Shannon Fetch
Info 266

Yamson, G. C. Immediacy as a better service: Analysis of the limitations of ChatGPT in library services. 

    Sage Journals. 14 November, 2023. https://doi.org/10.1177/0266666923120676

ChatGPT has become a very popular chatbot recently. People use it for all sorts of things, it can have conversations, tell jokes, write speeches, and much more. This study was conducted to find the ways that ChatGPT falls short when used to assist with library services. 

In the age of modern information technology, libraries have been forced to change how their services are delivered and in recent years have turned to artificial intelligence (AI) applications to improve the quality of their service. Chatbots powered by AI provide instant assistance to users. They effectively respond to common inquiries and point users in the direction of pertinent resources. This leaves librarians open to work on other tasks. 

There are limitations to AI services such as ChatGPT though. They rely on preexisting knowledge and therefore, responses can be biased based on that knowledge. It is difficult to ensure accuracy with chatbots and they cant necessarily replicate a personal touch the way a human interaction can, and that is important to people. 

Chatbots have their limitations but can be a useful resource in the library. This seems to be the way the world is headed and AI will continue to evolve and improve its services.

Collection Development Based On Patron

 Mao Yang

APA: Allen, M., Ward, S., Wray, T., & Debus-López, K. (2003). Collection development based on patron requests: Collaboration between inter-library loan and acquisitions. Library Collections, Acquisitions, and Technical Services, 27(2), 203-213.

Summary:
Allen, Ward, Wray, & Debus-Lopez (2023) used this article to see the effectiveness of collection development based on patrons. They called this method On-Demand Collection Development. On-Demand Collection Development is when the librarian purchases a book rather than borrow through inter-library loan. It was found that this method was more cost-efficient and patrons received their requests faster. Allen, Ward, Wray, & Debus-Lopez (2023) believes that on-demand collection development is a practical aspect that meets both patron and library needs.

Evaluation:
This article focused on using the method on academic libraries. I think this method works well in academic libraries because the patrons are university students or faculty member. I would like to see if this method would work on public libraries. When there is a wider range of interest and patron, I wonder how the on-demand collection development would work. Overall, I think it's a great method in collecting books because the library owns the book compared to inter-library loans.

“I Think You Should Read It Anyway”: Black Readers and Book Bans.

 Parker, K. N. (2023). “I Think You Should Read It Anyway”: Black Readers and Book Bans. Voices from the Middle, 30(4), 15-.

Iñiguez, Amber

Summary:

This article discusses the impact of recent surges in book bans on Black readers and educators. The author, in conversation with colleagues, highlights the disproportionate impact of bans on books by LGBTQIA+ authors, authors of color, and those addressing social-emotional issues. It encourages educators to collaborate with others, build communities of criticality and resistance, and center Black students' voices in discussions about book bans. By listening to Black students' experiences and supporting their activism, educators can work towards ensuring access to inclusive and affirming literature. The author urges educators to protect, read, share, and celebrate banned books, especially those written by Black authors.

Evaluation:

The article offers a compelling perspective on the current surge in book bans across the United States, particularly focusing on the impact on Black readers and educators. Through a critical analysis of the issue, the author highlights the intersectionality of race, censorship, and education. I appreciate the strategies for educators to resist book bans and support Black and LGBTQIA+ students' access to affirming texts. It emphasizes the importance of building diverse classroom libraries and engaging students in critical discussions about censorship. It brings up a good good point about teaching the youth about censorship and its dangers. Additionally, the article celebrates the resilience of Black and LBBTQIA+ youth in response to book bans, emphasizing the importance of centering their voices in discussions about education and social justice.

Project READY: Re-imagining equity and access for diverse youth.

To, Nhi.

 

Project READY. (n.d.). Project READY:  Reimagining equity and access for diverse 

youth. University of North Carolina at Chapel Hill. 

https://ready.web.unc.edu/about-us/ 

 

Summary: Project READY, which stands for Reimagining Equity and Access for Diverse Youth, 

is a free online professional development curriculum with the aims of promoting racial 

equity in libraries and educational settings. Developed by a group of educators and library

staff from the University of North Carolina in Chapel Hill, Project READY offers modules

on understanding racism, building cultural competence, and transforming library services, 

programming, and practices to support diverse youth. 

