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Research in popular culture and in the classroom

There’s been a great thread on ILI-L this week that lists television programs and films that highlight how messy research can be at times.  A number of interesting clips were suggested, ranging from Buffy the Vampire Slayer to Seven to use in our own lessons on information literacy, critical thinking and research.  And hats off to Mollie Freier, who suggested the entire mystery and detective genre – now there’s an academic paper I could sink my teeth into.

This thread got me thinking about how research is presented in popular culture since the Internet and the search engine has become such a dominant part of our everyday lives. Some people feel that the scenes showing Twilight‘s Bella researching on the Internet reinforce the fact that there isn’t always one answer or dominant interpretation (this isn’t necessarily stated in the ILI-L thread – I’m speaking generally), however, I think research as we see it today is still glossed over in pop culture. Television and film don’t have time and space to feature the research process.  The research process is broadly used as a device to push the plot forward, so what we often get are scenes that look like this:

I’m using this clip from Vampire Diaries as an example because it aired just last Thursday, i.e., it’s on television right now and its target demographic is watching it, big-time.  If you don’t care to play the video, then let me tell you that Jeremy is telling Matt that he’s used the Internet to research how to contact his dead girlfriend, Vikki, who happens to be Matt’s dead sister.  And, he’s found out some things, like that fact that he doesn’t need the help of a witch like Bonnie, his current girlfriend to call upon this spirit.   Voila! Research is done!  Thanks, Interweb!

(Vampire Diaries is actually compelling drama. You should look past my snark and watch it. And in Jeremy’s case, the directors have shown him conducting something closer to “real” research in the past, so he’d a good guy that librarians should appreciate in the end.)

Admittedly, there are better “research clips” than this one. The best clips will spend a lot of time on the research process or even make it the focus of the scene.  But even the clips that show top-rate critical inquiry, evaluative reasoning, and strong synthesis will have to summarize much of this process in the interest of story’s plot and time.  And our students know this already.  So, instead of playing a clip that illustrates what parts of research are shown in the movies, I think it’s better to engage the students personally and research with them, on the spot, so they can learn by doing (which is especially important in a one-shot class).  If films are “show and tell,” then I try to emphasize “do and learn” when I’m working with students.

So much of this comes down to teaching styles and the way we present ourselves to a class. I’m real comfortable interacting closely with students to put the focus on what it means to actually do critical thinking and researching on a topic, first-hand.  Although I do use film clips from time to time, my own preference is to get the students actually “thinking about thinking” or even by doing some research with them in the classroom (or hopefully, in a computer lab).  In the end, I want them to focus on what I’ve got to say and how they are applying this advice to their own work in front of them, so I make sure that I’m animated, personable, and approachable throughout the session.

Research, as we see it in popular culture, is glossed over.  Watching it on film can’t show the full spectrum, so I try not to put too much of my time into these film clips.  In the end, I want to help my students learn real, proven strategies on how to research effectively in their courses, so I prefer to keep my eye on the prize and give them what they’re looking for: lessons, advice, and hints to turn their neat idea for a subject into a well-researched, well-written A-level submission to the prof.

 

[Post-script:  I'm not saying that I object to using film in class. On the contrary, I think film clips can be a great educational tool.  For example, I've used television commercials to great effect when teaching critical thinking in the past.  I played old Axe Bodywash commercials to help students analyze expectations and stereotypes surrounding sex and gender.  By the end of the class, the students had conducted a "close reading" of these commercials and were well on their way to writing an essay on gender stereotypes in popular culture.  But the difference here is that the film clip was the class's actual object of study.]

To Library Journal and The Annoyed Librarian: it’s about professional principles and codes of conduct

Should you print whatever you like if you own a press?

The Annoyed Librarian has whipped up a storm one again.   The recent column that drew ridiculous connections between the University of Alabama‘s recent posting for an untenured First-Year Experience Librarian position and the history of the south, e.g., the Stand in the Schoolhouse Door; and southern stereotypes, e.g., constantly bad weather has turned into so large a controversy that LJ’s editor, Francine Fialkoff, had to write her own piece on the situation.

Librarians in the blogosphere followed suit, and here I am doing the same.  I’m actually directing you to Andy Woodworth’s blog since what follows is a comment I left on his site:

But something also should be said about journalistic principles, Andy. Regardless of its profit-making motives (because face it, most organizations, are for-profit), LJ does have a role in what is written in the AL column. Making a connection between the stand in the schoolroom door and U of A’s FYE posting is not only illogical, but it is crass and border-line offensive. I could put up with how offensive it is if there was a real thread between the two, but there isn’t, so it perhaps shouldn’t have been written or published.

And this is where LJ comes into the equation. LJ should consider pulling the plug on the column, or at the very least have asked the AL to tone down this piece in particular. Some one might cry foul, yell “censorship!” or talk about first amendment rights, but frankly, LJ is completely in its right to edit for content in its own publication, and they should have in this instance.

