Curation Situations: Let us count the ways

Stefani, Anne

Valenza, J. (2017, July 5). Curation situations: Let us count the ways. School Library Journal. Retrieved from http://blogs.slj.com/neverendingsearch/2017/07/05/curation-situations-let-us-count-the-ways


In “Curation situations, let us count the ways” Joyce Valenza discusses not only the many definitions of curation, but also the critical importance of creating collections to support student learning, especially in a digital format. She and her co-authors conducted several surveys which ultimately led them to the “curator’s taxonomy” which consists of four parts: collecting, connecting, curating, and contributing (Valenza, 2017). She goes on to argue that librarians are critical members of instructional leadership on campus because they possess a holistic view of the learning needs at their site and/or context:

Digital curation is a translation and amplification of our traditional practice. We study the                specific needs and interests of our communities. We have always been around to tame the information flow, to facilitate discovery and knowledge building. Curation is a direct translation of collection building, critical evaluation, instructional partnership, sense making, meeting community needs, knowledge building and instruction. With a school wide perspective spanning disciplines, grade levels and learners’ abilities, we build collections based on decisions relating to quality, diversity and local relevance. We organize resources for intellectual and physical access and equity and our efforts are portable, collaborative, embeddable, easy to access, customized for their audience and optimized for all platforms.

This article really resonated with me because it captures the important role that librarians play in finding resources for everyone on their campus and/or district. Whether it is a video for a teacher, a language tutorial site for a student, or even an article for administration, librarians have the power to create connections and take some of the heavy-lifting off of the shoulders of students and teachers. However, like the article points out, those resources and collections need to be easily accessible for all so that those resources do not just exist in individual silos, but rather are available for all. Digital collections housed on learning commons websites are an excellent way to ensure equal access for all.

Libraries Full Circle: The Cross Section of Community, the Public Sphere and Third Place

 Danielle Meininger

Wood, E. (2021). Libraries full circle; The cross section of community, the public sphere and third place. Public Library Quarterly, 40(2), 144-166. https://doi.org/10.1080/01616846.2020.1737491

Summary

Emma Wood, associate librarian at UMass Law Library draws on her experience as both an academic and public librarian as well as foundational work on the public sphere and concept of third place to make the argument that today's libraries are better poised than ever to imbue their communities with the gift of space, conversation and community. Although recently many libraries have focused on the growth of their digital resources and virtual interactions Wood feels that the history of libraries is rooted in the salons and coffeehouses of 17th century Europe where diverse groups of citizens gathered to discuss ideas. Libraries being open to all people and curators of knowledge for the public good are natural gathering places that enhance the livability and function of the communities they are placed in and are not simply "warehouses for books"

Further on the discussion moves on to a hot issue to date of library neutrality in which Wood convincingly argues that neutrality is in the co-existence of many freely competing ideas and information. The social responsibility of the library consists of a sphere "of shared space, shared ideas and physical collections each encouraging the other (p.151)." This argument supports her final thesis of the library as third place, ie. not home and not work but another valuable space people feel comfortable in precisely because everyone is accepted and all ideas can mingle freely. This doesn't guarantee any particular success for libraries in general but serves as a guide to focus efforts to connect in real time and place with library visitors and those who may not realize the library can be a vibrant and accepting place in world of divisiveness and isolation. 

Evaluation

This article really helped to clarify a few thoughts for me on my own personal philosophy of the library. Working in public libraries I have seen the vast variety of reasons people visit the library and marveled at my co-workers abilities to serve them all with patience and fortitude. This past year as my library was shut down I saw the pain it caused potential patrons and witnessed their actual tears as we re-opened our doors. I think Emma Wood develops her thesis with interesting background on gathering places and information dissemination of the past, but she truly hits her stride as she ropes in the concept of the interconnectedness of collections, service and programming and providing a physical space to hear and see people without expectation. That is the libraries true value and one that cannot simply be replaced by the internet or any other type of service.

Reading Collaboration Reading Partnerships in a School Community

Greeley, Chris

Watkins, V. (2020). Reading collaborative reading partnerships in a school community. Changing English, 27(1), 15-33. https://doi-org.libaccess.sjlibrary.org/10.1080/1358684X.2019.1682966

Summary
Watkins explores an intergrade reading program in which Year 12 students (ages 16-17) support Year 7 students (ages 11-12) who are identified as struggling, reluctant readers by their English teachers. The author starts with a semi-critical, albeit brief, overview of the English National Curriculum standards, which are written in a way that suggests learning to enjoy reading is inherently natural. She disagrees. In exploring existing research on read aloud and the dynamics of learning to read, Watkins cites a few researchers--Minns (1997), Barrs and Cork (2001), Hodges (2009) and (2010)--in which she sets up her argument that learning to read is social practice.

Throughout her three vignettes of student partnerships, a few features stand as that allowed this reading program to be successful. The first was conscientious decisions in pairing particular students. The personality of a reluctant reader appeared to be the starting point, matching the Year 12 student accordingly so that there was the potential for a relationship to form. The researcher also supported the Year 12 students in their mentorships, providing tools (such as activities) as well as coaching them through the dialogue that had occurred in order to consider what how to further support the Year 7 students. One such activity that all three pairs completed was a reading collage in which students shared their reading journey along with reflections. Choice was also an important part of this process, whether it was what to talk about or what to read; giving the reluctant readers space to have a voice in the process was advantageous in their journey towards developing as readers. Relationships were at the core of this program and allowed it to be effective, with Watkins concluding once again that learning to read is a social practice; and should be playful, inquisitive, and organic.

