Hello! Welcome to My Little Corner

Just another #hyperlib Learning Community Sites site

Takeaways

Welcome to my virtual symposium. There are many interesting things that I’ve learned from this INFO 287 course. Here are my five takeaway points.

Power of Stories

Be Transparent

Artistic Activities

Hyperlinked Libraries

Mobile Libraries

Here is my video.

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DIRECTOR’S BRIEF

Nowadays, public libraries are working beyond their walls. The main goal of the libraries is to provide satisfactory services in person and online to our community using technologies. This is most important during times of crisis, where shelter-in-place orders are in effect to help prevent the spread of COVID-19. San Jose Public Libraries offer the library patrons an online fitness program through different apps, to help them get physical exercise at home, so they can stay healthy and be connected with the library and their community while being at home without going to the library. This brief talks about the benefits of the online fitness apps, several technology terms, how this online program can help its users, and how the libraries can implement this trend successfully.

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Learning Everywhere

Credit: https://www.vectorstock.com/royalty-free-vector/funny-smiley-collection-on-the-topic-teaching-and-vector-2830935

The world is continuously developing, so we have to keep learning new things every day. Knowledge is everywhere. Therefore, learning is also everywhere. We have everything in our hands nowadays. I’m talking about technology and digital devices. We can use our mobile devices to get many things done. With mobile devices, we can check the weather, read books, watch lectures, do exercise, and submit homework. We can turn on or turn off the AC/heater system at home from work, or we can work from home on our digital devices, especially when we are in a lockdown at home. The libraries can look into these needs and host some classes to introduce apps or train people to use their smartphones.

Vangelova (2014) reported that many libraries make some changes to adapt to the rapid development of this age. At the library, there are not just quiet atmospheres, books, and tables but also attractive settings and new equipment, and students can engage, learn, have fun, and get the answers for their curiosity.

Stories are knowledge. I believe that stories are compelling. I used to hate history classes a lot. However, I loved one. I can still remember many, if not all, of what I learned from this history class, which I took almost ten years ago. The teacher told us many interesting historical stories amazingly, not just reported about the time marks and dry issues in the past. I didn’t even need to reread many times what he taught in the class, but I can vividly see his facial expressions and remember the stories that he told to convey the knowledge cleverly. That is how stories stay with us for a long time, if not forever. I appreciate that teacher of mine so much as he helped me learn a lot about history in the most fantastic way.

Another example is the benefits of telling bedtime stories. We can teach our young generations numerous things in a short time, not in a classroom, not during study time, but the bedtime story, the time that children will forever remember. Children will learn more vocabulary, social standards, animals, and even life lessons through stories, which enrich their minds and create family bonds.

This is an excellent TedxTalks video about learning by Megan Fahey, an outstanding storyteller. She shares her experience and stories, which explain why learning happens everywhere.

You can learn even while failing.

Credit: https://blog.red-badger.com/2017/3/15/are-you-learning-to-fail-or-failing-to-learn

References

TEDx Talks. (Nov. 11, 2019). Learning happens everywhere | Megan Fahey | Tedxpointparkuniversity [Video]. YouTube. https://www.youtube.com/watch?v=dqtMsOHgOvc

Learning Happens Everywhere | Megan Fahey | TEDxPointParkUniversity https://www.youtube.com/watch?v=dqtMsOHgOvc

Stephens, M. (2018). Library Emoji. Retrieved from https://287.hyperlib.sjsu.edu/wp-content/uploads/2018/10/LibraryEmoji.pdf

Vangelova, L. (2014). What Does the Next-Generation School Library Look Like? Retrieved from https://www.kqed.org/mindshift/36326/what-does-the-next-generation-school-library-look-like

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Mobile Devices & Connections

Library and Mobile Devices Picture. Retrieved from https://deerfieldlibrary.org/app/

Who doesn’t like the convenience? Nobody doesn’t.

Therefore, according to the Pew Research Center (2019), “it is estimated that more than 5 billion people have mobile devices, and over half of these connections are smartphones.” And professor Stephens reinforced that idea by mentioning in his lecture, Module 10: Mobile Devices & Connections. “I can do everything… I have the world of information in my hand.” The cellphone is a significantly important thing, that many people can’t live without now.

