This presentation was created to introduce the mobile application BrowZine to the CSULB Library. This application allows students, faculty, and staff to view the University’s digital collection, download content, and discover new content all in one place on their phone or tablet. As young adults are becoming increasingly more dependent on their smart devices, introducing an application like BrowZine will further the CSULB Library’s reach and meet our users where there are currently doing research.
As my journey through this course continues, each module has me questioning what the physical space of the library should look like and how that facilitates connections and learning. For this choose your adventure module I examined the “library as classroom”. There are so many examples of great maker-spaces, educational events, and classes that demonstrate how the library can transform into a space where learning opportunities are infinite. But how does that work within the context of the academic library? I reviewed Joan K Lippincott’s (2015) article “The Future for Teaching and Learning” for answers. Lippincott (2015) explains:
“Learning” in library spaces can mean many things. In traditional, quiet library spaces, students may read or think through complex problems or write, generally carrying out the tasks as solo activities. These experiences continue to have great importance, but they are not the only modes of learning. In new types of library spaces, students may be creating a website or a video, working with other students on a group project, collecting, analyzing, and presenting data, solving problems, incorporating special collections materials into a media product, conducting an interview with someone in a remote location, or making a physical object.
It is important to have quiet study areas, but interactive and group settings facilitate learning too. The future of the academic library needs to change from a place where students write their research papers, to a place they can also create media content, work within groups, and test hypotheses. Lippincott (2015) makes a case that we can only get there through “the increasing integration of librarians and libraries into the teaching and learning program of the college or university.”
While this integration and collaboration is more common in academic libraries today, many still see this collaboration only happening for freshman introductory courses. Lippincott (2015) created this chart or how she hopes library involvement in progress in the future:
These are great, clear goals to strive for. I think when this collaboration happens more librarians will have a clearer understanding of what the information needs of their students actually are. This, in turn, will dictate what the physical space of the library looks like (what technology would be most useful, what programs most beneficial, what kinds of spaces would facilitate learning best)
Through my research on this topic, I found a very interesting graphic of “What can collaboration with a teacher librarian look like?” put out by the British Columbia Teacher-Librarians’ Association (BCTLA). This below image provides the steps toward facilitating a successful faculty-librarian collaboration and would be helpful to anyone who might be confused at where to start
British Columbia Teacher-Librarians’ Association (2019) What can collaboration with a teacher librarian look like? [PDF] https://bctladotca.files.wordpress.com/2019/02/teacher-librarian-infographic-final.pdf
Lippincott, J.K. (February 26, 2015) The Future for Teaching and Learning: Librarians’ Deepening Involvement in Pedagogy and Curriculum. American Libraries. https://americanlibrariesmagazine.org/2015/02/26/the-future-for-teaching-and-learning/
When I reviewed the course content on new models I, once again, thought about how my workplace, the CSULB library, fit into how library spaces are adapting. While it has long been discussed that libraries are moving away from being simply warehouses of books, it wasn’t until I watched Pam Sandlian Smith’s TEDtalk did I understand, at its core, what the library space was actually for. It is a “space for learning” (Smith, 2013)! Once upon a time the best way to facilitate learning was thought to be through books, but as technology and different learning styles emerge books are not necessarily king. As a library technician, I have found myself concerned with the continually lack of physical material in CSULB library. In my mind, a lack of books, periodicals, and journals meant a lack of resources. But, as I reconsider the reason for the change, or rather my understanding of why this change was taking place, I am starting to change my opinion. The books taken off shelves to make way for open study spaces should not be viewed as a taking away of learning materials, but rather an opening up for learning opportunities.
I wonder where my hesitance for these changes came from? Perhaps it was because when introduced to staff these changes were explained as “following library trends” and not framed as important for student success. In an Long Beach Post article titled “Robots, 3D printers and outlet shortages: College libraries are changing with the times” one our librarians exclaimed “You always have to be looking at what’s the next trend, what are we going to do?” (September 6, 2018). As my previous blog posts have reflected, I am weary of this idea that we, as the CSULB library, need to implement change as a way of “keeping up with the Jones”, or prove that we were the first to implement something. I am starting to think that my fear comes from the fact that administrators demonstrate success of these changes through applauding the change, rather than how this change has reflected in student success. I am glad that this module, and course as a whole, is allowing me to reflect on my long held beliefs and hopefully be more agreeable to my library’s every changing space.
