In a study, Re-Envisioning the MLS, the University of Maryland iSchool’s MLS program in conjunction with the Information Policy and Access Center (iPAC) determined that libraries in the Maryland, D.C., and Virginia area were less likely to seek and hire professionals with an MLS due to funding uncertainties or the need for professionals with other skills and qualifications.[1] In my experience moving up the professional ladder, I have noticed an increased need for professionals in instructional design, community outreach, fundraising, marketing, and social work. I often feel frustrated that a very qualified employee cannot be included in succession planning without a degree that sometimes feels arbitrary for the realities of the position. Some raise concern that if we were to relax our grip on the MLS we’ll lose the professional status associated with libraries. I counter that we’re losing that already.

The need for innovation in libraries is no secret. Many libraries have the funding, enthusiasm, and cultural ethos to weave innovation throughout their ranks. Many do not. The huge disparities in access to innovation opportunities could potentially be mitigated if we were to look outside of our industry when hiring. The Harvard Business Review states,

“Bringing in ideas from analogous fields turns out to be a potential source of radical innovation. When you’re working on a problem and you pool insights from analogous areas, you’re likely to get significantly greater novelty in the proposed solutions, for two reasons: People versed in analogous fields can draw on different pools of knowledge, and they’re not mentally constrained by existing, “known” solutions to the problem in the target field. The greater the distance between the problem and the analogous field, the greater the novelty of the solutions.”[2]

Often it is not only the hiring manager who needs to be convinced of the need for cross-industry hiring, but also a Board of Directors. The more we talk about the need for changes to our MLS programs as well as reflect on the usefulness of professionals from other fields, the better equipped we’ll be to compete in our ever-changing environment. While Re-Envisioning the MLS concludes that there is a future for the MLS and posits many recommendations for its refinement, I don’t believe that is solely where our future lies.

References

[1] https://publiclibrariesonline.org/2016/01/re-envisioning-the-mls-the-future-of-librarian-education/

[2] https://hbr.org/2014/11/sometimes-the-best-ideas-come-from-outside-your-industry

The post The MLS Catch-22 first appeared on Public Libraries Online.

The editors at The New York Times Book Review, a weekly paper magazine, created a wonderful guide for parents looking for that answer, “How to Raise a Reader.” Editor Pamela Paul, and Children’s Book Editor Maria Russo offer easy-to-follow steps for parents and caregivers as well numerous book recommendations for ages birth-teen. The guide also features fun illustrations by Dan Yaccarino to bring it to life (much like illustrations in children’s books). Russo said the spirit of the guide is “encourage your children to read all kinds of books, in all kinds of places, and to talk about them and share their enthusiasm.”[1]

The guide starts from the beginning: “Baby Books are a Necessity.” It touches on all the important stages: keeping them interested as toddlers and pre-schoolers; working with reluctant readers (and not worrying so much about exactly when a child learns to read); and making sure children see their parents reading regularly. It hits hard on the importance of libraries in the process. The guide suggests “regular trips to the library (even better as a family) to keep a constant stream of new and intriguing books around your house.” It further describes libraries as indispensable resources as they offer storytelling hours, author visits, community events for the whole family, and free computer access with kid-friendly games.

We hit hard on Every Child Ready to Read 2.0 in our library, and this guide gives more ideas for school-age reading to add to your librarian arsenal. What other guides/advice do you use with patrons looking to raise readers?

1. The New York Times, Times Insider, “Want to Raise Your Child to Love Reading? Read These Secrets” by Maria Russo, June 29, 2017.

The post How To Raise a Reader first appeared on Public Libraries Online.

When I opted to pursue my MLIS, I was already removed from college and working full-time. I knew it was not financially feasible for me to stop working or to dramatically reduce my hours. The nearest on-site MLIS program to me did not offer many of the classes I wanted to focus on, and it was not realistic for me to relocate out of state. Having met several colleagues who had pursued their degrees online, I felt that was my best option as well.

The program I eventually settled on was a hybrid: not entirely online, and not entirely on-campus. It required a trip to campus one weekend a semester to meet with our classmates and professors. Additionally, each online course had an on-campus counterpart. Those lectures were recorded live and made available for asynchronous viewing. Each class also incorporated discussion boards, and some had weekly synchronous chats. Since I had never taken an online class before, I felt more comfortable with this approach than attending solely online.

I was happy with my program and would make the same choice again if given the chance. The hybrid approach allowed me to feel connected to my classmates and the LIS faculty, and the online nature allowed me to work around my professional life. I felt that I received the best of both worlds, and I am very grateful that I took the time to consider the merits of different types of online programs.

