Climbing off the fence: Threshold concepts for information literacy

Posted on September 30, 2014 at 9:38 am in

I’ve done a lot of fence sitting in my comments about the new framework for information literacy instruction and its central tenet, the threshold concepts for information literacy. That was in part because I was still digesting the new ideas, and in part because some librarians I really respect had strong (and divergent) opinions, and I wasn’t sure yet where I fell.

Lions-Gate-Mycenae.jpg
Lions-Gate-Mycenae” by Andreas Trepte. Licensed under CC BY-SA 2.5 via Wikimedia Commons.

But I’ve had some time for reflection, I’ve had time to incorporate aspects of the new framework into my practice, and I was able to immerse myself in the ideas behind the new framework while preparing my talk at the Kentucky Library Association.

I do have some concerns about language used in the new framework. I think some of the definitions of the threshold concepts are troublesome and need continued work (I’m looking at you, information has value), while others aren’t quite intuitive as written. I’m still not sure why “metaliteracy” needs to be included at all. I’m also curious how we can create continuity with the ACRL Standards from 2000, and how we’ll get faculty to buy into new ideas that are more challenging to explain.

But. I’m climbing off the fence.

I like the new framework. I especially like the threshold concepts as a pivot point for library instruction. Telling students where to click in the database is not teaching them how to effectively use information, and the new framework pushes us to be better, more engaged instructors. The research that backs it up resonates with me and my personal, professional experience. I think it moves us forward. I’m on board. More on this soon.

Further reading:

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Blazed Pathways and Skillful Glancing: Bibliography

Posted on September 16, 2014 at 5:02 pm in

References for my presentation Blazed Pathways and Skillful Glancing are below, organized topically.

Early Librarians on College Instruction

Adams, H. A. (1887, November). Seminary libraries and university extension. Johns Hopkins University Studies in Historical and Political Science 5. 443-459.

Baker, G. H. (1897, October). Conference of librarians, Philadelphia: The college section of the ALA. Library Journal 22. 168.

Davis, T. K. (1885, May). The college library. Library Journal 10. 100-103.

Little, G. T. (1892, August). Teaching bibliography to college students. Library Journal 17. 87-88.

Lowrey, C. E. (1894, August). The university library, its larger recognition in higher education. Library Journal 19. 264-267.

Morgan, J. H. (1893). College libraries: How best made available for college uses? Proceedings of the Fourth Annual Convention of the College Association of the Middle States and Maryland. New York, NY: Columbia College Educational Review.

Robinson, O. H. (1876). College library administration. In Bureau of Education’s (Ed.) Public Libraries in the United States of America.Washington, D.C.: USGPO.

Robinson, O. H. (1880). College libraries as aids to instruction: Rochester University Library – administration and use. Circulars of Information of the Bureau of Education; No. 1-1880. Washington, D.C.: USGPO.

Robinson, O. H. (1881, April). The relation of libraries to college work. Library Journal 6. 97-104.

Winsor, J. (1880). College libraries as aids to instruction: The college library. Circulars of Information of the Bureau of Education; No. 1-1880. Washington, D.C.: USGPO.

Winsor, J. (1894, November). The development of the library. Library Journal 19. 370-375.

Woodruff, E. H. (1886, September). University libraries and seminary methods of instruction. Library Journal 11. 219-224

History of Library Instruction

ACRL. (2000). Information literacy standards for higher education. Retrieved from http://www.ala.org/acrl/standards/informationliteracycompetency

Hopkins, F. L. (1982). A century of bibliographic instruction: The historical claim to professional and academic legitimacy. College & Research Libraries 43(3). 192-198. Retrieved from http://crl.acrl.org/content/43/3/192.full.pdf+html

Tucker, J. M. (1980). Articles on library instruction in colleges and universities, 1876-1932. University of Illinois Graduate School of Library Science Occasional Papers 143.

Threshold Concepts

ACRL. (2014). Framework for information literacy for higher education [2nd draft]. Retrieved from http://acrl.ala.org/ilstandards/wp-content/uploads/2014/02/Framework-for-IL-for-HE-Draft-2.pdf

Brunetti, K., Hofer, A. R., Lu, S., & Townsend, L. (2014). Threshold concepts & information literacy. Retrieved from http://www.ilthresholdconcepts.com/

Meyer, J., Land, R., & Baillie, C. (2009). Threshold concepts and transformational learning. Rotterdam: Sense Publishers.