 

Evaluation: This project is a valuable resource for librarians as this could provide useful

information regarding topics of racial equity that may be lacking in their understanding. 

Provided that this is a free course, I believe Project READY should be an option that all 

libraries can look to add into their training or professional development for their staff 

members. The curriculum is comprehensive, leaving anyone who is able to complete the 

course fully to have a wealth of knowledge afterwards. I found this source to be incredible

cool as it is free and it is also online. Accessibility was definitely a consideration when 

creating this toolkit.

Holes at the Bottom of the Boat: Disrupting Performative EDI Efforts

Zepeda, Erick 

 

Hall, T.D. (2023) Holes at the bottom of the boat: Disrupting performative equity, diversity, and inclusion efforts in libraries in the wake of the Covid-19 Pandemic, Journal of Library Administration, 63(4), 566-577, DOI: 10.1080/01930826.2023.2201722

 

Summary: The transition to digital work during the pandemic laid bare the inconsistencies in demands for employees to use and consume online media while lower income employees are less likely to have access to technology and reliable internet connections, particularly in rural areas. On the public-facing front, lower income areas are less likely to have access to information organizations and librarians that can assist in overcoming the digital divide. Meanwhile, the pandemic saw the elimination of many lower classified positions within libraries, where the majority of BIPOC staff are employed.

 

Evaluation: I am naturally skeptical of an industry’s incorporation of social justice aesthetics. They often end up divorced from practice. DEI has yet to even take roots in library culture, but we need not follow suit with the private sector or even The White House. Rather, I like how Hall refers to this stage as the "mission-critical" for DEI initiatives. The industry will either have to implement these concepts into material solutions or stagnate in a deathloop of meaningless gestures.

Summary and Evaluation of "Collection Directions: The Evolution of Library Collections and Collecting"

 Chiriboga, Claudia

Article Title: Collection Directions: The Evolution of Library Collections and Collecting

Dempsey, L., Malpas, C., & Lavoie, B. (2014). Collection Directions: The Evolution of Library Collections and Collecting. portal: Libraries and the Academy 14(3), 393-423. https://doi.org/10.1353/pla.2014.0013.

Summary: 

This article offers a comprehensive examination of how collecting behaviors have evolved within network environments, outlining potential future directions through diverse model analyses. Dempsey, Malpas, and Lavoie delve into the shifting dynamics of print collections, heightened interactions with research and learning behaviors, and trends in scholarly communication. Their aim is to furnish a framework for libraries to deliberate on evolving investment patterns across collection categories. The authors introduce the idea of network context, collection grids, and managing shared print, while explaining transaction costs, the importance of infrastructure, and explore the changing patterns of research and learning.

Evaluation: 

As stated in the article, “Libraries are not ends in themselves but serve the needs of the institutions of which they are a part. As those needs change, so do the requirements placed on the library.5 Changes in the way research and learning are done are more important drivers of change than internal library developments” (5). I concur with the statement that libraries exist to meet the needs of the institutions they belong to, and as these needs evolve, the demands on the library also shift. The assertion that alterations in research and learning methodologies have a greater impact on driving change than internal library developments aligns with my perspective. Additionally, the article states, “As access and collections are decoupled in this way, it moves the library toward a set of services around creation, curation, and consumption of resources that are less anchored in a locally managed collection and more driven by engagement with research and learning behaviors” (7). I agree with the idea that separating access from collections leads the library towards a focus on services related to creating, curating, and consuming resources. This shift diminishes the emphasis on locally managed collections and emphasizes engagement with research and learning behaviors.

Is Your Library Ready for the Reality of Virtual Reality?

Palmer, Meghan

Grant, Carl R., Rhind-Tutt, S., "Is Your Library Ready for the Reality of Virtual Reality? What You Need to Know and Why It Belongs in Your Library" (2018). Proceedings of the Charleston Library Conference. http://dx.doi.org/https://doi.org/10.5703/1288284317070

Synopsis:  This article defines virtual reality from a basic level, as well as explores the different types of virtual reality i.e. VR, AR, and MR. Additionally, it examines the benefits of virtual reality in libraries and why more libraries should adopt the technology for regular services outside of gaming.