Evaluation
The way in which Watkins posited this research was insightful, using snapshots of conversation to show a window into how a program like this looks, then analyzing what was taking place. The images embedded in article with the reading journey activity, although repetitive, helped frame how these students saw themselves as growing readers. Other activities would have been nice in order to create some dynamic in how the mentors were helping the reluctant readers think about themselves as readers and the books they read.

I'm torn as to whether or not I wanted some sort of data collection. I would have liked to have seen some numerical value that captured students' perceptions on themselves as readers in the beginning versus at the end of this project. The key to that is self-identification: how does one see themself as a reader? This program wasn't meant to boost reading levels, per se, but to support students in merely feeling comfortable and confident as readers. Some pre- and post-survey data could have shown the effectiveness of the program, although based on the research she provided, it did seem to support the younger students.

Organization Theories and Collection Management in Libraries

 

Kanazawa, M. (1991). Organization Theories and Collection Management in Libraries. Collection Management., 14(1-2), 43–57. https://doi.org/10.1300/J105v14n01_03

Summary: 

        Kanazawa's article, Organization Theories, and Collection in Management in Libraries, is about collection management through organization theory. The article concludes that in smaller libraries, a part-time collection librarian is enough to manage the collections. In comparison, mid to more extensive size libraries need a separate library collection management division. 

Insight: 

One insight that I received from the article is that collection management functions, through the framework of organization theory, correspond to staff. I find this valuable information because I realize that more extensive libraries, like the Central Public Library in Los Angeles, has separate collection management division due to its amount of media it contains, while smaller, suburban libraries, like my local library, has part-time collection librarians who work other duties.  

Applying theory in practice: The serious leisure perspective and public library programming

 Reise, Ashley

VanScoy, Amy, Thomson, Leslie, & Hartel, Jenna. (2020). Applying theory in practice: The serious leisure perspective and public library programming. Library & Information Science Research, 42(3), 101034. https://doi.org/10.1016/j.lisr.2020.101034

Summary: The Serious Leisure Perspective, a grounded theoretical framework imported to the information and library science field, offers clarity to researchers of leisure-related information activities. Using this framework, libraries can analyze their programming and identify areas of development and improvement. A content analysis shows that most adult library programs (59%) are casual leisure based. Revealing that there is a void for those in serious leisure pursuits. 

Evaluation: Since starting at SJSU I've been interested in serious leisure and how libraries can help fill the void in regards to lack of location and programming. As this is a recent article, I'm both maddened to see that serious leisure as a whole is completely missed by the public library community but have hope that with awareness, new programming could be introduced in libraries that caters to the public that have serious pursuits. 

“Equity Through Diversity: The Importance of LGBTQ Titles in Our Elementary School Libraries.”

 Winter, Jeromy. “Equity Through Diversity: The Importance of LGBTQ Titles in Our Elementary School Libraries.” CSLA Journal, vol. 43, no. 1, Summer 2019, pp. 5–8. EBSCOhost, search-ebscohost-com.libaccess.sjlibrary.org/login.aspx?direct=true&db=a9h&AN=138196441&site=ehost-live&scope=site.

"The American Library Association (ALA) stringently and unequivocally maintains that libraries and librarians have an obligation to resist efforts that systematically exclude dealing with any subject matter, including sex, gender identity, gender expression, or sexual orientation (GLBTRT, Gay, Lesbian, Bisexual, and Transgender Round Table, 2017.). When talking about diversity in a book collection it is important to include books for LGBTQ+ students.  Students request books that represent their own ethnicity but might not be forthcoming in requesting LGBTQ+ books.  Teachers may not know who identifies as LGTBQ+ or those students are not always willing to ask for books. For this reason, making a list of books available or a place where books are openly available.  The need for a strong collection development and challenge policy helps to avoid conflict over adding these titles to your collection. 

It is important to have a diverse collection with books that represent BIPOC characters as well as all abilities, genders, and LGBTQ+, etc.  I have noticed a spark of joy in the eyes of some students lately when I offer up a book with LGBTQ+ characters.  All children need to see themselves in the books that they read, not only to make them feel like they belong but to also help them see the beauty in others and appreciate everyone for who they are.  The first step to providing a safe and welcoming space in the library for all students is to give them mirrors, windows, and sliding doors to the world around them in books.

Transforming Library collections and supporting Student Learning with Collection Mapping

 Article Author: Arenthia Herren

Post Author: Connor Schwartz

Herren, Arenthia. (2021). Transforming Library Collections and Supporting Student Learning with Collection Mapping. The Serials Librarian(ahead-of-print), 1–7. https://doi.org/10.1080/0361526X.2021.1883207 

Summary:

This article presents the solutions used at Florida South Western State college used collection mapping to overhaul their print collection and enhance their development of a new collection. They used collection mapping techniques not only to overhaul the collection but also streamlined it in order to match the schools curriculum and better serve the students needs. They did not as a result record higher circulation statistics they are confident that their shift from broad subjects to curriculum specific content allows students to find more useful materials effectively. It also is noted that through the process they established closer ties with the classroom faculty and opened lines of communication with librarians about what is actually needed.

 

Evaluation: 

Reading this article was informative to the potential use and value of collection mapping techniques. It allows the reader to see the process in action and view the results. It is instructive in practice and can be used to help guide your own journey through collection development.