Blog/Reflections
1. COVID-19 Challenges in the Libraries, Part 1
Roncevic, M. (2020). Digital rights management. Retrieved from https://americanlibrariesmagazine.org/2020/03/02/digital-rights-management/
I feel that learning during a pandemic is...hard. It was distracting, and my professionalism was tested. The challenges that COVID-19 presents are testing my resilience. My thoughts are on the impact that this pandemic will have on the libraries. When I stumbled upon the article, Digital Rights Management: How libraries deal with publisher restrictions that discuss open- access resources as an alternative to expensive publisher restrictions, I felt that hope restored in my thoughts. It was helpful for me to read that libraries can sustain and fulfill library users' information needs using free, open-access resources. Here is a link to the article, https://americanlibrariesmagazine.org/2020/03/02/digital-rights-management/
2. COVID-19 Challenges in the Libraries, Part 2
Frank, R. D., & Yakel, E. (2013). Disaster planning for digital repositories. Proceedings of the American Society for Information Science and Technology.
I enjoyed reading an article for a discussion in course INFO 5740, Introduction to Digital Libraries. This is mainly because the pandemic makes me wonder how libraries could handle other types of catastrophes. Catastrophes such as major network and power outages pose a significant threat to libraries. The peer-reviewed article was a qualitative study of disaster preparedness policies of ten institutional digital repositories in the US. I found insightful about the study that there is an established disaster preparedness guideline called the Trustworthy Digital Repositories (TRAC) of 2012. The standards in TRAC were applied to evaluate the disaster preparedness of the ten digital repositories. The authors of the study found that most institutions were hesitant to share their policies because of security risks. The authors also recommended that digital preservation professionals and IT roles strengthen their collaboration for policy-making decisions.
3. Drones in Libraries in Japan
Hirai, S. (2020). Drone will buzz shelves at chiba library to check book inventory. Retrieved from http://www.asahi.com/ajw/articles/13243488
I found this article interesting because it discusses how a library in Japan uses emerging technology, drone innovation. The Chiba Public Library in Japan is utilizing drone technology to check the shelves. The library staff explained in the article that using drones cuts their time in half in completing inventory shelf checking. The staff explained that using drones allows them to spend more time assisting customers. I was impressed with the library’s innovative approach to address an operational problem. I also think that the library customers will appreciate that library staff is available to help them.
4. Reflection: End of My First Semester @ UNT
I am looking forward to the Summer semester! This summer, I will take INFO 5223- Metadata I and INFO 5814- Website Development.
5. Reflection: Technical Skills Acquired in Programming Languages & Syntax
Image of Takeda Shingen statue located in Kofu City, Yamanashi Prefecture Japan (2009). By Zena Patton
My second semester was successful, but challenging! I took two courses, INFO 5223 Metadata I and INFO 5814 Website Development. I enjoyed both courses equally because they were technical. In the INFO 5223 course, I learned how to use the XML syntax to develop metadata for information objects such as patents for Texas inventors, textual and non-textual resources. The website development course was a fast-paced, 5-week course, and I learned how to develop a website using HTML & CSS programming language. It has been a personal achievement of mine to learn programming languages and syntax. I am grateful for the courses because I believe it has enhanced my skills to prepare me professionally.
6. Information science/Global workforce: Amazon's AfroTech World
I stumbled upon the Amazon Science website article,
that discussed the purpose behind Amazon's sponsoring of the AfroTech World conference held November 8-13, 2020. Essentially, the conference promotes start-ups, networking, and other professional endeavors for African Americans in technology. When I stumbled upon the article, the event had already passed. However, I was happy to see that a big corporation like Amazon invested in promoting technology diversity. It was also helpful for me to see that my information science-based degree can lead to opportunities at an organization like Amazon.
The Carmel Clay Public Library, located in Indiana, repurposed an old supermarket building as a temporary location for all of their collections. The wide aisles and sturdy shelving turned out to be an excellent way for the library to display library items. The article, Books Fill the Aisles at this Supermarket-Turned-Library, reported that the library customers enjoy visiting the new location. Some challenges were finding space for programming or seating, but the staff felt that the new location offered circulation of library items with little disruption. What I found interesting about the article is that there was no mention nor a connection made about the new space and COVID-19 procedures. It would have helped report about customers and library staff perspectives about the new space and COVID-19. Click the link for the current dashboard that displays COVID-19 rates in the state of Indiana https://www.coronavirus.in.gov/2393.htm
This article discusses the promotional video by Texas Harris County Public Library that features their curbside service. In the video, a character named Curbside Larry explains the curbside process and all the different library materials that customers can check out using the service. The video made me smile. I am familiar with the curbside service because the library system (Gwinnett County Public Library), where I work offers the service to customers.
Hodge, V., Manoff, M., & Watson, G. (2013). Providing Access to E-Books and E-Book Collections: Struggles and Solutions. 64(1–4), 200–205.