Librarians of all stripes hold by professional codes of conduct. We have our ethical codes drawn up by various professional associations, and we **choose** to abide by them in one form or in varying degrees. The same can be said about journalism: LJ should hold itself to a higher level than it is doing here. It shouldn’t be crass simply to garner more hits, especially when what was written in the column was as outlandish as it is (i.e., satire is used to prove a point and not to find eyeballs). LJ shouldn’t think that they just because they only publish AL they can wash their hands of the means and methods that column uses to carry its opinions forward.

In the end, this issue has whipped up a storm because it’s speaking to professional values and principles in two different professions. There won’t be an answer on this and a consensus likely won’t be reached. But I don’t think we can let LJ walk away thinking that they have no part in this.

You can see that my concern lies with professional principles and codes of conduct.  This is something I read about a lot and think we all should try to adhere to since we’re in the business of providing access to opinions, thoughts, and speech.   It’s also something that is important to journalism, a profession that is equally concerned about access to opinions, thoughts, and speech.

What matters here is knowing when to draw the line.  When is it wrong to write something?   It is probably wrong to write something that is not factual, but columns often carry matters of fact as well as matters of opinion, which can be neither right nor wrong.  But this is where oversight can be useful: the illogical connections the AL made in her piece should have been revised before publication.

To the Annoyed Librarian and to Library Journal, I say, “Just because you can doesn’t mean you should.”  To those of you who would tell me that I’m moving close to (self-)censorship or that I should just avoid LJ, I say that LJ is completely in their right to publish what they want, and for that reason we must hold them to account.

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(Hats off to Brad Matthies, too, whose post got the discussion rolling between some of my own colleagues.)

 

What’s wrong with Facebook Messenger (beyond giving out your phone number to 750 million people)

Stop the press – the world is about to fall in love with Facebook Messenger!  Wait a second, there’s something horribly wrong with this, and it’s not just about giving your phone number potentially to 750 million different FB accounts.

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Facebook Messenger: How to stifle consumer choice

Do you like to text?  Do you like to SMS?  MMS?  You love it, you really do.  Well, guess what: If you shift all of your texting over to FB Messenger, then the way you text is going to be beholden to Facebook Inc.  If Facebook decides that changes are needed to FB Messenger and you don’t like that, it will still change them.  If Facebook decides to open up your privacy controls on FB Messenger, then hopefully you’ll get that memo before your creepy internet stalker figures you out.  If Facebook decides it doesn’t like the way FB Messenger is working, even though you, do, it will still make those changes.   Facebook owns the Facebook Messenger pipes, so the traffic you put on it is dependent on Facebook.

Look.  Right now, you are texting from your mobile or smartphone on a long-established open standard that is used by every mobile/cell carrier around.   That’s why I can text from my Canadian provider, Telus, to my father-in-law in California who is on Verizon, and to a good friend in the UK who is on Virgin.  SMS is a standard that’s been agreed to and used for years by the entire industry.  If you decide to go with FB Messenger, then you’re giving the keys of the castle to ONE COMPANY, who will make their own policies and decisions as it suits them instead of the consumer.

Don’t do that.  Don’t give up on an open standard because FB Messenger seems like the greatest thing since Kanye and Jay-Z laid down a track together.  Don’t switch over to FB Messenger, which conveniently went live one month before the start of a new school year everywhere in the west.  Stick with your open texting SMS/MMS standard.  Texting developed, works, and thrives because EVERYONE agrees to use it.  Choosing FB Messenger will shut out out all the major players in the industry who built your smartphone, let alone the hundreds of millions of people in the world who actually depend on a mobile phone and texting for real communication.

I am not saying that Facebook is an evil empire.  Facebook is as good (or as bad) at privacy as Google, Microsoft, or any other large web company.  But Facebook’s products are very much closed and proprietary and built to improve their bottom line.  This is bad news for the consumer.  You are giving up your ability to choose between products and you are stifling innovation when you choose closed products. FB Messenger is not good for anyone but Facebook.  So stick with SMS.  Why?  Because it’s something you all have already, and it’s still face better than what FB Messenger can offer.

(P.S.  It shouldn’t matter AT ALL that FB Messenger is a “free app.”  SMS texting is a standard feature on your phone already.  Oh look – a green texting button: it came with my iPhone already…)

 

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Reflections one year out of library school

This past June marked a year’s time since I graduated from library school, and this July marked the end of a one-year contract that I started just weeks after crossing the stage.  I was real fortunate to find work so quick after getting my MLIS degree, and I thank my lucky stars for that everyday.  Of course, there was some skill and good grace involved, but I know that finding work often involves being the right person in the right place at the right time, and I’m happy that things worked out as well as they did.

Anyway, July was a whirlwind for me.  Between wrapping up projects and clearing off my desk, using up the last of my vacation, and taking in a few more short conferences, I had little time to think about what I’ve done since graduating and what that meant.  But now that I’ve found a moment’s peace, I can lay out some advice to recent LIS graduates, based on what I’ve learned the past year.  It’s imperfect, I’m sure, but nothing is ever 100% or complete in this world, so I’m okay with what follows.

