What are the best ways that libraries can excite young learners about science and math? How can leaders facilitate informal learning through libraries and entertainment? Join the “Coding in Tomorrowland: Inspiring Girls in STEM” session at the 2016 American Library Association Annual Conference, featuring an astronaut from the National Aeronautics and Space Administration (NASA) and Disney television executives and producers as they discuss the creation of Disney Junior’s acclaimed animated series “Miles from Tomorrowland,” which weaves science, technology, engineering and mathematics (STEM) concepts geared towards kids ages 2-7 into its storylines. The conference session takes place on Sunday, June 26, 2016, 1:00-2:30 p.m. in the Orange County Convention Center, room W303.
As part of the session, Disney will provide one hundred books for roundtable participants will receive copies of two “Miles from Tomorrowland” books (“Journey to the Frozen Planet” a chapter book and “How I Saved My Summer Vacation”).
Session speakers include series consultant and NASA astronaut Dr. Yvonne Cagle; “Miles from Tomorrowland” Emmy-nominated writer and producer and , Sascha Paladino; and Disney Junior executive, Diane Ikemiyashiro. The panelists will discuss the relationship between science and entertainment and detail ways that the show imparts scientific concepts and principles to young viewers, particularly girls. The session will be moderated by Christopher Harris, fellow of the ALA Office for Information Technology Policy’s Youth & Technology Program.
“Miles from Tomorrowland” charts the outer space missions of young adventurer Miles Callisto and his family as they work together to help connect the galaxy on behalf of the Tomorrowland Transit Authority. Space, science and technology experts from NASA and NASA’s Jet Propulsion Laboratory, the Space Tourism Society and Google serve as consultants on the series, which is designed to inspire young kids’ interest in the exhilarating world of space exploration, science and technology.
Paladino is an Emmy-nominated writer and producer and whose writing credits include “Blue’s Clues,” “Doc McStuffins,” and “Sid the Science Kid.” Dr. Cagle’s extensive career boasts many accomplishments in the space, science and technology fields. Selected by NASA in 1996, Cagle reported to NASA’s Johnson Space Center, where she qualified for flight assignment as a mission specialist and was initially assigned to support the Space Shuttle Program and International Space Station. Ikemiyashiro is Director, Original Programming for Disney Junior, overseeing production and creative development on “Miles from Tomorrowland.” Prior to joining Disney in 2014, Ikemiyashiro worked in production and creative development for DreamWorks Animation and served as a staff writer in the White House Office of Correspondence from 1995-1999.
The post Don’t miss NASA astronaut talk about exciting girls about science appeared first on District Dispatch.
Registration is now open for Access 2016, which will be held in the beautiful city of Fredericton, New Brunswick from October 4-7.
Access is Canada’s premier library technology conference that brings librarians, technicians, developers, programmers, and managers together to discuss cutting-edge library technologies.
This year’s program features some of the coolest people on the planet and includes:
- two amazing keynote talks, one by Director of MIT Libraries, Chris Bourg, about “Libraries, Technology, and Social Justice,” and the other by Geoffrey Rockwell, “On the Ethics of Digitization.”
- presentations on a range of topics including institutional repositories, Raspberry Pi, AtoM, 3D models, user-centred taxonomies, and a lot more
- several fast and fun Ignite talks,
- panel discussions on the current state of the merging of Libraries and Information Technology and on the Future of Access,
- a full-day hackfest,
- two half-day workshops,
- and lots more
Register by July 13 to take advantage of the early bird rate. Register before July 1st and miss the 2% jump in New Brunswick HST!
We can’t wait to see you at the conference!
The library community does more to promote entrepreneurship than many realize. Libraries provide assistance at every stage of the effort to launch and operate a new venture—from writing a business plan, to raising capital, to managing workflow. Learn about best practices for supporting entrepreneurs in libraries at the 2016 American Library Association (ALA) Annual Conference.
During the session “The People’s Incubator: Libraries Propel Entrepreneurship,” a panel of experts will elucidate the value of this assistance to the entrepreneurship ecosystem, and discuss ways in which libraries might make an even greater impact on the innovation economy moving forward. The session takes place on Monday, June 27, 2016, from 10:30-11:30 a.m. in the Orange County Convention Center, room W105B.