I found this article while searching for literature to support my opinion on the challenges of cataloging for digital materials. Hodge & Watson (2013) assert that catalogers will need to develop cataloging processes tailored to their organizational needs in addition to standard cataloging guidelines. What I also learned from the article is that acquiring digital resources is very expensive for libraries. After reading the paper, I reflected on the cataloging and materials acquisition practices that I observed at the library where I work. I have observed where decisions in cataloging and access to electronic materials were both conservative and liberal to respond to the challenges that COVID-19 presented.
Reflecting on my experience of drafting the IOP in INFO 5200, the most challenging part was creating input rules for the technical user. Today, I understand that the information system I built is based on Functional Requirements for Bibliographic Records (FRBR) and Functional Requirements for Authority Data (FRAD) frameworks. The system I developed integrates the fundamental user tasks of finding, identifying, selecting, and obtaining. The challenge was interpreting these tasks for the nascent technical user. To overcome this, I relied on social tagging sites such as Goodreads for the technical user to extract descriptive information about a resource.
I found myself researching folksonomies and social tagging platforms during the INFO 5210 (Cataloging I) course. I believe it is because I have observed how social tagging can be useful in information retrieval. I also learned INFO 5210 that cataloging standards should also be applied to social tagging platforms to ensure the precision of the information retrieval system.
"Monkey with cat" by Salim Virji is licensed with CC BY-SA 2.0.
Reddy, B. S., Krishnamurthy, M., & Asundi, A. Y. (2018). Information use, user, user needs and seeking behaviour: A review. DESIDOC Journal of Library & Information Technology, 38(2), 82–87.
User behavior has not changed. Due to advances in technology, information centers and professionals are using technology to identify the user better. Reddy, et al. (2018) conducted a review of literature that focused on users’ behavior. The investigators found that recent literature addressed the changing landscape in information-seeking behavior in the Information Age. They also found in the literature that it is now easier to determine users’ behavior characteristics and associate them with their demographics.
Frost, M., Goates, M., Cheng, S., & Johnston, J. (2020). Virtual reality: A survey of use at an academic library. Information Technology & Libraries, 39(1), 1–12.
I often receive calls from library customers inquiring
if the libraries where I work have virtual reality (VR) technology available
for the public. VR is used at the library for some programs, but the
technology is not available for public consumption. Frost, et al. (2020)
performed a needs assessment of academic library users concerning virtual
reality programming. The investigators surveyed individuals who used the
augmented reality service to assess if they needed to expand the service.
They found that male students in STEM majors utilized the service the most, and
their usage was aligned with the university’s strategic goals.
McKewan, J., & Richmond, S.S. (2017). Needs and results in virtual reference transactions: A longitudinal study. The Reference Librarian, 58(3), 179-11.
I found the article by McKewan & Richmond (2017) reviewing literature for INFO 5600 Information Access & Knowlege Inquiry course. INFO 5600 is a core course in my degree planned. My biggest takeaway from the article, the INFO 5600 course and my current role at work is that library users expect virtual reference services. McKewan & Richmond (2017) studied transcripts of virtual reference transactions. The investigators found that patrons asked complex questions relating to policy, research topics, and technology. Their findings are aligned with the type of inquiries I receive via chat and email from library users at work.
This past semester was a busy semester for me. I completed all my core courses and satisfied my curiosity about cataloging by completing INFO 5210- Introduction to Cataloging & Classification. My biggest takeaway from the INFO 500, Information and Knowledge Professions course is that I can employ my data analysis skills to perform a thorough job analysis. It is for that reason, I enjoyed the assignment. Assignments in the entire INFO 5200 course required a high-level analysis. INFO 5600 was also interesting because I learned to evaluate resources. So, I am exiting INFO 5600 feeling confident about my reference skills.
In conclusion, INFO 5210, Introduction to Cataloging & Classification, was both challenging and fun. The course requires a level of detail, analysis, and evaluation of cataloging guidelines and standards. INFO 5210 has given me the confidence I needed as an information professional.
I am interested in learning what lasting effect the pandemic will have on the American workforce. I was delighted to find the Forbes magazine article, "What The Pandemic Has Taught Us About Remote Work” which attempts to answer some questions about remote work in the USA. According to the author, Jonathan Siddharth, employers now have access to a broader talent pool than ever before. This signals to me that jobs will become more competitive, and I must continue to broaden my technical skillsets to compete.
One skill that I would like to acquire beyond obtaining my MLS degree is a second language. I have a basic level in the Japanese language, and I would like to increase my language skills. With the challenges that the pandemic has placed on travel to Japan (Japan is not accepting tourist visas from the US during the pandemic), I have enrolled in online Japanese language courses. As I reflect on my professional experience, I am thankful that I held a position in online teaching and learning. I am thankful because it has helped me to embrace all the online and remote transitions that the pandemic has imposed. I believe it has made it easy for me to pivot; I feel prepared for the new realities in the American workforce today.