Evaluation: While not the longest article, I think there's a lot to gain from it if you're looking for basic information about virtual reality and how it benefits libraries. It's a persuasive piece and I think it does a great job at exploring all of the options and giving examples of how different library patrons can benefit. I like that they specifically address the issue of accessibility and point out that virtual reality is a great tool to experience learning materials or specific texts that can't otherwise be accessed in a typical public/academic library due to fragility, price, etc. Overall, I love the perspective of using VR as a more affordable way to add more to library collections and keep patron interest.

Mental Health Virtual Reality Library Resource for the Homeless

Homeless people, through virtual reality, artificial intelligence, gamification or role-playing games for example, and even robots can in the library, interact with a world where when on and off virtual reality and any other emerging technology, can improve their mental health and wellbeing. 

Also because of the fact that the homeless spend a majority of their time on a computer or connected to a Wi-Fi, hotspot, etc., with the use of earphones or they watch videos, they can while connected to these resources be for a greater time period while at the library, engaged in, when not in use of VR, AI or any other emerging technology, viewing or listening to mental health videos, apps, etc. 

A library isn’t a mental health institution, and it isn’t incumbent upon librarians or even the library to have resources for the homeless. Or is it? Since so many homeless have access to the library, why not provide with an outlet to better their mental health so that they can, hopefully, re-engage with society.

In my research so far of the Burbank Central Library, I have seen the sheltered and homeless looking for food in the trash cans outside of the library, sleeping on the floor in front of library and on the it’s grounds, using their bathroom, sitting at their chairs and tables with all their stuff in a backpack or many bags while they read a book or magazine or are charging their phone and tablet while they sleep or listen to something on their devices or are watching something on their devices, using their seats as beds, and using their computers to search the internet or use YouTube, I’ve seen one man talking out loud erratically in a foreign language and two homeless argue to the point of a fight where one of them was punched in the face and knocked down while the other screamed and yelled at him and asked others while he was on the floor if they saw that. I’ve also seen the almost helplessness of a librarian who seem to not know what to do in these situations and can only ask them to quiet down or how they are doing and if it got too severe to call the police. 

It isn’t the library’s or librarians' job to provide mental health resources to the homeless nor is the library a mental health institution, yet the library has the technological resources to connect them to that. 

For example, for the homeless man who has more than once clogged the toilet in the men’s restroom rendering it unusable for other and who talks almost incomprehensibly and loudly to the point of it being disturbing, couldn’t he as soon as he walks into the library, have a VR headset ready for him and put on him where he can preset the app, game or program to match what he would describe is happening to him so then that he can work on that mental health issue in peace and quiet in the library? And after he is done for that day, he can record his responses in a survey which data would then be used the next day in the presets he set? Or he could be typing everything he is saying also to an AI chatbot. 

Could he not then be placed in a VR situation which although not having anything to do with their mental health problems, at least be trained for employment or be at least engaged virtually in a world which is less painful than the life that they are living?

In a place where a technology or technologies such as VR or AI is emerging, libraries are a place where such a thing as mental health can be addressed and made accessible to patrons of the library, especially those patrons who are the homeless of the community (Raizada, 2024).   Because of AI for example, based on the user’s input and feedback, there can be accurate predictions of what they are going through and what can be done for them based on their mental health profile. The apps that come along with these can use the devices’ built-in sensors to collect their information about their typical mental health and behavior, and the app can then detect changes in their mental health and behavior which can then be a signal that help is needed, if it is that a crisis is occurring or can occur (National Institute of Mental Health, 2019). Instead of them walking in and out of the library every day and every week in the same mental condition, they can be improved every day, every hour by the hour with the hope that they will come to realize what has been afflicting them in their past or present or even in their future, and this with the help of technology in the library. 

Works Cited 

Raizada, A. (2024, March 5). Top 5 Mental Health Tech and Innovations in 2024. Copper Digital. https://copperdigital.com/blog/top-5-mental-health-tech-and-innovations-in-2024/
National Institute of Mental Health. (2019). Technology and the future of mental health treatment. Www.nimh.nih.gov. https://www.nimh.nih.gov/health/topics/technology-and-the-future-of-mental-health-treatment

Diverse Children's Books & Libraries

 

Horning, K.T. (2010). 2010 May Hill Arbuthnot Honor lecture: Can children's books save the world? advocates for diversity in children's books and libraries. Children & Libraries, 8(3), 8-16. 