Townsend, L., Brunetti, K., & Hofer, A. R. (2011). Threshold concepts and information literacy. portal: Libraries and the Academy, 11(3), 853-869.

Wilkerson, L. (2014). The problem with threshold concepts. Retrieved from https://senseandreference.wordpress.com/2014/06/19/the-problem-with-threshold-concepts/


Emerging projects: My experience as an ALA Emerging Leader

Posted on July 18, 2014 at 11:55 am in

Several people, perhaps considering their own 2015 applications, asked me about my experience as a 2014 American Library Association (ALA) Emerging Leader and how I felt the program helped me develop my leadership skills.

This prompted a bit of reflection on my part. I’d say that the line between the Emerging Leaders program and leadership training is actually an indirect one – but that’s a good thing.

There are other opportunities ALA provides – such as the ALA Leadership Institute – more directly focused on traditional leadership training, if that’s what you are interested in. The structure of Emerging Leaders is more in line with another subject I was interested in this year: project management.

Project Management

[A project is] a temporary group activity designed to produce a unique product, service or result. A project is temporary in that it has a defined beginning and end in time, and therefore defined scope and resources. And a project is unique in that it is not a routine operation, but a specific set of operations designed to accomplish a singular goal. So a project team often includes people who don’t usually work together – sometimes from different organizations and across multiple geographies.

– Project Management Institute

My 2014-2015 professional development goals at my place of work included gaining project management skills. My official vehicle for achieving that goal was attending a wonderful CARL preconference session led by California academic librarians Margot Hanson, Annis Lee Adams, Andrew Tweet, and Kevin Pischke. But the convergence of the preconference session and Emerging Leaders was perfect, as the experiences complimented and built on each other. Emerging Leaders gave me the practical opportunity to work on a project team and implement the concepts I learned at the preconference.

Emerging Leaders is structured as a team-based project that checks off all of the definitions of project management: a temporary group activity, designed to produce a product or service, with a defined beginning and end, and a defined scope and resources. Various divisions and roundtables of ALA propose projects. Four-to-six member teams of Emerging Leaders are assembled around those projects and given a discrete deadline (a poster session at ALA Annual) when they reveal their final products.

I was part of Emerging Leaders “Team C,” along with the wonderful Mari Martínez, Annie Pho, and Kyle Denlinger. We were asked by ALCTS, the ALA division for library collections and technical services, to deliver a white paper on social media practices with recommendations for how they can improve their outreach to early-career professionals. Beyond that straightforward request, we could develop the project as we saw fit.

Team C(at) with our project poster. Here we are later with our hair down.

We dealt with several moving parts: we had to investigate social media best practices for professional organizations, analyze how ALCTS is currently using social media, discover how ALCTS members and potential members would like to interact (or not) with ALCTS online, and put everything we learned into a cohesive “white paper” (we actually developed a website) that ALCTS leaders could refer to. The camaraderie we developed kept us accountable to each other, despite not having a traditional “leader” or supervisor. The four of us lived in different areas of the country, and would not actually be in the same room between Midwinter and Annual, making coordination crucial. It made for a perfect little capsule – it was petri dish project management. We had fun and put out a product we believed in.

Emerging Project Managers

I opened with the suggestion that the line between Emerging Leaders and leadership training was indirect, as there is not a special focus on the skills of individual leadership, or advancing into management roles in our professional careers. But I do think project management skills are very applicable to a different kind of leadership needed in our workplaces.

Our work as librarians invariably involves team-oriented, discrete projects: implementing a new service, redesigning a library website, and so on. We often will work on teams with no designated “leader.” To be able to work as a team, with a cohesive plan, without creating unnecessary workplace friction, is a valuable and necessary trait for librarians, and applying the principles of project management can be the key to success. That is the type of leadership we need as a profession moving forward.

I still wouldn’t suggest renaming the program “the ALA Emerging Project Managers.” Emerging Leaders has a better ring to it. And also a ring of truth.

Further reading:


ALA 2014: Luck be a librarian

Posted on June 25, 2014 at 12:44 pm in

I’m hopping on a plane in a couple hours for Las Vegas for the 2014 edition of the annual conference of the American Library Association. There’s so much going at the conference of thousands, and I’m still figuring out my schedule. But here are the places I’m sure I’ll be.