Speakers include Vanessa Neblett, assistant manager in Reference Central in the Orange County Library System (Fla.); Thomas J. O’Neal, associate vice president for research and commercialization at the University of Central Florida; Jerry Ross, president of the National Entrepreneur Center; and Charlie Wapner, senior information policy analyst for the American Library Association’s Office for Information Technology Policy (OITP).
The post What makes a library entrepreneurship program great? appeared first on District Dispatch.
Join us at the American Library Association Conference in Orlando for the Evergreen Community Meetup. The meetup is an opportunity for Evergreen users, enthusiasts, and potential future users to learn about Evergreen, see what’s up and coming in the software, hear how open source software empowers libraries, and find out about the vibrant community supporting Evergreen.
The meetup is scheduled for 4:30 to 5:30 p.m. in Room W414B of the Orange County Convention Center. All ALA attendees interested in learning about Evergreen are invited to attend.
In October 2015, Yoonmo Sang joined OITP as a research associate upon completion of his doctorate at the University of Texas at Austin. While in residence at OITP, Dr. Sang completed a working paper—Examining the interconnections between copyright law and the mission of the library: Focusing on digital first sale—drawn in part from his PhD dissertation. Dr. Sang is prolific author, featured in numerous journals that include the International Journal of Communication, Telematics and Informatics, American Behavioral Scientist, Speech & Communication, Computers in Human Behavior, Journal of Media Law, Ethics, and Policy, Journal of Medical Systems, and the Korean Journal of Broadcasting & Telecommunications Research.
We would like to thank Dr. Sang for his counsel and multiple contributions to OITP and congratulate him on his appointment as Assistant Professor at Howard University in the Department of Strategic, Legal, and Management Communication. We look forward to continued collaborations.
Last week, I had the pleasure of being part of a wonderful conference—the fourth annual Kraemer Copyright Conference in Colorado Springs. The conference was impeccably organized and facilitated by Carla Myers (a former winner of the Robert A. Oakley Scholarship). Always oversold, I was lucky to get in because I had a speaking gig. In my presentation about library advocacy, I talked about how, in today’s hyper-partisan policy ecosystem, “action of the ground” is often the best way to influence our information policy agenda.
I suggested that we congratulate ourselves (and others) for meeting the information needs of the public by doing. To drive my point home, I offered some cases-in-point:
The Supreme Court found in Eldred v. Ashcroft that the Congress had the Constitutional authority to extend copyright term in the Sonny Bono Copyright Act, to life of the author plus 70 years. While a tremendous disappointment, there was a silver lining. The Center for the Study of the Public Domain launched the Creative Commons, spawning a new era of sharing creativity and knowledge by placing more works in the public domain or at least making them accessible without the authorization of the rights holder. Librarians didn’t create the Creative Commons, but man, did we promote and use it. Today, over 1 billion works are governed by CC licenses in more than 50 jurisdictions.
To address concerns that literacy educators had about the lawfulness of using media in the classroom that implicated the exclusive rights of copyright, Renee Hobbs, Peter Jazsi, and Pat Aufderheide created the first “best practices” document. The publication, funded by the John D. and Catherine T. MacArthur Foundation,” is the first step in an effort to develop standards for educators who continue to experience uncertainty, and often fear, when making decisions about what media is “safe” to use in their classrooms.” Let the teaching continue, and go ahead and use that clip!
Another example: HathiTrust used digital files to preserve works and make them accessible to people with print disabilities. Nearly all of these works were never available before to college students with print disabilities. Nobody told HathiTrust they could do it, they just did it. Then they developed the Copyright Review Management System (CRMS) that identified and made available 323,334 public domain documents. The CRMS is the recipient of this year’s L. Ray Patterson Award.
The conference was a blend of practical and unique and included educational workshops along with research papers and poster sessions. Most of the papers from the conference are available online. Attendees were itching to volunteer for some new copyright thing. Some asked to join OITP Copyright Education subcommittee! (We always need new committee members to exploit).