Summary:

This “article”, which is actually a transcript of a lecture given by Kathleen T. Horning, focuses on the importance of making multicultural children’s literature available to young readers and their families, and the role of librarians in making this happen. Horning gives much historical context while making this point, discussing the history of racially diverse children’s book authors in 20^th century America and the historical lack of visibility and access that these figures and their works experienced in the context of libraries and mainstream publishing. She also gives examples of past children’s librarians who contributed significantly to making diverse books, authors, and even library staff, available to specific communities (New York is a particular area of focus here). The last section of the speech/article is devoted to exploring why multicultural literature is important for children and the overarching theme of access. Horning emphasizes that there must be a right book for every child and the imperative of librarians to help each one connect with writing, in part simply by making sure a variety of materials are available. Central to Horning’s point is a line she quotes from the British author Penelope Lively (possibly borrowed by Lively from John Erskine) which maintains that “the great children’s books help free children from the prison of egotism” (2010). Her meaning is essentially that children naturally center the world around themselves, and it is the job of books to expand their view and understanding of the world around them so that they can see past their own experiences and backgrounds, an important part of juvenile development.

 

Impressions:

I found this article resonated with me because it framed some ideas that I was familiar with in a new way, or possibly because of the phrasing and context provided the information felt more interesting and clearer. Diversity in juvenile materials (within and outside of libraries) is an often-discussed subject but I appreciated some of the historical background provided for Horning’s points and the specific anecdotes she provided of the actions and behaviors of librarians that were impactful in the area of diverse representation and patron accommodation. The somewhat conversational style of the text made it an easier read for me than many of the more clinical studies I read this semester, and I found that there were several passages, both original to her and borrowed from other authors/speakers, which were very insightful and clarified her meaning well. She also gave some examples of patron reactions to diverse materials that I found illuminating, such as when she explained that children’s reactions to diverse book displays were often non-discriminating and based on interest alone whereas parents would often try to select for or guide their children to literature that featured physically relatable imagery. Horning mentions some of the implications of this behavior and frames books as a bridge to understanding and discussion around these concepts. I enjoyed reading about these ideas and could relate them to my experiences working in a library.

How libraries can create safe spaces with VR!

 Pelley, Carlos

CP

Tanaka, C. (2023). Virtual Reality in Libraries: Does VR create a Safer Space for 2SLGTBQ+         and IBPOC people? Pathfinder: A Canadian Journal for Information Science Students and         Early Career Professionals, 4(1), 162-. https://doi.org/10.29173/pathfinder75

Summary: The article "Virtual Reality in Libraries: Does VR create a Safer Space for 2SLGTBQ+ and IBPOC people?" explores the potential of VR in creating a safer and more inclusive space in libraries. The research question is whether VR can create a "Fourth Space" that is safer for individuals with intersectional identities to explore. VR offers unique qualities such as immersion and interactivity, but its success in creating a safer space largely depends on various factors including the VR content, the librarian's strategy, and the understanding of what constitutes learning.

Evaluation: The research question aims to determine if VR can create a "Fourth Space" that is secure for individuals with diverse and intersecting identities to explore. VR provides unique features such as immersion and interactivity, but its effectiveness in creating a safer space depends on various factors, including the VR content, the librarian's approach, and the definition of learning. If libraries can provide inclusive access and monitor to ensure safe experiences, a path to the 4th space could be achieved.

Importance of LGBTQ Reosurce Libraries

Cassidy Savoia-Snider

INFO 266-10

May 12^th, 2024

 

Citation:

Hays, A. (2020). A Question of Space: Surveying Student Usage of LGBTQ Resources in the LGBTQ Student Center Library and the Campus Library. New Review of Academic Librarianship, 26(1), 110–132. https://doi-org.libaccess.sjlibrary.org/10.1080/13614533.2018.1564336

Summary: 

This article examines how LGBTQ+ students utilize the resource library in a college campus culture center. They compared this data with those collected from students who utilized the collection from the main campus library. The authors are looking at whether LGBTQ+ Students needs are better met based on where the collection is located (main library versus resource center)

Evaluation:

According to the article, more college campuses are creating cultural centers for students to fulfill various needs, including academic, cultural, and social support (Hays, 2020). Research by Hays (2020) mentions that over 90% of the cultural centers built on college campuses provide some type of cultural programming, including allyship training and diversity awareness. A survey conducted on college cultural centers in 2011 found that 80% of these spaces feel they don’t have enough resources to support student’s needs (Hays, 2020). This research supports the idea that there is a need for diverse and equitable information and resources by BIPOC and LGBTQ+ communities. These communities have information needs around topics like self-acceptance, discrimination in the workplace, legal processes like name changes, information on transgender issues, and much more (Hays, 2020). 