Mobile_technology. Retrieved from https://researchresults.wordpress.com/2012/02/15/how-consumers-use-mobile-devices/

No one can deny how convenient the cellphone is. Stephens (2015) revealed that: “Individuals are constantly engaged in conversation and expect to have their information needs satisfied immediately, on any device, and wherever they happen to be.” The library should be where the community is, so the library should be available on mobile devices. (Holmquist, 2013) Stephens (2015) also explained very well why libraries should provide services that people can use through their mobile devices. “Because of the easy and ubiquitous communications possible with mobile devices, these technologies make transparency more attainable than ever. Libraries can share information about current plans and solicit feedback on social networks, which utilize the more naturally transparent and trusted conversation channels developed among peers and families.”

I was impressed and learned more than I expected after watching Jan Holmquist’s videos about the implications of mobile technologies for libraries. Holmquist (2013) explained clearly that the libraries take advantage of the convenience of mobile devices, and they bring information to the people through those devices. However, we should not abuse but have to remember to “use it in a meaningful way to enhance the library services.” Here the information and digital literacy skills come in. We have to know about the technology in order to decide if we should use, apply, and/or develop it to obtain positive outcomes for the library services.

Cellphone https://www.google.com/url?sa=i&url=https%3A%2F%2Fwww.pinterest.com%2Fpin%2F110690103312816048%2F&psig=AOvVaw3Y6YdRE9GTl4lvOpPGPQxA&ust=1587072120439000&source=images&cd=vfe&ved=0CAIQjRxqFwoTCLjvgMiu6-gCFQAAAAAdAAAAABAD 

I agree that we should keep our knowledge up-to-date, but in a way, which is not “phone-on-face all the time.” We need to use our mobile devices “in a meaningful way.” It is sad but true that many are close to their phone than their family members and friends. Some of my friends are often reminded that they are at a physical meeting with friends, not through their phones, because they constantly stick their faces on their phones instead of talking to people at the table. Everything is useful if you use it appropriately, and everything includes your mobile devices.

References

Jan Holmquist (2013, August 24). MOOC intro . YouTube. https://www.youtube.com/watch?v=RGZ9V8wnV4g&list=PLJFU8Vb2i7KwdDjZwceGOhRlb6LuuYMQV&index=1

Silver. L. (2019). Smartphone ownership is growing rapidly around the world, but not always equally. Pew Research Center. Retrieved from https://www.pewresearch.org/global/2019/02/05/smartphone-ownership-is-growing-rapidly-around-the-world-but-not-always-equally/

Stephens, M. (2020). Mobile Devices & Connections [Web lecture]. Retrieved from https://sjsu-ischool.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=3b3faeae-3347-4f6f-8bba-aaec01569f55

Stephens, M. (2015). Serving the user when and where they are: Hyperlinked libraries. Retrieved from https://tametheweb.com/wp-content/uploads/2014/07/Stephens_ServingtheUser_HyperlinkedLibraries.pdf

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Emerging Technology Planning: Online Citizenship Class Tully Public Library Branch

The U.S Symbols. Retrieved from https://www.cynthiarlopez.com/applying-for-citizenship/

Introduction

I’m a volunteer at a San Jose Public library. Lately, many people came to my ESL class because they thought it is a citizenship class, which has been canceled for some reason. The students were disappointed and left the library. Some of them were very worried because they need to get prepared for their citizenship test very soon, and they need to practice. They begged for help, but I was busy with my ESL class.  I couldn’t do anything at that moment besides saying sorry and advising them to talk to the front desk. I later knew that the class would be canceled until the outbreak of the coronavirus is getting better. According to the County of Santa Clara Public Health Department, there are 114 confirmed cases, 48 hospitalized cases, two deaths in this county, and the number does not stop increasing. I felt bad. I wish I could give them more support. Another factor that motivates me to make this plan is the idea that Dr. Stephens (2020) presented in his lecture: “Librarians are tapped into user spaces and places online to interact, have presence and point the way. Adapting to change in a positive, forward thinking manner will also be important for libraries and information environments.” Therefore, I’m thinking about an online citizenship class, which can help the students to practice and get help if they ever need it.

Goals/Objectives for Technology / Service

  1. Assist community members who need to prepare for their citizenship test.
  2. Introduce community members to simple technology skills such as using the Internet, watch videos, writing comments to interact with library staff if they want. 
  3. Connect Community members so they can share their opinions and knowledge.
  4. Provide users with more updated resources to assist them in getting better practice and more confidence for their citizenship test. 
  5. Protect the community health during this outbreak of the novel coronavirus indirectly.
  6. Demonstrate the value of the library, both in-person and virtue aspects, through the resources. 