Osier, V. (2018, September 6). Robots, 3D printers and outlet shortages: College libraries are changing with the times. Long Beach Post. https://lbpost.com/news/education/3d-college-libraries-library-librarians-csulb
Smith, P. S. (2013, December). What to expect from libraries in the 21st century: Pam Sandlian Smith at TEDxMileHigh [Video]. TED Conferences. https://www.youtube.com/watch?v=fa6ERdxyYdo
After reviewing the book Mobile Technology and Academic Libraries: Innovative Services for Research and Learning (2017) and using Texas A & M University Library’s self-guided tour as an example, I would like to implement an interactive, mobile device-driven, self-guided tour for new students of California State University, Long Beach (CSULB). This tour would take two forms: one that is formally administered as a part of the librarians’ instruction for new students, and a less formal version that could be accessed by any person who wants to learn more about the library building and the services we provide. The tour could be accessed on any mobile device through the library website. It would prompt students to go to different locations in the library. Once they arrive they will read a short description of the area or service (i.e. “you have reached the 5th floor, group study area, this floor was created for collaborative study. You can reserve a space in a group study cubicle…”). At this point users have the option to take a selfie and upload it to a cloud database where library staff can advertise these images on one of the screens in the library lobby. The version administered by librarians would be the same, but after the tour, students would reconvene with the librarian instructor and discuss what they learned on the tour, share the selfies they took, and the librarian can reaffirm the critical services and locations these new students need to know.
In a book chapter titled “Selfie as Guide: Using Mobile Devices to Promote Active Learning and Student Engagement” (LeMire, Gilbert, Graves, & Faultry-Okonkwo, 2017) the authors explain the benefits of this kind of tour: “The selfie-guided tours challenged students to navigate library spaces on their own, to engage actively with library staff in order to answer their assigned questions successfully, and to work together and use their creativity in taking selfies” (p. 55). Reimagining the library tour would introduce a more active learning experience to our library instruction. This approach is a sort of gamification or participatory design method laid out in an article by Scott W. H. Young (2017). He explains that this sort of active instruction opens an opportunity for students to feel like they are participating in the overall design of the program (or in this case – tour). In a librarian-lead class situation, the conversation after the self-guided tour allows the instructor to see where the program was successful, and where students missed information. This allows us, as a library, to be constantly improving how we introduce these services to our patrons.
Overall, the goals and objective of this new tour are:
Community to Engage:
This tour would be beneficial to all visitors of the CSULB Library, but would be particularly aimed at new students that wish to know more about the geography of the library and library services.
Action Brief Statement:
I aim to convince new students and patrons that by taking part in this interactive, self-guided tour they will gain a better understanding of library services. This will make them more likely to use the library as an information resource because our library is an essential learning tool that will aid them, not just in their time at the university, but for their future careers and endeavors.
I aim to convince librarians, staff and administration of the CSULB Library that by implementing this new interactive, self-guided tour they will see an increase in students and patrons utilizing library services, which will demonstrate our impact on the student body and importance on campus because the library “provide[s] direct support for the educational mission of the [overall] University” (“Mission and Vision Statement”, 1998).
Evidence and Resources:
Mission, Guidelines, and Policy:
The library administration, specifically the Dean and academic librarians (those who will be doing the instructing) will have a major role in setting the policies of this program. The CSULB Library vision and mission statements, as well as the CSULB University vision and mission statements will be considered during the planning phase.
Outside of the University, we will be looking at the Association of College & Research Libraries’ (ACRL) Framework for Information Literacy for Higher Education during the development of this tour. As the main goal of this program is to increase awareness of library resources and information literacy as a whole, the ACRL is a valuable resource toward making sure we approach this project thoughtfully and ethnically.
Fortunately, implementing this program will not cost the library or university a lot of extra money. The website, cloud database, and staff hours are already developed. We would just need approval from appropriate administrators that staff hours can be reallocated for this project.
This will not be a project in which a new job will need to be created, it could be added to the workflow of librarians, staff, and technical support.
Action Steps & Timeline:
Although this project isn’t costly and doesn’t require a reconfiguring of library space, it will require buy-in from administrators outside of the library. We need to change the university library webpage, which is moderated by the tech department of the university as a whole. The biggest hurdle is making sure the university allows an IT staff member to utilize a lot of their staff hours towards this project.