Researchers say that people who live in higher altitudes live longer. Colorado Springs is one mile above sea level. Perhaps that is what infected all of us. We felt pleased, and more alive.
Jacob Shelby, intrepid metadata librarian (formerly at Iowa State, now at NCSU) enters the thunderdome joins us for a lively conversation about the importance of coding/tech literacy for librarians. Read his LITA Blog posts, and join the conversation on twitter @ALA_lita #litavlogs.
Begin Transmission will return June 27th.
The current preservation practices we use for games and software need to be significantly reconsidered when taking into account the current conditions of modern computer games. Below I elaborate on the standard model of game preservation, and what I’m referring to as “network-contingent” experiences. These network-contingent games are now the predominant form of the medium and add significant complexity to the task of preserving the “playable” historical record. Unless there is a general awareness of this problem with the future of history, we might lose a lot more than anyone is expecting. Furthermore, we are already in the midst of this issue, and I think we need to stop pushing off a larger discussion of it.Well worth reading.
We are pleased to announce that DPLA will be participating in the second annual Teaching with Primary Sources Unconference and Workshops, which will be held on Wednesday, August 3 in Atlanta, Georgia, at the Auburn Avenue Research Library on African American Culture and History of the Atlanta-Fulton Public Library system ahead of the Society of American Archivists (SAA) Annual Meeting. The event will be free of charge and open to the public by registration, which begins on June 13.
An “unconference” is a collaborative, non-hierarchical program in which all participants actively inhabit the roles of teacher-learner-conference planner. The Teaching with Primary Sources Unconference organizers seek to create a forum of exchange and foster participation from the wider community of individuals who employ primary sources in teaching and learning activities. Educators, librarians, museum professionals, public historians, artists and designers, scientists, and archivists are encouraged to attend. Individuals employed in or volunteering with K-12, higher education, and community-based programs are all welcome. The unconference is a full day of activities, but participants may come and go as they please depending on their schedules, needs, and interests. While workshops will be organized in advance, unconference sessions will be spontaneous.
We are excited to have the opportunity to lead one of the workshop discussions on “Building Primary Source Sets for Students and Teachers,” sharing some of the the ideas, goals, questions, and challenges behind the Digital Public Library of America’s Primary Source Sets. We are excited to have this unconference opportunity to explore key questions raised during the research and development of this project with colleagues from the fields of education, libraries and archives, museums, and more!
In addition to our workshop, we look forward to participating in what promises to be a rich and engaging program of discussion and collaboration. At the inaugural Teaching with Primary Sources Unconference in 2015, participants chose from a selection of workshops on such topics as creating effective exhibitions, teaching with visual materials (artwork, photographs and other non-textual formats), and learning assessment, followed by an afternoon dedicated to sixteen sessions selected and facilitated by participants. A sample of topics discussed include racial and social justice theory, National History Day, materials handling, pedagogy, and using primary sources to teach subjects beyond the humanities.
Keep up with the latest Teaching with Primary Sources Unconference developments by checking the following URL, which will provide the most current source of information about the unconference: bitly.com/SAA16TPS. Registration opens on June 13.
ABOUT THE TEACHING WITH PRIMARY SOURCES COMMITTEE
The Teaching with Primary Sources Unconference Team is comprised of members of the Teaching with/about Primary Sources (TPS) Committee of the Society of American Archivists’ Reference, Access and Outreach Section. The purpose of the TPS Committee is to advocate for the active and interactive use of primary sources in teaching and learning as a core component of archival work. The TPS Committee seeks collaborative partnerships with all types of institutions (academic, cultural heritage, etc.) and all levels of learners: K-12, college and university, and lifelong learners. After a year of planning, the TPS Committee co-sponsored the first Teaching with Primary Sources Unconference in 2015 with the support of the Cleveland Public Library and plans to hold future unconferences in different regions of the United States. For more information, contact TeachWithStuff@gmail.com and follow the conversation online using #SAATPS16.
Please do not contact the Auburn Avenue Research Library on African American Culture and History regarding this press release.
