Interview with an Academic Librarian Liaison from a Larger Public Institution, Monday October 26
Sarah Dorsey, the head music librarian at UNC Greensboro, is physically embedded in the Music Building on the second floor directly at the entrance to the Harold Shiffman Music Library. Her role is a significant one as she works in the only branch library on campus. Sarah is treated like an assistant professor since she remains so close to her students. Being physically embedded in the music building allows Sarah constant access to the faculty and students needing her expertise, and her door is always open. Sarah visits the same class multiple times in order to build relationships with the students and increase the library’s use. For example, Sarah is embedded in Music 135 and has them complete three main activities during her multiple visits. The students 1. work on a bibliographic citation in Turabian style, 2. get into groups (physically) in the library to research articles on an instrument using the catalog and databases, and 3. complete citations as well as annotations for their developed thesis statement. An evolving trend that Sarah has noticed with her liaison roles is more personalization. She performs more one-on-one consultations with students and faculty, which comes from her personal goals of reaching out to more people in the department and reducing library anxiety. These consultations have allowed her to establish strong relationships with members of her department. Sarah’s liaison roles have changed over time specifically with the addition of Teacher Assistants. They have helped transform her job, the classes, and the assignments by providing fresh input and insight on the subjects of music and student needs. The Teacher Assistants encourage active learning from students through their additions to Sarah’s curriculum.
Sarah Dorsey, the head music librarian at UNC Greensboro, is physically embedded in the Music Building on the second floor directly at the entrance to the Harold Shiffman Music Library. Her role is a significant one as she works in the only branch library on campus. Sarah is treated like an assistant professor since she remains so close to her students. Being physically embedded in the music building allows Sarah constant access to the faculty and students needing her expertise, and her door is always open. Sarah visits the same class multiple times in order to build relationships with the students and increase the library’s use. For example, Sarah is embedded in Music 135 and has them complete three main activities during her multiple visits. The students 1. work on a bibliographic citation in Turabian style, 2. get into groups (physically) in the library to research articles on an instrument using the catalog and databases, and 3. complete citations as well as annotations for their developed thesis statement. An evolving trend that Sarah has noticed with her liaison roles is more personalization. She performs more one-on-one consultations with students and faculty, which comes from her personal goals of reaching out to more people in the department and reducing library anxiety. These consultations have allowed her to establish strong relationships with members of her department. Sarah’s liaison roles have changed over time specifically with the addition of Teacher Assistants. They have helped transform her job, the classes, and the assignments by providing fresh input and insight on the subjects of music and student needs. The Teacher Assistants encourage active learning from students through their additions to Sarah’s curriculum.
Comparing Freshman in Information Literacy Sessions, Monday October 26 and Wednesday October 28
On Monday, October 26, Emmie - an instruction librarian in a temporary UNCG position who was a reference intern here previously - taught an English 101 class full of freshmen needing research help with their current assignment concerning various current issues and events. On Wednesday, October 28, she taught a freshmen seminar (FFL 100) class needing general research help on accessing academic search engines as well as the internet and how to distinguish credible sources from questionable ones. For both information literacy sessions, the librarian covered similar content with a positive and encouraging attitude, but the different responses to her teaching were astonishing to observe. The librarian kept both classes engaged during the session by introducing herself and immediately asking for a response (ex. “hi” or “good morning”); utilizing the space of the classroom through presenting on the screen, writing on the whiteboard, and walking around during the activity to answer individual questions; and assuring the new researchers that starting with Google and Wikipedia is not only acceptable but lucrative to current research. Even though both of the instruction sessions were upbeat and encouraging, each class reacted differently. The English 101 class was on time, respectful, and more responsive to the librarian’s questions. On the other hand, the communication studies class was late, acted childish, and remained quiet to almost every one of the librarian’s questions. To be honest, I’m not sure exactly why the classes were polar opposites. For the English class, the professor was present, an assignment accompanied the instruction, and many of the students had been to a library instruction session before. These circumstances lead me to believe that the English students felt more of a need for the lesson than the freshmen seminar class because the FFL 100 class was lacking a professor, did not have an accompanying assignment, and had not attended a library instruction before this day. For these reasons, I believe that librarians can be more communicative and proactive with faculty and professors about being present at sessions and promoting a respectful environment for the library and its resources. Besides, even with this extra effort to communicate the professors may not be as open to these suggestions. Therefore, I have learned from watching this graduated reference intern/instruction librarian that you have to do the best with whatever circumstances you are currently facing and continue to encourage learning, even if it is to a less-than-receptive audience.