Academic and public libraries are accountable for meeting patrons’ information needs. An essential part of the role of librarian professions is to examine the needs of their community and create collections and programs to meet these needs. Hay's (2020) article mentions that LGBTQ+ folks need to be able to easily access resources and information outside of LGBTQ+-specific spaces. Library resource centers on campus are essential, but students would benefit from having access to these materials within the library’s primary collection as well (Hays, 2020). There are many benefits of increasing the visibility of these books and materials by including them in the library's primary collection, and it is vital to meeting the needs of LGBTQ+ folks (Hays, 2020).  Their research found that students who utilize the LGBTQ+ resources in the resource library do so for personal identity-based reasons, not academic ones. They also found that the resource library is utilized for all other reasons besides academic (entertainment, identity exploration, emotional support, etc.). On the other hand, the main library’s collection is utilized primarily for academic reasons. For this reason, the authors take the stance that resource libraries should continue to develop their collections based on their student's needs and provide safe spaces for students. 

Cases Associated with Book Bans

 White, Sabrina

SW

Spilka, J. (2022). 377 Book Challenges Tracked by ALA in 2019--and the Problem Is Growing:        Book Banning and Its Adverse Effects on Students. Knowledge Quest, 50(5), 30-.

 

Summary: Spilka (2022) suggests that book banning not only misrepresents student voices, but some parents as well.  Furthermore, it points to several student victory cases who have prevailed against bans or censorship.  The article concludes with the “adverse effects of book bans” and then future Florida legislation. 

 

Evaluation: The structure and diction were at an appropriate level for stressed students who have previously read eight plus articles prior to and useful.  Its value came from the citing of several recent cases where students have fought back.  However, the adverse effects were subpar.  It did not contribute to previously known reasons.

 

Tags: Advocates, access, voice or representation

 

Interesting Line: “…banning a book is like banning an opportunity.” 

Freedom to Read

 White, Sabrina

SW

Teel, Z. A. (2023). Discouraging freedom in the library. ˜the œSerials Librarian/˜the œSerials     Librarian, 84(1–4), 5–10. https://doi.org/10.1080/0361526x.2023.2173357

Summary: Teel (2023) addresses several questions including the history and reasoning behind book bans and censorship before providing an optimistic future. 

Evaluation: I liked how this article was written.  It alluded to past crucifixion of innocent people being falsely convicted of religious crimes to today’s book ban.  It feeds into conspiracy theory or reality of QAnon being a crusader in the plight to ban books.  Furthermore, it makes a clear distinction between censorship and banning which made me think about how some libraries require parental consent for specific books.  It also made an interesting point about student choosing based on interest that made me think.

Tags: first amendment, censors, minority groups

 

Interesting line: “Censors want to control the minds of the young.  They are fearful of the educational system because students who read learn to think.  Thinkers learn to see.  Thoses who see often question.”

Gamification Pedagogy & Children's Reading

Article Source: Li, X., & Chu, S. K. W. (2021). Exploring the effects of gamification pedagogy on children’s reading: A mixed‐method study on academic performance, reading‐related mentality and behaviors, and sustainability. British Journal of Educational Technology, 52(1), 160–178. https://doi.org/10.1111/bjet.13057

I chose this article by Li & Chu (2021) based on the reading and writing flood I'm working on for project # 6. My chapter is on the gamification of reading. I approached it with the belief that I would map out a way for young readers to approach reading and writing in the same manner that they do videogames. As both an avid reader and gamer, this was a topic that was of great interest to me. Was there a way to turn the world of gaming into a pattern that could be used for young readers? 

Li & Chu (2021) stated "Results suggests that deep engagement in the gamified e-learning platform helped improve students’ reading interest, motivation, habits and abilities, especially in second language reading. Students read more frequently and widely" (p. 174). They pulled from three studies that measured the affects of applying a gaming system to the reading and writing assignments for young students. Their methodology outlined three studies that I will highlight below. 