Advice to LIS graduates from a recent LIS graduate:

  • Share your opinions with your employers and colleagues
    • You still have a lot to learn, and these people can help you along the way.  But more importantly, these people want to know your opinions, too.  You may be new and green, but to a lot of people, you represent vast potential because you can bring different and new ideas to the table.  You shouldn’t ever take over a meeting with your opinions and antics, but you should definitely speak up and be heard.  Remember: you won’t be hired to be a bump on a log, so make sure your contribute to your library and your team.
  • Don’t shoot for the moon
    • Once you land a job, you may be so full of enthusiasm that you’ll want to tackle everything at once.  Don’t do this.  Prioritize what needs to be done against the library’s timelines, your schedule, and also against your own learning curve.  Taking on too much will burn you out and potentially let others down.  Instead, create a schedule with your supervisors or mentors, and return to it regularly to adjust it up or down.  This shows foresight: they’ll appreciate that you’re balancing your duties and also keeping them in the loop.
  • Ask Questions
    • You’re going to be a brand new hire at a brand-new-to-you organization.  Your co-workers will know this and expect you to have some questions.  Frankly, it would be weird (if not unfriendly) if you never ask them anything about how things work locally.  These people will become your mentors, and they will be expecting you to be looking for guidance on some things and instruction on others.  Don’t be afraid to ask questions – it’s best the way to get to know your new workplace, colleagues, and duties.
  • Spend time at the end of the day planning for the next one.
    • For your mental health, turn off your e-mail 20 minutes before your day ends in order to focus on what you’ve accomplished today and what’s in store for the next.  This is a simple planning technique that will make 830AM Wednesday not appear so daunting because you’ll walk into Hump Day knowing already what ought to be worked on first.
  • Keep reading.  Keep learning
    • Librarianship (especially academic librarianship) is an awkward blend of theory and practice.  Take time in your schedule (mark it in your calendar) to research what’s going on your field:  look at academic and professional journals; read some blogs; get in the conversation on Twitter and Google Plus.  Since you’ll have just started work (or will soon be starting work), it will be easy to fall out of the loop on account of the duties you’ll be taking on while on the job (see my points above).  Therefore, plan ahead and reserve time to keep yourself up on LIS news and research
    • Look ahead to what you will formally study in the future.  Whether it’s professional development or a part-time degree or certificate, you should be thinking about what you may want to study in the future that will help you get the Next Great Job You Really Want, or that will help you stay informed about the Great Job You Just Found And Don’t Want To Leave.  ”Continuous Learning” isn’t just a happy PR line.  It’s a requirement for life, in my mind.
  • Keep networking.
    • I don’t care if you do it in person or online, but don’t stop meeting people.  Networking isn’t greasy.  Networking is just what people do – getting to know other people, which will be helpful at work and at play (you never know who your new Best Friend Forever will be).  And make a point to meet people outside of Libraryland, too.  There are a lot of people working outside of LIS whose interests are similar to our own, and they can bring you new perspectives and ideas that you may not be thinking about simply because they’re working with a different network in the first place.
  • Keep writing job applications.
    • Don’t fret when you don’t find work right away.  And don’t fret when the term position comes to an end, either.  Like I said at the very beginning of this post – finding work is a combination of your hard work and a little bit of chance.  Find postings that appeal to you for whatever reason, and then apply to them.  Don’t worry about what you can’t control (i.e., the candidate pool).  Just write the best damn application you can every time (but never lie), and know that you’ve given it your all every time.  And keep applying.  The world may be going broke, but there are still jobs out there.  And your perseverance will pay off, I promise.
      • (Sidenote: Are you interested in academic postings only?  Keep in mind that the hiring process in academic library land can be real slow, and that often, postings open three times in the year: Fall, Winter, and Spring.  Don’t let this get you down: it is what it is.)
Have you got any advice to share?   Comment below and share your insight!

Be Where The Conversation Is.

Lately, I’ve been speaking publicly quite a bit on the importance of communication and collaboration amoung different units in an organization. (This has pre-empted my regular posts on this blog.) Yesterday, I summarized this to a colleague by reminding how vital it is for librarians to move beyond our offices and seek out our students, users, and stakeholders if we want to best understand their needs and make ourselves essential to their own work. That’s when she pointed to the quotation I keep taped to my door:

Like RD Lankes tells us, "Be where the conversation is."

 

Dave Lankes has made this statement, a lot. I agree with him, and I make it part of my practice to initiate conversations with people who are affected by or have an interest in my work.

Some people may think that this idea to be “where the conversation is,” or to interview, collaborate, and work with our stakeholders (be they students, faculty, staff, librarians, etc.) goes without saying, i.e,. that networking, collaborating, and speaking with others should be natural to our everyday work. Well, it *should* be natural to our work, but I don’t think it always is. It’s easy to get side-tracked, and it’s easy to become so involved with one’s work that we put up blinders to what’s going on around us.  That’s human nature sometimes, and we’ve got to fight it if it happens.

So let’s do what we can not to inadvertently put the blinders up. Don’t be an island. Go and involve yourself with others’ work. And go and involve them with your own. Query your students and your colleagues on how your projects affect the organization. Doing so will benefit them, your library and your students, and yourself.

P.S.  Happy Bastille Day, France!  Pour Liberté, égalité, fraternité!