Cusick’s findings, however, were not quite as positive. She noted feeling disconnected from her classmates, especially in terms of communication. Her class utilized a virtual hand-raising function through Blackboard Collaborate for those who wished to speak during a lecture. This, she found, disrupted the flow of discussion and made it harder to pay attention.

Clearly every school takes a somewhat different approach to online education, and some work better than others. Additionally, MLIS students’ needs vary depending on their own unique situations. My biggest piece of advice to prospective students considering getting their degree online would be to look at the different options and see which best meets their criteria and learning styles. Not every approach will work for everyone; however, it is not realistic to completely condemn online learning as being bad. Rather, it is all about finding the style that’s best for you and your lifestyle.

Did you receive your MLIS online? How would you rate your experience?

REFERENCES

^[1] Cusick, Rachael. “An Online Education Disconnect.” Slate. September 12, 2016. Accessed September 24, 2016. 

The post Online Education: Connected or Disconnected? first appeared on Public Libraries Online.

Science Programs
“Fun Science” (grades 5-8), “Chemistry Colors Our World” (grades 3-6), “Physics of Roller Coasters” (grades 5-8), and “Wonders of Weather” (grades 3-5) are examples of the science topics. Some of the programs are summer camps like the month-long Wonders of Weather, where kids meet at the library for a few hours once in a week and explore science with the TV channel meteorologist for a fun, hands-on “Atmosphere Adventure.” They learn how to predict storms, tornadoes, hurricanes, and other weather-related events.  Some are just a one-time programs, like a workshop with volunteers from American Chemical Society to do hands-on chemistry. Natural science topics are covered by experts from  Cleveland Metroparks who frequently come to the library to talk about various animals. They bring slides, natural samples, and stories of how birds and animals live in the habitats. Also, the naturalists provide a tour on the village trail that runs from the library to the Cleveland Metropark nearby.

Language Art and Reading Programs
“Book Buddies – Little Buddies” is a summer camp for children grades 1-3. Students meet once every week over four weeks to read together with teen volunteers.  It is an hour of reading, games, and fun that is based on the language, grammar, and language art curriculum requirements for that school age. “Book Buddies – Big Buddies” is a two-session event for grades 4-12 to read aloud and to participate in learning games. Book Buddies are  library volunteers who participate in a half-hour orientation before the first session.

Social Studies Related Programs
The library also runs an Eco Fair mixed-age program that uses more than twenty-five local environmental groups to share their initiatives and information on how to live more environmentally friendly lifestyles.

Career Related Programs for the School Age Teens
Workshops are popular for teen events and the library’s “Career Planning for College” workshop for ages 11-18 helps showcase various career opportunities on the current job market. A Career Counselor demonstrates how to search for the appropriate college and discusses the information teens need to know about their intended future profession. The ‘camp’ format is also used for teen programming, with the “Scratch Sensation“ and “Innovation and Imagination” camps for ages 11-18 offering interactive animation classes, games, and activities along with math, science, and design activities led by the Progressive Arts Alliance.

These are just a few of our recent programs, you can see more about the branch and related programming here.

The post Using Programming to Bridge Library and School first appeared on Public Libraries Online.

I know that I am not alone in this perspective. Many voices are behind the push to add art and design into the educational mix. We need to convert STEM to STEAM.[1] And public libraries can certainly contribute. Through our collections and programming we can create models for more well-rounded education. We can supplement what is becoming core education by offering a venue to teach the skills that are becoming obsolete. In other words, we can put the flowers on to the stems.

Here are some off-the-cuff suggestions for libraries to explore:

• Offer a program on the science of cooking that explains both the chemistry and the artistry involved
• Create a display of nature photography
• Ask an architect to discuss form and function of buildings
• Run a sci-fi book group
• Make hardware jewelry
• Have a sculpture contest
• Do an art program based on spirals
• Offer a program on electronic music

In fact, the possibilities can be endless. I would suggest a brainstorming session. Search your cataloging for key terms in the STEM disciplines and see where it takes you. Google terms you don’t normally put together to see where it leads: technology painting, creative mathematics, biological art?

I, for one, do not want a world that consists of only scientists. Nor do I want a world without science managed by artists. After all the years spent talking about left brain and right brained individuals, multiple intelligences, and diversity, education seems to be taking a step backward. I hope public libraries do not fall into the same trap. I truly believe that we need to cultivate the flowers so that we can have full, healthy plants. I also believe that this approach can create beautiful bouquets.

References

[1]See also: http://stemtosteam.org/, http://steamedu.com/, http://steam-notstem.com/.

The post STEM Without Flowers is Pretty Bleak first appeared on Public Libraries Online.