Project Timeline (2021-2022 Academic Year):
September 2021: Propose this project to library administration and CSULB administration as a whole.
October 2021: Upon approval, build a team of staff and librarians that want to collaborate on this project to establish learning outcomes and ensure the content upholds CSULB’s overall mission statement.
November – December 2021: Create a rough draft of the content that we think should be included in the tour (this will be text based, not online yet).
January 2022: Present draft to librarians and gather their input.
February – May 2022: After changing draft with librarian input, collaborate with CSULB IT to create the tour as a part of the Library website. This will be the most laborious process with multiple meetings and troubleshooting. IT will need to consider cloud database integration, access portals, and clean effective design. Many prototypes will be tested during this period.
June 2022: First training session with librarians in library classroom.
August 2022: Second training session with librarians, which includes tour walkthrough .
September 2022: Introduce librarian-instructed tours implementing new self-guided tour and self-guided tour is advertised on library lobby screens.
December 2022: Developers evaluate service usage numbers and selfie engagement to gauge the effectiveness of the program.
Fortunately, no new staff or staff hours need to be allocated for this project. It is open-access to all library patrons and when it is administered in a course, it is a part of librarian-instruction hours.
Those who will need the most training in this self-guided tour are librarian instructors. We will be asking them to change the format of their normal introductory course to the library, which is no small feat. It would be most appropriate to hold a meeting between developers (myself and hopefully a handful of staff and librarians that wish to join my team) and librarians to get their input on what they already instruct and how it can be incorporated into the new program. After we gather librarian input, we will have training sessions during the summer, when there are no courses in the library classroom and there are less patrons in the physical space.
There will be two training sessions over the summer: one session to introduce the program, what the actual tour/webpage looks like, and how to access images on the cloud, the other session will actually walk the librarians through the tour itself. Additionally, an email will go out to all library staff to explain the tour and where to direct students/patrons who ask about it. Department heads will be instructed to ensure their staff review the email.
Promotion & Marketing:
This new tour would be easy to promote since we are asking the patrons to create actual visual material – selfies. The option to upload your selfies to a secure cloud database, most likely GoogleDrive (as the CSU system is already integrated with the Google Suite), will appear on the tour. There will be a disclaimer that submitting means you are aware that it may appear on the screens in the library lobby. The images will promote the tour and make patrons more eager to join in with hopes of being on a screen for their community to see.
In addition to this, the program can be promoted by sending a link to the tour to all prospective students. While many of them will be taking the tour with librarians during first-year seminars, they might also be able to share the experience with their parents or guardians as they decide with University to attend.
After implementing the new self-guided tour we will evaluate the effectiveness by tracking the number of users posting images of themselves to the cloud database and evaluating the rate of which patrons utilize our services. As we are always keeping track of circulation statistics, study room reservation appointments, and printing lab usage, it will be easy to compare these numbers to those after the new program is in place.
If we see an increase in library usage as a whole it would be useful to expand our mobile-device integration even further. In addition to the tour we could provide QR codes at certain service points that, upon scanning, send the patron to a video or webpage that explains what the service is and how they can utilize it. This would be an easy, low-cost, expansion that would act as “mini-tours” for patrons that have a quick question, but might be too shy to ask library staff.
California State University, Long Beach Library. (1998, November 24). Mission and Vision Statement. Retrieved from https://www.csulb.edu/university-library/profile-and-history.
LeMire, S., Gilbert, S, Graves, S. & Faultry-Okonkwo, T. (2017). Selfie as Guide: Using Mobile Devices to Promote Active Learning and Student Engagement. In R. Canuel &
C. Crichton (Eds.). Mobile Technology and Academic Libraries: Innovative Services for Research and Learning (pp.55–71). Association of College and Research Libraries
R. Canuel & C. Crichton (Eds.) (2017) Mobile Technology and Academic Libraries: : Innovative Services for Research and Learning. Association of College and Research Libraries.
Young, S. W.H. (2017), “The user experience: participatory design in action.” Library Journal, 142(14), 26.