Coding in libraries? Learn about the variety of programming in school and public libraries at the 2016 American Library Association’s (ALA) Annual Conference in Orlando, Fla. During the conference session “Libraries Ready to Code: Increasing CS Opportunities for Young People,” a panel of library experts will share experiences gained through a yearlong look at what’s behind the scenes in coding programs for youth—especially for underrepresented groups in the science, technology, engineering and mathematics (STEM) and computer science fields. Panelists will also discuss “computational thinking” and the unique library perspective on successful learning models based on coding concepts.
During the session, coding and library leaders will discuss “Libraries Ready to Code,” a joint partnership between the American Library Association and Google that will investigate the current status of computer programming activities in U.S. public and K–12 libraries. The session takes place on Sunday, June 26, 2016, 10:30-11:30 a.m. in the Orange County Convention Center, room W105B.
Speakers include Linda Braun, learning consultant for LEO: Librarians & Educators Online, Seattle, Wash.; Joanna Fabicon, children’s librarian for the Los Angeles Public Library in Los Angeles, Calif.; Crystle Martin, postdoctoral research fellow at the University of California, Irvine; Hai Hong, K-12 Education Outreach for Google Inc.; and Roger Rosen, senior advisor for the Office for Information Technology Policy of the American Library Association and CEO and president of Rosen Publishing.
The post What kinds of coding classes are offered in libraries? appeared first on District Dispatch.
3D printers may seem novel, but they are already being harnessed for social good. A prime example: The Silicon Valley-based social advocacy organization Benetech has forged a partnership between libraries, museums and schools to level the playing field for learners with disabilities. Learn more about this innovative partnership at the 2016 American Library Association (ALA) Annual Conference in Orlando, Fla.
During the session, “3D Accessibility Synergy: Anchor Institutions ‘Make’ Opportunities for Diverse Learners,” attendees will learn about how this partnership is giving rise to new learning tools and strategies that help individuals with print and other disabilities more easily grasp complex science, technology, engineering and mathematics (STEM) topics. The session takes place on Saturday, June 25, 2016, 3:00-4:00 p.m. in the Orange County Convention Center in Room W105A.
Session speakers include Lisa Wadors Verne, program manager of Education, Research and Partnerships for Benetech; and Charlie Wapner, senior information policy analyst for the American Library Association’s Office for Information Technology Policy (OITP).
The post How are libraries offering socially-conscious 3D services? appeared first on District Dispatch.
On Friday, June 10th I gave a short talk at the OLITA Digital Odyssey 2016 conference, which had a theme this year of privacy and security. My talk addressed the evolution of our public and loaner laptops over the past decade, from bare Windows XP, to Linux, Windows XP with the addition of Deep Freeze, to the decision two years ago to move to Chromebooks.
Given that Snowden made it clear that multinationals such as Google, Apple, and Facebook co-operate with government agencies to make user data available, we did not make the decision to adopt a product that emphasizes cloud storage and thus potentially compromises the privacy of our users lightly. Rather, we made that decision in the context of a resource-constrained institution that had already adopted Google Apps for Education for its student population--and with a reflection on the vulnerabilities to which our particular implementation of Windows 7 + Deep Freeze was exposing our users.
I've made the presentation, with the speaker notes surfaced as callouts, available, and embedded it below. I'd love to hear your thoughts.
In late April–a month into the last quarter of our fiscal year–I was presenting at a statewide deans’ council on a major proposal (the short version: tightening up our “loose federation”) when the emails started arriving. In minutes, everything changed. Suddenly I was in the middle of Fiscalpocalypse 2016, a crisis the diameter of Jupiter.
For the next five weeks, I lived and breathed the Fiscalpocalypse. Suddenly thrust by necessity into the role of chief fiscal analyst, I began running report after report (not without a lot of coaching and encouragement from other financial analysts), pushing hard to find the real answers to basic questions: how much do we have, what are our obligations, what do we need to keep or cut, and what contractual obligations am I able to commit to.
It’s what I did at 4 a.m., 9 p.m., weekends, holidays, every spare moment. I had a lot of spare moments because the stress of this situation bore down on me like the atmospheric pressure on Venus. Sleep was scarce and troubled. Reading anything unrelated to the issue was impossible; staring at pages, all I saw were numbers. Even half-hour walks or visits to the YMCA found me absentmindedly going through the motions while my brain churned ceaselessly, yammering through multiple scenarios, combing through formulae for clues. The clues were important, because I needed to know how we got to Fiscalpocalypse 2016 so I would understand how to get us out of it.