Target population

Immigrants/people who are eighteen years old or older, live in Santa Clara County, and need to take the citizenship test/interview are my target population. Or someone simply wants to learn about the programs. No restriction.

Action Brief Statement

For patrons:

I’m trying to convince library patrons that Online Citizenship class is helpful. They can get practice as well as assistance effectively so that they can prepare for their citizenship exam. Therefore, they should be confident in taking the class and erase their worries during the time that they cannot go to class in person. While taking this class, the patrons also improve their technology skills and will catch up with this digital age in some ways.  

For staff:

I’m trying to convince the library manager/staff that this program will help the library keep the patrons engaging with the library without coming to the class in person. The library wants to keep everyone, including library staff members and the patrons’ safety, by limiting the unnecessary physical contact during this outbreak of the coronavirus. Also, the library can still demonstrate its essential role by using the relevant program to serve its patrons during the critical time. 

Evidence and Resources to Support Technology / Service

Citizenship Resources Center. (n.d.). Study for the test. Retrieved from https://www.uscis.gov/citizenship/learners/study-test

Loring, A. (2017). Literacy in citizenship preparatory classes. Journal of Language, Identity, and Education16(3), 172–188. https://doi-org.libaccess.sjlibrary.org/10.1080/15348458.2017.1306377

Porto, M. (2016). Ecological and intercultural citizenship in the primary English as a foreign language (EFL) classroom: an online project in Argentina. Cambridge Journal of Education46(4), 395–415. https://doi-org.libaccess.sjlibrary.org/10.1080/0305764X.2015.1064094

Santa Clara County Library District. (2020). Citizenship Resources. Retrieved from https://sccld.org/citizenship-resources/   

Son, J.-E., Lee, S.-H., Cho, E.-Y., & Kim, H.-W. (2016). Examining online citizenship behaviours in social network sites: A social capital perspective. Behaviour & Information Technology35(9), 730–747. https://doi-org.libaccess.sjlibrary.org/10.1080/0144929X.2016.1143032

Tully Library (n.d.). Interacting with us online. Retrieved from https://www.sjlibrary.org/policies-procedures/technology-and-internet

U.S. Citizenship test: Free complete online training program 2020. Retrieved from https://uscitizenshipsupport.com/

Mission, Guidelines, and Policy related to Technology / Service

To help users obtain the best result and to not make the students confused, the online class is designed similarly to the in-person class. There are three groups in the in-person class. One group focuses on learning citizenship vocabulary, Civics, U.S History, and Government, and two other groups help students with their coming up citizenship interview (Mock Interview). The library will divide the recorded videos into three similar groups, so the users can navigate and follow easily. This online citizenship class will use the Technology and Internet and Behavior in the Library Policy, which already exists and may be any policy that the library manager or staff members will discuss later. 

Funding Considerations for this Technology / Service

There is no big fund required for this online class. The library doesn’t need to get any equipment or avenue for this online citizenship class. However, the library staff, who is in charge of the class, will have to record videos and answer questions posted by the students in time manners. The library volunteers can help with recording the video too, as long as they have proper English pronunciation and clear voice. Since the library already has Citizenship and Immigration Resources page, the library needs to create a section/link and put together the recorded videos, which contain five questions and their answers in each video. We can take advantage of the YouTube channel because many people are familiar with this format of media. 

Action Steps & Timeline

Hopefully, the library manager will approve this plan after it is proposed, and we can move on to the next step. If the manager is not ok with the project, it probably takes some more weeks to revise and get approved.

Assuming this plan is approved, this plan will be utilized next month, mid-April 2020. Library staff members will have four weeks to get trained, organize the webpage, and prepare materials/record videos for the class.  

Timeline: 

  • March 16-March 30, 2020 is training time for library staff/volunteers, arrange the primary and assistant staff who are in charge of this class.
  • March 31-April 13, organize the webpage, record 
  • During the four weeks, while the library prepares for the online citizenship class, the library will also market the class to the public 
  • The online citizenship class will start on April 15th, 2020, and the class will be twice a week, every Wednesday and Friday. New materials will be posted on those days of the week around 5. Moreover, library staff will be answering questions or responding to students’ comments mostly from 5 PM-6 PM every Wednesday and Friday.  