In the first study reading, "was implemented in a real learning context where students’ use of RB was not controlled by the research team but occurred naturally based on their own will" (Li & Chu, 2021, p. 166). Students were given the rules of how points would be awarded for reading and writing, but they weren't pigeonholed to a certain route. This study found that when given the freedom, young readers gravitated towards the carrot of reading, but the added freedom of choosing how to do it themselves allowed them the breathing room to not feel forced. The group results were positive for this reading group. 

In the second study, "Participants in Study 2 attended semi-structured interviews to report their experience and perceptions of participating in RB" (Li & Chu, 2021, p. 166). They were interviewed following their assignments and it was a more structured experience than study 2. There were positive results for this study too, but it didn't have the positive feedback that the first study had. 

In the final study, readers were asked to fill out a questionnaire during three different sessions while completing the assignment. This study had the least favorable results of the three studies (Li & Chu, 2021). 

What I took away from this study is that young readers benefitted from a gamified reading environment, but once structures of measuring were implemented than the results were less favorable. If I were to set up a system similar to the three studies, I would set it up exactly like a videogame complete with side quests. Anyone familiar with videogames would understand that side quests can sometimes be more entertaining than the final game. With these avenues worked into the reading and writing assignment, I would hope to capture the attention of the young readers that fall to the wayside when theyre unable to complete the main reading. If you present a student with a book like "Where the Red Fern Grows", they're handed an assignment that is similar to what has been asked about that book for decades. I would change it up by making side quests within the reading. If a young reader was drawn more towards the dogs and cared nothing for the main protagonist, that wouldn't be an issue. If they concentrated on the descriptions of the environment and didn't care much for the dialogue, that would be passing as well. I believe that the concentration of having reading summarized into what graduate students take away from the text is what alienates a lot of young readers. You don't have to be Hemingway to enjoy reading and writing, sometimes you're memes and short stories and that shouldn't discourage a young reader from being a part of the community. 

The research that is going into the gamification of reading and writing and that you will find in Dr. L's work is growing and with the progress being made with AI, the sky will be the limit in the ways that lessons can be manipulated to make it more accommodating for everyone. 

The experience economy of TV promotion at San Diego Comic-Con

 Kohnen, M. E. S. (2021). “The experience economy of TV promotion at San Diego Comic-Con”. International Journal of Cultural Studies, 24(1), 157-176. https://doi-org.libaccess.sjlibrary.org/10.1177/1367877920935888

 Overview: 

For this assignment, I wanted to showcase research about the significance of fandom and immersive experiences. Fandom is an affinity towards a form of media entertainment such as books, movies, shows, or animation. Fandom immersive experiences have gained mainstream popularity due to social media and fan participation.  This participation can be seen in the creation of fanworks such as art, stories, and short videos. Museums are known for creating immersive spaces where visitors can interact and learn about history or science. This can be seen with the La Brea Tar Pits exhibit where visitors can pull a lever and feel how thick the asphalt is and imagine how difficult it was for animals that became stuck.Transformative works such as fanart and fanfiction allow fans of a media property to engage with the medium. The proliferation of social media has allowed fans from all over the world to connect over a shared medium which fosters a sense of community.

 But even before the mainstream popularity of social media, conventions were the places where fans of an entertainment property would congregate and bond.  Companies have taken note of this increased fan participation and have responded in kind by creating more interactive fan experiences through social media campaigns, pop up shops, and by setting up booths and fan-centered immersive experiences at events  such as San Diego Comic Con. This is part of a growing trend of transmedia where the relationship between brands and consumers has shifted into a more collaborative and interactive one. Brands such as Amazon, Disney, and Warner Bros. have taken the opportunity to create immersive experiences based on beloved properties and shows. The consumer is no longer a passive user, but is a critical component of the marketing and companies have become more responsive to this demand. The experience economy is reaching another generation of fans who value experience as much if not more than collectibles. 

Summary: 

    The article examines how fandom and brand culture are being redefined in immersive and theatrical spaces. Companies tap into their followers and create immersive experiences as a way to promote their products, engage the consumers, and create immersive experiences that redefine what fandom is. San Diego Comic Con is an annual convention that takes place every July at the San Diego Convention Center. Conventions such as San Diego Comic Con have become spaces where fans of a particular genre or entertainment medium gather and engage with each other and the creators of their beloved property. Conventions have been associated with the obsessive collector but with the popularization of films such as Harry Potter and Twilight and the increased participation of women and fans from diverse backgrounds, conventions and the companies have had to become more creative and mindful in how they engage the consumers of their properties. 

