper. He’s thrilled to be here.

When I was in college, I worked part time at a local independent bookshop. I loved helping customers find their next read! I decided to go back to school to pursue a MLIS degree because, while I thought my passion was politics, I’ve learned I find greater joy surrounded by books. My initial interest was in academic librarianship, but I am very intrigued by archiving.

This is my third semester in the program.

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