Staffing Considerations for this Technology / Service

One library staff and one or two regular volunteers are good to run this class. Library staff should be a professional librarian, so they can be self-trained and work/train the volunteer(s) who is/are their assistances in two weeks. The librarian will be the primary staff in charge of this class. However, the trained volunteers can cover for the librarian if he/she is not available. They have to record and post two videos, which contains five questions and their answers each video, every week, one on Wednesday and one on Friday. There are 100 questions. Library staff or volunteers can record videos ahead of time and post them up every week.

Training for this Technology / Service

Training Image. Retrieved from https://www.genesisproject1.com/training/

Branch staff who is already familiar with the in-person citizenship class is in-charge of digitizing her/his class and train the regular volunteers, who will help out with this task. In two weeks, the library staff and volunteers will be able to produce videos, upload them on the library website, and earn knowledge to answer students’ questions about citizenship class or provide them useful resources so that they can find the answers for their problems and related issues.

Promotion & Marketing for this Technology / Service

The library can market this class on the library webpage, Facebook, flyers, posters, bulletin boards, and verbal announcements during opening hours. The library can also post information about this class in the local newspaper. Moreover, as always, encouraging patrons to pass on the information of this class to their families, friends, and acquaintances. Another way is having library staff members go to local church or community organizations to introduce the class to “communicate how our services add value to the lifestyle of the potential patron.” (Horn, 2016)

Evaluate

Evaluation. Retrieved from https://www.odi.org/blogs/10594-2018-time-update-dac-evaluation-criteria

To evaluate how successful this plan is, the library will base on:

  • Program attendance 
  • How the users like the class: the library will collect feedback from social media and at the front desk. 
  • Another useful information is feedback from the library staff members who are in charge of the program. 
  • The library will also encourage users/students to share their stories/experience before and after their class and taking the citizenship test/mock citizenship interview.

References:

Horn, T. (2016). Marketing 101 with Trenton Smiley. Retrieved from http://publiclibrariesonline.org/2016/03/marketing-101-with-trenton-smiley/

Stephens, M. (2020). The hyperlinked library: Exploring the model. INFO 287. Retrieved fromhttps://287.hyperlib.sjsu.edu/module-3-the-hyperlinked-library-model/

The County of Santa Clara Public Health Department. (2020). Novel Coronavirus (COVID-19). Retrieved from https://www.sccgov.org/sites/phd/DiseaseInformation/novel-coronavirus/Pages/home.aspx

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TEENS AND DIGITAL MONITORING

Data Protection by Digital Security. Retrieved from https://www.vectorstock.com/royalty-free-vector/data-protection-by-digital-security-hologram-vector-24030093

Should or should not parents/caregivers monitor their teen’s Internet activities? Yes, they should. An appropriate monitoring level is necessary. In 2015, Pew Research Center disclosed that in general, not many American people changed their digital behavior to avoid being tracked, but many kept engaged in more common or less technical privacy-enhancing measures. (Madden & Rainie, 2015) However, when it comes to young users such as teens, their guardians’ concerns and actions are much more active. Anderson (2016) stated in her study that: “The widespread adoption of various digital technologies by today’s teenagers has added a modern wrinkle to a universal challenge of parenthood – specifically, striking a balance between allowing independent exploration and providing an appropriate level of parental oversight.” Moreover, most parents/caregivers have been keeping an eye on their kids’ Internet use. Pew Research Center revealed the results of a study:

Roughly two-thirds (68%) of parents under 45 years of age say they have checked which websites their teen visited, compared with 53% of parents 45 and older. Younger parents are also more likely than their older counterparts to check their teen’s social media profiles (66% vs. 53%); to use parental controls or other technological means of blocking, filtering or monitoring their teen’s online activities (44% vs. 34%); and to look through their teen’s phone call records or messages (55% vs. 41%). (Anderson, 2016)

Parental monitoring is not just privacy but safety for their children because various reasons such as cyberbullying, sexting, online predators, protecting personal information, safeguard children reputation, virus and malware, and limit screen time because “the Internet called ‘a really big city with no police,’ and it’s a scary place to let your kids loose unsupervised.” (Woda, 2019). Pew Research Center (2012) also reported that parents’ concerns were their children’s interaction with strangers online, reputation management, information available to advertisers, impact on future opportunities. 