It was not entirely unanticipated. Once you start asking, “Do we need an audit?” you already know the answer. And the system worked, because there was a “catch” from above that resulted in those emails and in my temporarily expanding my portfolio to include budget analyst. But actual situations have jagged edges missing from anticipation of the same, and those edges hurt.
Nevertheless, there came a Sunday afternoon when I felt profound relief washing over me, releasing the muscles in my back and neck until I felt myself uncurl and sit fully upright for the first time since the crisis began. I went for a walk, and was able to listen to a podcast and enjoy the flowers. I had dinner, and tasted the food. I slept the night through. I woke up and felt, to use that great expression, like my old self. I greeted old self warmly. She was missed.
It wasn’t that the situation was better. It was rather grim. It was that finally, I knew exactly what was going on. And note, I didn’t “feel” or “believe” I knew what was going on; I knew it. Because the thing about numbers is that most of the time, if you have confidence, experience, and are handy with basic arithmetic, as long as your data are credible, you can manage a budget for any institution smaller than say, the Air Force.
Most of us can do arithmetic; the confidence will come with experience. What has struck me repeatedly across my twenty-plus years in libraries is the dearth of experience: too many library professionals go much too long in their careers before they participate in managing budgets. By budgets, I don’t mean a small chunk of money set aside for spending on books, not that this isn’t a good place to start. I mean the whole solar system: salaries, materials, operations. Even in private institutions where most regular salaries are kept confidential, two out of three of those planets should be available to up and coming professionals.
It’s good practice to have other eyes on your numbers (which I do), but I will be frank and say that across the years, particularly at jobs in smaller institutions, it’s been up to me to pretty much manage the beans on my own. I was accountable for each bean and it was assumed I would “make book,” and without really thinking about it, I did that (I guess because I had to do that in the Air Force, and I didn’t think about it much there either).
And what I know about numbers is they are impervious to emotion. I can cry my eyes out, and the numbers don’t get bigger or smaller. I can fume and rant, and they stay just as they are. I can wander the halls with a tragic face, and when I come back, the numbers are exactly as I left them. It’s something I like about numbers, at least the sort of numbers we deal with in library budgets: in this crazy malleable fungible mutable world, numbers just ARE.
(Now, this rule applies internally. It does not apply to outside forces who may indeed may have multiple interpretations of fiscal policies that have significant impact on allocations and so on. I’m referring to the paper sack of money a library administrator sits on and manages.)
Here is a pattern from my career: I arrive at an institution, I get hands-on with a budget (either a big chunk assigned to me, or the whole thing), and I unearth the bugs. It could be approval plans someone forgot about, mindlessly siphoning money every year though nobody needs those resources any more. (For a long while, I could count on finding forgotten microfilm subscriptions.) It could be a personnel line or another item from another department erroneously appearing in my ledger. These things really happened at different institutions, and they weren’t a big deal. In each case I found myself earning the respect of the financial folks because they saw I wasn’t queasy about budgets and I wasn’t afraid to dig in and do the work.
But for a lot of library people, for a major portion of their career, the bulk of the budget is a distant drumbeat. There is enough money or not enough or suddenly some left over, and that’s what they know. Nor are they pushed, or push themselves, to learn the basic skills they need to manage money. I consider my Excel skills modest, but I have seen library professionals in fairly important positions unable to do basic tasks such as filtering, subtotaling, and linking formulas. Far too many times I have looked at a spreadsheet where X+ Y is a hand-keyed sum that does not equal the sum of X + Y, or where a number sits without explanation: what is it, and where did it come from? Some of the scariest documents I have ever seen in my career were annual fiscal forecasts, purportedly ledger-based, created in Microsoft. Effing. Word.
And let’s not discuss how many library organizations have been stricken with accounting fraud that happened because one person in an organization had exclusive control of the money and the executive just didn’t “do math.” When “Father Knows Best,” watch out.