On Monday, October 26, Emmie - an instruction librarian in a temporary UNCG position who was a reference intern here previously - taught an English 101 class full of freshmen needing research help with their current assignment concerning various current issues and events. On Wednesday, October 28, she taught a freshmen seminar (FFL 100) class needing general research help on accessing academic search engines as well as the internet and how to distinguish credible sources from questionable ones. For both information literacy sessions, the librarian covered similar content with a positive and encouraging attitude, but the different responses to her teaching were astonishing to observe. The librarian kept both classes engaged during the session by introducing herself and immediately asking for a response (ex. “hi” or “good morning”); utilizing the space of the classroom through presenting on the screen, writing on the whiteboard, and walking around during the activity to answer individual questions; and assuring the new researchers that starting with Google and Wikipedia is not only acceptable but lucrative to current research. Even though both of the instruction sessions were upbeat and encouraging, each class reacted differently. The English 101 class was on time, respectful, and more responsive to the librarian’s questions. On the other hand, the communication studies class was late, acted childish, and remained quiet to almost every one of the librarian’s questions. To be honest, I’m not sure exactly why the classes were polar opposites. For the English class, the professor was present, an assignment accompanied the instruction, and many of the students had been to a library instruction session before. These circumstances lead me to believe that the English students felt more of a need for the lesson than the freshmen seminar class because the FFL 100 class was lacking a professor, did not have an accompanying assignment, and had not attended a library instruction before this day. For these reasons, I believe that librarians can be more communicative and proactive with faculty and professors about being present at sessions and promoting a respectful environment for the library and its resources. Besides, even with this extra effort to communicate the professors may not be as open to these suggestions. Therefore, I have learned from watching this graduated reference intern/instruction librarian that you have to do the best with whatever circumstances you are currently facing and continue to encourage learning, even if it is to a less-than-receptive audience.
Copyright Webinar - “Copyright Essentials for the Graduate Researcher,” Wednesday October 28
This webinar was lead by Christine Fruin, a copyright assistance and administrative librarian from the University of Florida. She covered what materials are protected by copyright, what materials are not protected by copyright, how long copyright protection lasts, the differences between plagiarism and infringement, when as an author you need permission to use copyrighted works, what constitutes as fair use, and how to get permission for copyrighted works if as an author you go beyond fair use. Christine was sure to give us access to all of the information tools we needed as graduate researchers to use information fairly and correctly. The three most important aspects of copyright that I learned from this webinar are what materials are not protected by copyright, the main differences between plagiarism and infringement, and who to contact for permission for use of copyrighted works. Ideas, titles facts, processes, federal government works, and public domain (copyright expired) materials are not protected by copyright. I find this interesting because your paper, or movie, or artwork could have the same title and be based on the same idea as something else that is copyrighted, but you would not be considered infringing upon another author’s rights. In fact, infringing includes violating an author’s rights by using their work, which is different from plagiarism because plagiarism only involves the appropriation of someone else’s work without giving proper credit. I wished I had learned this difference in high school because grasping plagiarism was hard enough, especially when many of my teachers taught us that infringement was plagiarism (when in fact it is not). To avoid infringement, one only needs to contact a licensing agent. This process may take time, but there are different agencies that help with permission and terms of use: Books and Journals - www.copyright.com, Music - www.bmi.com, and Film/Motion Pictures - www.mplc.com
This webinar was lead by Christine Fruin, a copyright assistance and administrative librarian from the University of Florida. She covered what materials are protected by copyright, what materials are not protected by copyright, how long copyright protection lasts, the differences between plagiarism and infringement, when as an author you need permission to use copyrighted works, what constitutes as fair use, and how to get permission for copyrighted works if as an author you go beyond fair use. Christine was sure to give us access to all of the information tools we needed as graduate researchers to use information fairly and correctly. The three most important aspects of copyright that I learned from this webinar are what materials are not protected by copyright, the main differences between plagiarism and infringement, and who to contact for permission for use of copyrighted works. Ideas, titles facts, processes, federal government works, and public domain (copyright expired) materials are not protected by copyright. I find this interesting because your paper, or movie, or artwork could have the same title and be based on the same idea as something else that is copyrighted, but you would not be considered infringing upon another author’s rights. In fact, infringing includes violating an author’s rights by using their work, which is different from plagiarism because plagiarism only involves the appropriation of someone else’s work without giving proper credit. I wished I had learned this difference in high school because grasping plagiarism was hard enough, especially when many of my teachers taught us that infringement was plagiarism (when in fact it is not). To avoid infringement, one only needs to contact a licensing agent. This process may take time, but there are different agencies that help with permission and terms of use: Books and Journals - www.copyright.com, Music - www.bmi.com, and Film/Motion Pictures - www.mplc.com