Friday, June 27

The first day is busy, with the Emerging Leaders cohort of 2014 gathering for a workshop from 8:30 to 3, which leads directly into the Emerging Leaders poster session and reception running from 3-4pm. My group — EL Team C, comprising of Annie Pho, Mari Martínez, and Kyle Denlinger — has been working on a social media plan for ALCTS, the ALA division for collections and technical services. It has been great working with Annie, Mari, and Kyle. We just had a natural chemistry from the start and the process has been very satisfying, even if it did involve herding cats. You can see a preview of our advice for ALCTS — a dozen social media tips we shared on twitter yesterday (under the hashtag #ELCtips) — and if you’re at ALA, please come by the poster session!

Friday night? I can’t dance, but I might try.

Saturday, June 28

Day two features the hearing on the new draft framework for information literacy instruction. Classroom instruction is a big part of what I do, so this attending is a must. I am also going to seek out the Alexandria Still Burns project to see if I can participate. Otherwise, my Saturday afternoon is up in the air. Saturday night? Tumblarian meet-up, then Afterhours with EveryLibrary and the Librarian Wardrobe book release party.

Sunday, June 29

There’s a lot of good stuff going on Sunday. The session I’m most excited about is about threshold concepts, the model of information literacy instruction that heavily influenced the new framework. Two of the presenters — Korey Brunetti and Amy Hofer — had a huge influence on me early in my career when I saw them speak at the CARL Conference in 2010. I’m curious what they’re talking about in 2014.

Monday, June 30

Oh, Monday. Usually the cool down day of the conference, a chance to catch your breath, see a few people you’ve missed, and blow off steam as an attendee at Battledecks (or, as it has transmorphed for 2014, The Library Games). Not this year. Monday morning: I’m a panelist for #TumblarianTalk, moderated by Kate TkaPOW!. Monday afternoon: I’m the moderator, for What I really want to do is direct: First-time library directors discuss their experiences (join us! And be part of the chatter on #iwannadirect). Monday evening, I’ll be heeling it up as one of the agents of the Library Security Agency, or LSA, at The Library Games.

#ALAMYFACE

For the last couple conferences, Tumblarians have been sharing headshots so we can all recognize each other. Here’s my face, with my longest-ever beard that I’m taking to the insanely hot Las Vegas, because I am insane. If you see me walking down the hall, please say hi!

#alamyface


Quotes on the internet: Frederick Douglass and Repairing Broken Men

Posted on April 23, 2014 at 9:24 pm in

This afternoon a student approach me at the Research Help desk. She wanted to cite the following quote by Frederick Douglass:

It is easier to build strong children than to repair broken men.

Noble sentiment, yes? And the internet is quite certain that he said it. Sites like Brainy Quote, Goodreads and others trumpet this quote. Blog posts refer to it. Nicholas Kristof, writing for the New York Times, attributes this quote to Douglass. It’s on bumper stickers. Even Christian evangelicals have quoted it, to further their own purposes.

But none of them mentioned where Frederick Douglass actually said this. One blog post referenced 1855, but included nothing else.

All of Douglass’s books are in the public domain, so I ventured to Project Gutenberg. Each of his published works can be opened as an HTML document and searched.

It turns out Frederick Douglass frequently uses the word “broken” — it appears 35 times in My Bondage and My Freedom alone. One line in particular, about the violence done to him as an enslaved child, was reminiscent of the famous quote:

Once thoroughly broken down, who is he that can repair the damage?

Here is the entire passage in which that quote — a verifiably real quote — appears. It’s lengthy, but it’s worth understanding the quote in context:

The mistress of the house was a model of affection and tenderness. Her fervent piety and watchful uprightness made it impossible to see her without thinking and feeling—”that woman is a Christian.” There was no sorrow nor suffering for which she had not a tear, and there was no innocent joy for which she did not a smile. She had bread for the hungry, clothes for the naked, and comfort for every mourner that came within her reach. Slavery soon proved its ability to divest her of these excellent qualities, and her home of its early happiness. Conscience cannot stand much violence. Once thoroughly broken down, who is he that can repair the damage? It may be broken toward the slave, on Sunday, and toward the master on Monday. It cannot endure such shocks. It must stand entire, or it does not stand at all. If my condition waxed bad, that of the family waxed not better. The first step, in the wrong direction, was the violence done to nature and to conscience, in arresting the benevolence that would have enlightened my young mind. In ceasing to instruct me, she must begin to justify herself to herself; and, once consenting to take sides in such a debate, she was riveted to her position. One needs very little knowledge of moral philosophy, to see where my mistress now landed. She finally became even more violent in her opposition to my learning to read, than was her husband himself. She was not satisfied with simply doing as well as her husband had commanded her, but seemed resolved to better his instruction. Nothing appeared to make my poor mistress—after her turning toward the downward path—more angry, than seeing me, seated in some nook or corner, quietly reading a book or a newspaper. I have had her rush at me, with the utmost fury, and snatch from my hand such newspaper or book, with something of the wrath and consternation which a traitor might be supposed to feel on being discovered in a plot by some dangerous spy.