This week’s module on Hyperlinked Environment’s got me thinking about the academic library I work at, the California State University, Long Beach Library, and the many changes the space has made since I started working there about 5 years ago. As I dove into this module, I found that much of the literature on academic libraries has championed creating new environments that are collaborative, technologically savvy, and overall more than just a place for books and studies. Brian Mathews (2015) summarizes that with the shift in library spaces “you can see some commonality. Interdisciplinary. Intrinsic. Drop-in sessions. Project-oriented. Problem-based. Informal. Conversational. Personalized. Open-ended. Open to everyone.” During my short time at the CSULB library, I have seen whole floors of books be replaced with open study spaces, the removal of microfilm and map collections for a coffee shop, tech help desks, and much more. This new student introduction video gives a glimpse at some of these changes:
Since the video was filmed almost two years ago the library has also added a 3D printing lab and a virtual reality theater. All of these changes have increased the Library’s clout, but I wonder if these changes have actually served our student’s needs. As Dean of University Libraries and Director of Emerging and Integrative Media Initiatives at Carnegie Mellon University, Keith Webster (2017), wrote “The key point is that we are operating in a hybrid environment, both in the use of information resources and in the use of library spaces: we must meet information needs from both print and digital sources; and we need to provide spaces that serve those who need a quiet space alongside those who need collaborative facilities.” Library spaces need to reflect the many information needs of the student body they aim to serve. While I think some of the changes to the CSULB library, like floors dedicated to student collaborative study, have been great for our patrons’ academic success. I do think some of the flashier additions, like the 3D printing lab, are costly, take up a lot of space, and actually don’t reflect the needs of a lot of our students (only a select few students in engineering courses get access to this lab). It makes me wonder where the line is between enriching the campus community and simply adding new technology to, in a sense, “keep up with the Joneses”. I hope questioning the use of the library space in this way does not make me come off as a luddite, because I love technology! But, I want to make sure that the space is evolving for the campus community, not simply championing technology for technology’s sake.
Mathews, B. (2015, May 27). The evolving & expanding Service landscape across academic libraries. Retrieved March 13, 2021, from https://www.chronicle.com/blognetwork/theubiquitouslibrarian/2015/05/27/the-evolving-expanding-service-landscape-across-academic-libraries/
Webster, K. (2017, February 16). Reimagining the role of the library in the digital age: Changing the use of space and navigating the information landscape. Retrieved March 13, 2021, from 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
When originally introduced to the term “hyperlinked communities”, I automatically thought of social media and other online networks that bind people together through comments and clicks. But, I was surprised to hear Michael Stephens discuss the Gwinnett County Public Library knitting group as an example of a hyperlinked community. Hyperlinked does not necessarily mean “online”, but rather, is simply a group of people exchanging ideas. As Seth Godin (2008) explained in Tribes they are a group of people connected to one another, connected to a leader, and connected to an idea.
This got me considering what types of hyperlinked communities do I participate in that are not online. One is my book club. About two years ago, I started a book club of local friends who expressed an interest in wanting to read more. We started a Facebook group and selected a new host each month. The host would be in charge of selecting three books for the rest of the group to vote on and would need to host the group in their home on the day of discussion (and usually be responsible for providing a beautiful charcuterie platter – my favorite part). Many friends who did not live locally would tell me how they wished they could start a book club in their town, and how they wanted to participate but making a 1-hour drive was just too much of a struggle. I didn’t think much of these appeals until COVID closures started. Even though a great number of us lived geographically close to each other, we could no longer meet in person. This meant book club would need to move online (with each person having to provide their own charcuterie spread). The transition went smoothly and we realized that the absence of geography meant that more people could join. Even though the inability to be together in physical space felt like a small loss, this new opportunity to expand our reach was a major win. Our discussions have improved by the more diverse voices in the group and more people feel a part of a community in these strange times. I suppose the idea of communities expanding when placed online isn’t particularly new, but COVID did make it necessary for us to rethink the notion of traditionally set communities bound by physical space. Our society as a whole had to rethink how we watch movies together, enjoy concerts, dine out, and meet in a classroom. All these hyperlinked communities we thought were fixed on physical spaces are now completely disrupted.
The same can be said for the library space. Although the library has been moving toward making more services available online and outside of the physical building for some time, COVID has disrupted what we think of the hyperlinked community around the library. A National Geographic article by Melanie D.G. Kaplan “How libraries are writing a new chapter during the pandemic” explores the many ways libraries have expanded their notion of community during the COVID-19 pandemic. She explains that “weekly e-book lending across the United States has increased nearly 50 percent since March 9, even as some libraries remain physically closed” (Kaplan, 2021). This exposes the need for libraries more than ever. And while book loans might not be enough to define community, Kaplan lists numerous examples of community initiatives (big and small) that show that library based hyperlinked communities are actually expanding due to the pandemic. The Library of Congress held its 20th annual National Book Festival completely virtually for the first time ever, with author chats, on-demand video content and talks from more than 120 illustrators, poets and authors. Reaching a wider audience than ever before.