Another question is: How can parents monitor their child’s digital behavior effectively? Some are too loose, and some are too strict. Some parents provide digital devices for their kids without any checking. However, many would limit the amount of time or times of day their teen can be online, check which website their teens visit, use technology-based tools to monitor, block, filter, or track their teen. According to Duggan and Rainie (2016), “[m]any Americans say they might provide personal information, depending on the deal being offered and how much risk they face.” That is what adults’ belief and action. Most teens do not have the ability to evaluate the situations nor to be responsible for their own actions appropriately. Hence, their parents/guardians have to take steps ahead to prevent negative consequences. One of the proactive approaches is parents talking to their teens about what constitutes acceptable and unacceptable online behavior. (Anderson, 2016)

Security in the Digital World. Retrieved from  https://www.itgovernanceusa.com/shop/product/security-in-the-digital-world

References:

Anderson, M. (2016). Parents, Teens and digital monitoring. Pew Research Center. Retrieved from https://www.pewresearch.org/internet/2016/01/07/parents-teens-and-digital-monitoring/

Madden, M., Corstesi, S., Gasser, U., Lenhart, A., & Duggan, M. (2012) Main report. Pew Research Center. Retrieved from https://www.pewresearch.org/internet/2012/11/20/main-report-10/

Madden, M. & Rainie, L. (2015). Americans’ attitudes about privacy, security and surveillance. Pew Research Center. Retrieved from https://www.pewresearch.org/internet/2015/05/20/americans-attitudes-about-privacy-security-and-surveillance/

Rainie, L. & Duggan, M. (2016). Privacy and information sharing. Pew Research Center. Retrieved from https://www.pewresearch.org/internet/2016/01/14/privacy-and-information-sharing/

Woda, S. (2019, Febuary 26). 10 Reasons to monitor your child’s Internet activity [Blog post]. Retrieved from https://resources.uknowkids.com/blog/bid/159115/10-reasons-to-monitor-your-child-s-internet-activity

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STORIES

Share A Story. Retrieved from https://www.worldbookday.com/ideas/share-a-story/

“The transparent library both listens and talks. The transparent library is connected, cultivating the expectation for open conversation.” is one of the takeaway points in the Participatory Service & Transparency lecture. Stephens (2017) revealed in one of his articles that libraries have been doing an excellent job keeping and sharing stories very well by “building repositories of stories from the diverse voices of our world,” “sharing their own letters to books, and encouraging readers to pen their own, … readings and craft activities and joins similar initiatives hosted by librarians to bring people together in a social atmosphere to listen to and reflect on narratives.” At first, I thought making story means creating one’s own story, but I finally understood what “making story” is after I watched the lecture and read the articles. The examples are Storytelling Contest, The Naked Truth: Connect, Create, Contribute (NT:CCC), and StoryCorps.

Writing Competition. Retrieved from https://www.limecross.co.uk/childrens-summer-writing-competition/  

A blurry picture of participatory culture becomes clear through the example, a person can be a consumer of podcasts and also a creator of a podcast. Also, it is a brilliant idea to encourage and give library patrons chances to participate in library activities so that they can share their ideas/guidance/feedback, and the libraries can make their programs better and provide the best services. The MicroBend is a wow to me. It is an amazing bridge/link that connects the library patrons and the library, and people to people. “Open to all.”

Another effective way to reach people is through the Internet. Nowadays, people look for everything online, so Fons (2016) talked about “[m]aking libraries more visible on the web has two benefits: improving the service for the ones who are already committed to the library—they use search engines, too—and giving libraries the opportunity to reach those who never—or only sometimes—think about the library.”

Making Stories. Retrieved from https://schedule.sxsw.com/2012/events/event_IAP9273

References:

Fons, T. (2016). Making libraries visible on the web | The digital shift. Library Journal. Retrieved from https://www.libraryjournal.com/?detailStory=making-libraries-visible-on-the-web-the-digital-shift

Stephens, M. (2019). The participatory service & transparency [Web Version]. Retrieved from https://sjsu-ischool.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=35b4e981-cd58-479a-96d3-aab3011b0f24

Stephens, M. (2017). Telling stories | Office hours. Library Journal. Retrieved from https://www.libraryjournal.com/?detailStory=telling-stories-office-hours

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Context Book: Information Is Beautiful

I’ve never read any infographic book like Knowledge is Beautiful before. It is an amazing book. The cover, the pictures, and the information inside the book are mind-blowing. The artwork is very delightful. It is so eye-catchy that even my little nieces want to take a look at it too. I guess they thought it was a cool picture book. Yes, it is one, and no one can deny that. I feel like I’m holding hard-copies of many computer screens/windows and hyperlinks in my hands while reading this book. Windows open to other windows, and the data are distinct yet somehow related to each other. David McCandless, the author, called them “the Never-Ending Graphic” and “the pursuit of knowledge.” 