 They are now immersive spaces where fans of any genre such as science fiction or fantasy can engage with the medium in other ways. One example of this can be seen with the “off site”. An off site is a set up that usually takes place outside of the convention center. It is a booth or a set up that is based on a show or a movie. They can include mazes, activations, trivia, games, and interactive experiences. The fans will usually be given with a gift bag or “swag” for taking part of this form of experience, or experiential promotion. 

  Book fairs in a K-12 setting function in a very similar fashion. Scholastic Book Fairs will sometimes have theme fairs and send the schools themed decorations such as garlands, posters, displays, boards, and bookmarks. The article mentions events such as parties, drinks, food, and games as part of a company’s way of connecting with fans and perhaps reaching a new audience with their setups, booths, and interactive experiences. Librarians in a K-12 setting can apply this concept in their respective spaces. 

   The article also emphasizes the experience economy as a proactive space where fans are as much a part of the medium as the actual creators. The author stresses this when she states, “At offsites, fans become important “co-creators” as marketers rely on them to spread buzz about TV shows, films, and entertainment brands” (Kohnen, 2020). This quote pretty much sums up how the relationship between the medium and the fan has been reinterpreted and reinvented. In theory, a school librarian could apply this concept into their space by inviting students who are a fan of a certain medium to create an immersive experience in the school library. Students could take a fantasy title or a manga and create a space that spotlights the title or series. This could engage other students who may not be familiar with the library’s collection. This can foster a sense of community in the school library space. While San Diego Comic Con is composed of large companies such as Amazon, Disney, and Warner Brothers, a librarian in a K-12 setting can utilize this strategy and recreate a similar space to foster connections and utilize a space for fundraisers. 

In conclusion:

    Companies such as Disney, Paramount, and Nickelodeon have taken up space at the convention and surrounding area where they set up booths and exhibitions where fans and curious onlookers can participate. Libraries have applied and can continue to learn  from this concept in order to create a similar environment and experience for their respective school communities. Immersive experiences are also an opportunity for children and teens to be introduced to a media property that may have been adapted from a book. In theory, this could lead to an increase in readership of a specific title or series. Immersive experiences are a symbiotic relationship where companies can promote their products and services while fans and visitors can have an introduction to a form of media and entertainment that they may not have been exposed to. School libraries can apply this into their school communities on a much smaller budget and through student participation. Students who are fans of a specific manga title or Star Wars can help promote the fandom and introduce new or casual readers to material. Public and academic libraries can also incorporate this into their respective educational environments and create a community without the presence of large media. They already have the materials. They just need some collaboration and student participation.

Virtual Reality (ALA Trends)

 APA Citation:

Virtual reality. American Library Association. (2017, June 16). https://www.ala.org/future/trends/virtualreality

Posted by: Federwisch, Erik

Summary:

This article provides a detailed overview from the ALA about the importance of AI in libraries in the upcoming years. While the article is from 2017, it provides several useful insights into the role AI might play in the future. Some of these reasons include providing equitable access to an emerging technology, assistance for patrons overcoming phobias, increased social interaction and implementation of new learning environments made possible through a 360 degree virtual space that users can traverse. The "Notes and Resources" section is where this article shines, though. It provides 30 resources to give librarians and library workers a better scope of the possibilities AI presents libraries.

Opinion:

While the article mostly provides an overview of AI as it applies to libraries, the resources it compiles in the "Notes and Resources" section are invaluable to understanding how you may implement VR in your own library to create better connections between patrons and resources

Link to full article:

https://www.ala.org/future/trends/virtualreality

AI in Indian Libraries: Prospects and Perceptions from Library Professionals

Posted by:

McQuiston, Regina

APA Citation

Subaveerapandiyan, A. & Gozali, A. (2024). AI in Indian Libraries: Prospects and Perceptions from Library Professionals. Open Information Science, 8(1), 20220164. https://doi.org/10.1515/opis-2022-0164 

Summary

    A 2024 study which uses a survey of 386 information professionals in a variety of institutions (“Colleges, Universities, Technical Institutes, Management Institutes, Medical Institutes, and Research Institutes”). The survey focuses on five areas: socio-demographic information about the participants, their fundamental comprehension of AI, a self-assessment of their proficiency with AI systems in libraries, Perspectives on AI Libraries, and usage of AI tools and services. Overwhelmingly, these surveys demonstrated that these information professionals recognize that AI is crucial, support its utilization as a tool, and believe that AI cannot replace librarians. The results indicate that these information professionals have a strong understanding of AI and its potential use as a tool that further enhances the capabilities of ever-necessary human librarians. Below is a figure of some of the survey's relevant findings.