Another, smaller scale example of libraries pivoting during the pandemic is Vermont’s Kellogg-Hubbard Library’s StoryWalk. This program allows kids (and adults) to read outside, following a story as they walk a garden path. “Laminated pages from a children’s book are attached to wooden stakes, which are installed along an outdoor path. As you stroll down the trail, you’re directed to the next page in the story”(n.d.). Some iterations even encourage kids to write their own stories to be shared on a StoryWalk. Allowing them to exchange ideas and connect with others from a safe distance, outdoors. While the past year has been one of difficulties, sorrow, and loss. Examples like this show that our innate instinct to commune and share ideas is stronger than ever.
2020 national Book Festival : Events at the library of Congress : Library of Congress. (n.d.). Retrieved February 27, 2021, from https://www.loc.gov/events/2020-national-book-festival
Godin, S. (2008). Tribes: We need you to lead us. New York: Portfolio.
Kaplan, M. (2021, February 10). Libraries respond to coronavirus with book bikes and virtual festivals. Retrieved February 27, 2021, from https://www.nationalgeographic.com/travel/article/libraries-respond-to-coronavirus-with-book-bikes-and-virtual-festivals
StoryWalk: K-H LIBRARY. (n.d.). Retrieved February 27, 2021, from https://www.kellogghubbard.org/storywalk
Zeynep Tufekci’s Twitter and Tear Gas: The Power and Fragility of Networked Protests (2017) was an enlightening read that explores how social media, specifically Twitter, have changed how activists organized social movements and how the digital revolution has changed media, access, and community. This book examines how numerous recent protests, uprisings, and movements have been both incited by social media posts and supported by the fast paced flood of information made possible by this somewhat new technology. A great strength of this text is that the author looks at a diverse set of case studies. She deconstructs how social media operates in governments where media censorship is widespread (Turkey, Egypt, China) and in places where the censorship is seemingly nonexistent (United States). One of the first movements she deconstructs is Turkey’s Gezi Park protests in 2013. These protests and the upset in Turkey started with a conflict with the Kurdish community. The Turkish government, with longstanding power of media outlets, was presenting the Kurdish community as terrorist and the activity around the Turkey/Iraq border as criminal smuggling. When in reality the movement around the border was fairly routine. When the government started bombing that region it was explained to the media as a response against terrorist activities. The upset in the region continued and the reasoning behind it was ambiguous and confusing. Turkish media outlets waited for instruction from the government on how to report on this activity, but no clear answer was given. This is when a journalist, Serdar Akinan, decided to investigate for himself. According to Tufekci (2017) “almost upon arrival at the village, he encountered a snaking line of coffins coming down a small hill as families wailed all around” (p.36). It was clear that what was happening in the region was beyond normal military action, but the governmental prosecution of a whole community. Akinan tweeted an image of these coffins and made the whole world aware of this atrocity.
“Shortly afterward, television news stations were forced to report it admitting that those who had been killed had been ordinary villagers, and that the smugglers’ run had been routine. IN a country of increasingly controlled mass media, it was the biggest crisis the government had faced in a long time, and all it took was one reporter with a phone and a digitally networked public sphere of sufficient depth” (Tufekci, 2017, p, 36). Anecdotes such as this one throughout the book demonstrate the power social media has over censored media and social change, but the book also addresses some of the weaknesses of networked protests.
The fast-paced nature of social media organizing introduces a lot of potential and power to movements. But, Tufekci also demonstrates how this rapid line of communication might hurt the social movements in the long run. Using the Occupy Wallstreet protests in the United States as an example, she explains that social media made the occupation portion of the movement very successful, but actually prevented the movement’s ability to incite institutional change. “Occupy had scaled up quickly, leveraging the affordance of digital technologies to overcome mass-media indifference, local government hostility, and police pressure. Thanks to twenty-first century technologies, such rapid scaling up can happen without organizational infrastructure, whether formal or informal. With little organizational structures, though, the movement could not easily undertake large-scale efforts beyond the occupation, its original step” (Tufekci, 2017, p. 214-215). She compares this with pre-social media movements like the Civil Rights movement of the 1960s. The Civil Rights movement was so successful because it took activists years to organize. The leaders of this movement prepared for the protesting activities, but also had a clear idea of what sort of governmental and organizational changes they would want to see after the protesting was over. The Occupy movement happened so quickly and without clear structures of leadership that the protesters only had time to organize the occupation.