David McCandless has a very creative way to present the data with the graphic method. The charts, colors, and the content are put together logically, innovatively, cleverly, and artistically. Users can appreciate what they read directly in the book, and they can even research the topics further using the provided links at the bottom of the pages. This book aligns with the INFO 287 course so well. It is transparent, playful, user-centered, and human, and it is able to show partially what connected world of “continuous computing” means for 21st Century libraries. McCandless (2014) introduced Knowledge Is Beautiful impressively: “Understanding really is the key. When you understand something, you’re able to perceive its structure: its connections, its relationships, its significance relative to everything else. How it fits… Context, I’m realising, is the field of these connections, the network we plug any new information into. That explains why, when something is contextualized, we can suddenly get it. It feels ‘meaningful’ to us because it fits into the network of what we already know and understand and can relate to. Our Knowledge.” 

The downside of this book is that it might make some readers overwhelmed because of the massive amount of information it presents, and some of them are complex. Readers need to be flexible to understand the content, or they have to spend time to figure out the codes of the new format. Since the book contains so much information, the readers likely get confused or distracted from the previous topics. For example, I was enjoying information about my favorite animal, dogs, 

but the next page is something totally different, an international train wrecks chart. 

After wrecking my little brain studying the chart, I moved to the next page and saw unalike topics, recycling and movie lens. Also, the small and light text gives readers a hard time to read. 

However, in my opinion, the book reflects the real trend of how people using the Internet. They easily wander off their topics while surfing online and get overwhelmed . This book can be useful for librarians because they can get some knowledge of various topics to introduce to their clients. Data visualization is currently popular. This book is an excellent tool to help people organize and make use of the sea of data that we are swimming in. It is also a good book for users who need to find ideas or like to learn different things. 

David McCandless’s talk on his very own book, Knowledge is Beautiful. https://www.youtube.com/watch?v=anKC7krb-c8

References

McCandless, D. (2014). Knowledge Is Beautiful. Harper Collins Publisher.

Stephens, M. (2020). Context Book [Lecture notes]. WordPress. https://287.hyperlib.sjsu.edu/assignments/context-book/

The RSA. (2015, Feb 3). David McCandless on Knowledge is Beautiful [Video]. YouTube. https://www.youtube.com/watch?v=anKC7krb-c8

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We Need Libraries!

I didn’t know that 27 years ago, Howard Rheingold (1993) already could state that: “Social aggregators that emerge from the Net when enough people carry on those public discussions long enough, with sufficient human feeling, to form webs of personal relationships in cyberspace.” (Thanks to our professor for introducing this quote!) Indeed, when the world changes, the libraries change because libraries should be up-to-date places. (Hopefully, that is true.) I understand the quote much better until watching the part “Hyperlinks are people too.” of the lecture.

Nowadays, technology is so popular. Surprisingly, Denning (2015) revealed in one of his articles: “One wrong path involves merely computerizing existing services. This is a common mistake with every new technology: applying the new technology to what is currently being done.” Denning suggested that focusing on users and their needs/desires is a much important thing to do, and a user-centered approach is necessary.

Along with watching the lesson, I also read Do we need libraries? It is an interesting article. I’ve been seeing this question so many times. And I found the answer(s): Yes, we do. Also, I obtained some excellent reasons for my answer.

Library Cartoon retrieved from https://www.roanoke.com/opinion/commentary/ramsey-libraries-are-a-symbol-of-the-common-good/article_ca283049-ea6e-5b60-bae5-073e9a60af3d.html

Why we need libraries. Retrieved from https://esearch.sc4.edu/libraryweek/transform

This is an amazing video that touches my heart and opens my mind in a special way.  

Little note:

Does anyone have the same experience as I do? I feel that it’s so right about the policies in the lecture. I was “ah” and laughed out loud when I heard, “When did we last reviewed our policy manual to see what’s in there?” 

References:

Denning, S. (2015). Do we need libraries? Forbes. Retrieved from https://www.forbes.com/sites/stevedenning/2015/04/28/do-we-need-libraries/?utm_campaign=ForbesTech&utm_source=TWITTER&utm_medium=social&utm_channel=Technology&linkId=13831539#1dbab1696cd7

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