Opinion

    While exploring AI’s (nearly inevitable) role in the future of libraries, I found myself wondering about Library Professionals’ experience with - and opinions of - the practical application of AI in libraries. Much of the discussion surrounding AI revolves around how AI works, what it can do, and the risks associated with its use. Many of the articles I have explored - even ones specific to the use of AI in libraries - have been centered on the technology itself, largely neglecting the perspectives of the professionals who will be expected to use it. This study, however, offered a more human-centered insight into relevant professionals’ understanding of AI as well as the way AI can be utilized as a tool to maximize library offerings. It was interesting to see such a positive outlook from information professionals regarding the use of AI as a tool to supplement human capabilities and further the advancement of libraries and information professionals.

Assemblies: An Impactful School Library Initiative

 The School Assembly

    One of the most impactful library initiatives in the elementary school experience is undoubtedly an assembly. It serves as a unique platform for students to interact with individuals who offer invaluable lessons and motivation, often not found elsewhere. As we gather in the gym, students practice assembly expectations, aligning with our school charter. These assemblies are not just about learning; they are about celebration, discovery, and community, introducing students to fresh perspectives and ideas. The atmosphere crackles with excitement and anticipation. 

    At Emerson Elementary, I have helped plan numerous assemblies, made possible by the unwavering support of the specialist team. From coordinating decorations to supervising students during planning times, from managing cleanup to setting up microphones and seating charts, the specialist team plays a pivotal role in ensuring the success of these events. Their dedication and assistance are essential in creating memorable and enriching experiences for our students.

    These assemblies serve as wellsprings of inspiration, as students are exposed to authors, speakers, or performers who share their experiences, insights, and creativity, igniting motivation and aspiration within them. Furthermore, the exposure to artistic performances nurtures creativity and encourages students to explore their own artistic talents and expressions. Witnessing individuals overcome challenges or adversity instills resilience and determination in students, fostering empathy, critical thinking, leadership, and a deeper appreciation for diversity—all essential skills and values crucial for their holistic development.

    Our assemblies have been a tapestry of experiences, hosting a diverse array of guests ranging from authors and illustrators to break dancer Jeromeskee, symphonies, Olympic gold medalists, professional cheerleaders, mascots, football players, Seahawks and Sounders, high school drum lines, and even girl scouts. And the excitement doesn't stop there; we're eagerly anticipating the upcoming visit from the reptile lady later this month. However, among all these remarkable guests, one stands out as a favorite: author and illustrator Peter Brown, renowned for "The Wild Robot." Peter Brown's visit was nothing short of magical. With his book, he not only shared tales of hope, perseverance, and dreams but also provided our students with a rare opportunity—to meet a real-live author and illustrator. It was a moment of connection and inspiration that left a lasting impression on everyone and continues to as the students draw Roz the Robot and write stories based on the characters and inspiration. We are so thankful for the invaluable role that community support plays in enriching our experiences. Whether it's through partnerships with local businesses like Third Place Books, organizations like the Everett Public School Foundation, or the dedication of our PTA, their support ensures that we can provide diverse and engaging opportunities for our community. the transformative power of literature and the arts in shaping young minds and hearts.

References:

 Gillum, S. & Williams, N. (2019, August 5). Promoting Library Visibility Through Creative Programming. Medical Reference Services Quarterly, 38 (3) 236-251. https://doi-org.libaccess.sjlibrary.org/10.1080/02763869.2019.1623616

 Harlan, M.A. (2022). Literacy and Media Centers. In S Hirsh (Ed.) Information Services Today (3^rd ed., pp. 91-101). Rowman & Littlefiel

Hermon, A. (Host). (2024, March 1). Inclusive Programming (No. 262) [Audio podcast episode]. In School Librarians United. https://schoollibrariansunited.libsyn.com/size/5/?search=inclusive+program