People, these are LIBRARY BUDGETS. I remember someone telling me our budget was complex and I said no, the federal budget is complex, we don’t have enough money to be complex. Library budgets don’t require understanding credit default swaps or synthetic CDOs. Even if you have more than one fund (and we do) and even if those funds can change from year to year (and that’s true as well), and of course everything goes up in cost all the time: in the end, to quote a Wendy’s commercial that was a mantra of logistics management during my time in the Air Force, parts is parts.
A lot of fiscal literacy boils down to being willing to look at the numbers logically and head-on. Not emotionally, not with “oh but I don’t do math,” not with a pernicious disinterest in the source of life (and that’s what money is to a library), but just pulling out those skills that got you through fourth grade.
Once upon a time long ago, in a galaxy far away, I spent two days in a conversation that went like the following. Assume the usual facts about FTEs (full time equivalents); there are no tricks or hidden exceptions in this example, and let me give you this crucial factoid: the number this is based on is $144,000.
Person A: How many student worker FTE did we have last year?
Person B: 2.6.
Me: No way.
Person B: 2.6.
Person A. I don’t really know anything about this.
Me: Arrgh! There’s no way! (Opens calculator, just in case fourth-grade math skills had vanished) How could student workers make this much?
Person B: It’s annualized.
(Note use of jargon to try to deflect inquiry. Of course FTE is based on an annual calculation, but it’s not “annualized,” though I do consider student workers a good investment, in the more general sense.)
For the next two days, I kept saying “no way,” because anyone with basic math sense knows that student workers don’t earn that much; even if you don’t know the rate of pay, you know, from a quick scribble on that scratchpad you keep in the front of your skull right above your eyeballs, that 144,000 divided by 2.6 would result in a salary of ca. $55,000 a year. That’s before you factor in more insider baseball knowledge, such as the size of the library and student headcount so on. It’s like when grocery store eggs shot up in price last year and I thought holy moley, a dollar-plus an egg? I didn’t need to pull out a calculator to know something strange had happened to the price of eggs. In the end, I was tolerated, not believed, by Person B. I hope Person A has since nurtured at least a soupcon of mathematical curiosity.
But anyway, back to the present tense. Fiscalpocalypse 2016 isn’t over, but it’s under control. At MPOW, the plane is no longer flying into the side of the mountain; it now has excellent airspeed and heading, and my hand is firmly on the throttle. It’s a smaller plane, but I know what it is made of, from its nose cone to its flamethrowers to its empennage, and I will trade in a large, bloblike uncertainty hurtling who knows where for a trim but crisp certainty with a functioning GPS any day. I’m where I need to be in relation to knowing our finances, not just for the moment but the future, and I make sure key people know the deets, too. This is how I run things now, as I have elsewhere. Yes, we will be hiring a budget analyst, and I look forward to firing myself from my role as CFO (though not from my responsibility to know what is going on). But if there is one good thing to come out of this, it is the opportunity for me to dig deep into the financials and get to truly know the source of life for all we do. War is not peace, numbers do not cry or pout, and blessedly, parts is parts.Bookmark to:
We are pleased to announce that booking for Hydra Connect 2016 is now open. Booking details, along with information on the conference hotel and the preferential rate we have arranged there, can be found at the Hydra Connect 2016 wiki page.
Get your Early Bird Access 2016 tickets now!
Early Bird Sales will end Monday July 11th. Don’t miss out on this amazing deal. Full conference tickets include admission to hackfest, two and a half days of our amazing single-stream conference and a half-day workshop on the last day.
Note: HST rates in New Brunswick go up to 15% on July 1st, so DON’T WAIT. A 2% percent savings means more lobster in your carry-on for the trip home.
It is all you can eat for one amazingly low price. And we mean that literally! Prices include continental breakfast and unlimited coffee at the Hackfest, Hackfest Social hors d’oeuvre and light fair, Opening Reception at the Beaverbrook Art Gallery and full breakfast and lunch each day during the regular conference.
Still unsure? Check out the our amazing line-up of speakers and keynotes.
Speakers should take advantage of the special speaker’s rate which also closes on July 11th.
We look forward to seeing you under beautiful Fall colours in Fredericton this October.