Overall, this book was a good analysis of not just how protesters can harness the power of social media, but also how all of us have gained the ability to project our unique point of view onto the world’s landscape. This is an important read for any person within the library and information science field because it deconstructs how information is being shared and how social media is a powerful tool in shaping our realities. The way one twitter post can open a country’s eyes to injustice, and a hashtag can bring thousands of people together in physical space demonstrates our professions need to continually evaluate social media’s impact on our world. If librarians want to be keen agents of information literacy we need to understand how the masses are being delivered their information. This reminds me of the sentiments written in Michael Casey’s “Revisiting Participatory Service in Trying Times” (2011), that libraries need to be engaged in a dialogue with its patrons and meet them where they form a community (i.e. social media). Books like this one can help us understand social media as a tool and get us closer to better quality, what Casey (2011) calls, “participatory services”. Casey (2011) states: “The participatory library is open and transparent, and it communicates with its community through many mechanisms. The participatory library engages and queries its entire community and seeks to integrate them into the structure of change. The community should be involved in the brainstorming for new ideas and services, they should play a role in planning for those services, and they should definitely be involved in the evaluation and review process”. As we move towards a more open dialogue with the community, we need to know how Twitter, Facebook, and Instagram function in our sociality and particularly their impact on the political landscape. Tufekci enlightens us to this process and opens up space for library professionals to work with the community within it.
Casey, Michael (2011, October 20) Revisiting Participatory Service in Trying Times – a TTW Guest Post by Michael Casey. Tame the Web. https://tametheweb.com/2011/10/20/revisiting-participatory-service-in-trying-times-a-ttw-guest-post-by-michael-casey/
Tufekci, Zeynep. (2017). Twitter and Tear Gas. New Haven: Yale University Press.
In the Hyperlink Library lecture Dr. Stephens discusses how technology has changed the concept of community and how we interact with people in the library space and elsewhere. He mentions the book Twitter and Tear Gas: the Power and Fragility of Networked Protest by Zeynep Tufekci (a book I am strongly considering covering for our book report assignment) and how Twitter can shape, influence and bring out social activism. This networked activism takes place is big and small ways everyday across all social issues. And discussions around our challenges in the library space are no exception.
After the lecture, I was interesting in knowing more about the Twitter discussion that happened around the Panos Mourdoukoutas Forbes article “Amazon Should Replace Local Libraries to Save Taxpayers Money”. I found many interesting responses that range from the humorous, poking fun of the authors ignorance, to flat out angry.
The variations in responses is very interesting to me because some Twitter users use humor without giving a counterpoint to the critique, some dryly explain why taking such an idea is so bad for our communities, and others make emotional pleas to demonstrate their passion for libraries and librarianship as a whole. All of these different approaches and responses led to the article being deleted from the Forbes website. These separate individual responses resulted in a cyber-community protest, which was completely unorganized. A protest that achieved results.
The way Twitter mobilizes a community using only 280 characters at a time is something I hope to study more. Because we can truly see the power of social media platforms in this incident.
My name is Kellie Lanham-Friedman. I live in Orange County, CA with my husband and two cats (including a kitten we just adopted yesterday!). I come to this program and class from a background in Art History, writing, and contemporary art curating. I have a BA in Art History and MFA in Curatorial Studies. I started to pursue a career in the Contemporary Art world in Los Angeles, but found I did not care for the superficial atmosphere. I was able to land a couple of adjunct teaching jobs at CSU Long Beach, which I loved, and supplemented my income by working part-time at the CSULB Library. After a few years of juggling a part-time teaching and library schedule, I realized that librarianship was actually a great career path that combined a lot of the things I loved about art, teaching, and service. I am getting my MLIS in hopes of becoming an Art Librarian at a University.
This course is of interest to me because, having worked in a library for almost 5 years, I see how important it is to utilize new tech. This pandemic, in particular has made it essential to adopt new trends that allow our students and faculty to access material safely. I have seen how quickly my library has been able to pivot and hope this course can show me even more ways we can utilize new tech to enrich our services, even when we can’t gather in a traditional setting.