17. Looking Ahead: Spring Semester 2021
I am excited about my last semester at the University of North Texas. I am excited, not because I will graduate in May 2021, but because of my Spring semester courses. I have enrolled in Metadata II (INFO 5224), which is a continuation of the course I took last Summer 2020. I enjoyed the summer semester course immensely! I would come across concepts in metadata or metadata related job postings, and always I was uncertain if I understood about metadata. I was excited to take the course and satisfy my curiosity. In my previous work in data management, I also learned that I was employing metadata extraction techniques.
I am also enrolled in a project management course, INFO 5306. In the past, I took some preparatory courses for the PMP exam offered by the Project Management Institute (PMI). Although it has been a while since I have studied the fundamentals of project management, I anticipate that I should quickly catch on to the course concepts. The last course I am enrolled in is INFO 5707, Data Modeling for Information Professionals. In my previous work experience, I have applied project management stage gates to the data management lifecycle. I learned from my work experience that the initial stages of engaging with stakeholders to gather requirements are crucial. It is important to set expectations based on the data management systems and hardware available. Again, since I have performed in a data management role, it has been a while, so I am looking forward to the course.
18. A Reflection: Living and Working In Japan from 1999-2002.
I have kept busy in between school and work mentoring young professionals about their career choices. I enjoy teaching others how to network and what strategies to adopt for remote work. I have mentored one young professional who has traveled to Japan for work. I enjoyed going back in time discussing my experience living and working in Japan right out of college. I participated in the JET Program from 1999-2002, where I was an Assistant Language Teacher (ALT) at a comprehensive senior high school, Kofu Josai. As an ALT, I assisted Japanese Teachers of English by supplementing their lesson planning with activities that focused on the practical use of the English language. Hospitality service studies were a part of Kofu Josai’s curriculum, so a large part of the activities I developed focused on using English in customer service and travel scenarios. It was rewarding for me to teach students practical skills that they will use for employment.
My experience as an ALT impacted me professionally. As I mentioned in my professional philosophy, I seek opportunities to work with diverse populations because of my experience living abroad. When I encountered individuals who are non-native speakers of English, I quickly identify with them. I remember what it was like for me to struggle with Japanese. Luckily, most Japanese individuals I encountered were patient or pretended to be. I was very fortunate. So, I always take my time, slow down to listen to non-native speakers of English. It is my way of giving back to all of the positivity I experienced.
19. Perspective: Implicit Bias in the Information Professions
Higgins, M., Stark, R. S. (2021, January/February). Mitigating implicit bias. American Libraries, 52(1), 44-47.
In the January/February 2021 issue of American Libraries, authors Higgins & Stark (2021) discuss how implicit bias can pose barriers to library users' information-seeking. Implicit bias is defined as how unconsciously, our behavior towards each other is affected by attitudes or stereotypes. After reading this article, I was reminded of Module 6 in the Information and Knowledge Profession (INFO 5000) course, which addressed leadership best practices and diversity issues. All the courses in the UNT MLS have encouraged me to be meta-cognitive about my learning. Much like the graduate level education courses I’ve taken, it has been reinforced to contemplate what it means to be an information professional. Higgins & Stark (2021) article has caused me to pause and identify my own implicit bias. I am still contemplating, and I plan to take the steps the authors suggested once I have identified the bias. An example of the steps the authors recommend to address implicit bias is “…replacing negative bias with positive ones and seeking opportunities to engage with diverse groups” (p.45).
20. Looking Forward: Graduating at the end of Spring 2021
Call it spring fever, or senioritis. I am not entirely sure if graduate students get senioritis, but yes, I am feeling a lag. I can’t blame my lack of motivation entirely on the pandemic. Better yet, I think I am too honest to say that the lag I am feeling is due to the pandemic. It is not. I have been here before: I have three graduate degrees in education, public health, research and statistics. I have felt this lag before, conveniently the last semester in the program. I sometimes wonder if this motivation malaise has anything to do with some feelings about missing being in school?
I enjoy being school. I really do. I enjoy learning. What I enjoy most about school is that every week or every other week there is deadline to meet. A goal to meet. But this time pursuing a degree in Library Science was different: Obtaining an MLS degree is the ultimate goal for me. Every since I returned from my teaching experience in Japan; found refuge from reverse culture shock and unemployment in the library, I have ALWAYS wanted to be a librarian. I admit, I got side-tracked with the need to make a living and support my elderly mother at the time. The library never left my mind as the environment where I wanted to work. The library a place to help others like myself. The library, a place where I can simply…help. I am a helper because, despite all the bumps and detours, I consider myself fortunate.
The library is where I give back. Obtaining the Master of Library Science degree is my way of certifying my intentions in doing the best for library users in my home state of Georgia. Thank you for reading my reflections on this page.
"Buddha Zen Books" by Trostle is licensed with CC BY-NC 2.0.