Frederick Douglass, My Bondage and My Freedom, paragraph 120 | Project Gutenberg

This book was published in 1855, the same year mentioned by the blogger.

Nowhere in his published works does the popular internet quote appear. It is certainly possible it was uttered in a speech, the contents of which were published elsewhere — in a news story of the day, or by a biographer whose work I didn’t find. There’s a series of books from Yale University Press that include his private correspondence and the text of some of his speeches, content not published elsewhere. Perhaps the quote is in there — although I doubt a quote buried in an expensive series of academic texts has become an internet meme.

I think it’s more likely that what Frederick Douglass really said has been whitewashed.

Historical Whitewashing

It’s possible the passage in My Bondage and My Freedom has been paraphrased so often over the years that this popular quote about raising children right has replaced the truth about the violent treatment Douglass received as a child, and how the evils of slavery could break not only the spirits of people who were enslaved but also the souls of the white men and women who felt justified in enslaving others.

Racism and white privilege work in insidious ways. The dark, ugly truth of our white supremacist history can be transformed into positive affirmations, affirmations that then appear unquestioned online, on car bumpers, and in the New York Times.

I can’t prove that the popular quote isn’t real, and I can’t prove that it was the passage in My Bondage and My Freedom that inspired it. But that’s what I suspect.

And what did I tell the student? She wasn’t writing a historical analysis of Frederick Douglass, she was writing a psychology paper. The quote — whether real or false — set up her thesis nicely. I didn’t want to disrupt her process on the day her paper was due. So I advised that she refer to the quote as “widely attributed to” Frederick Douglass, and at least cite the Kristof article rather than Brainy Quote.

But then we also had a good conversation about historical truth (while I helped her clean up her references page — we were multitasking!). This type of work with students — digging into how information is presented, how to present information, understanding context, and closing in on the truth (however that may be defined) — this is what I like about being a librarian.

Many thanks to my fellow librarians who helped me in my quest to verify the quote — @cclibchica, @CarliSpina, @mchris4duke, and @sehovde.

A slightly shorter version of this post was originally published on tumblr.

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My year as a school library volunteer

Posted on March 26, 2014 at 3:59 pm in

I’ve spent the academic year volunteering in a public elementary school library. My weekly shifts coincided with a regular 4th grade class visit. My last shift of this academic year wrapped up this morning.

A few things I learned:

  • Calvin & Hobbes is still incredibly popular, even though Bill Watterson retired almost a decade before these kids were born.
  • 4th graders love graphic novels, especially Bone.
  • The vast majority of our circulation came from books in bins organized by series, and very little from off of the shelves. Easier to find, easier to grab, easier to beat the other kids to what you want.
  • It’s awkward being addressed as Mr. when you’re not used to it.
  • 4th grade boys will hit each other over a book.
  • Kids do a lot more reading than stereotypes suggest.
  • The school librarian teaches an amazing variety of things. I saw her teach using computers for research, understanding literary genres, fun poetry techniques, understanding protagonist point of view, and using reference works for research. Oh, and computer coding.
  • The school librarian is also a fabulous reader of stories and great at reader’s advisory for a six-year range of children and reading levels.
  • She’s also the point person for getting the students up to speed on the interface of the new, computer-based standardized tests that will be implemented next year as part of Common Core (and directly affect school funding). I wonder what schools without school librarians will do.
  • I am very grateful San Francisco voters passed a bond measure funding school librarians in every public school.
  • These kids will be more ready for college because of what they are learning right now as nine year olds from their school librarian.

I had fun working with the kids. And I learned a lot from the school librarian.

Post mirrored on tumblr.


On CCLI: A personal story of why to attend

Posted on March 12, 2014 at 4:12 pm in

Registration is now open for the California Conference on Library Instruction, the best little conference that could. It’s an annual, one-day conference focused on librarian-led instruction and information literacy.

CCLI played a critical role in my career. A couple months after graduating library school, while working part time in a temporary position, I attended CCLI. The keynote presenters that year were Nicholas Schiller, Char Booth, and Karen G. Schneider. I had (once) previously met Karen, but it was my first time seeing any of them speak.

Nicholas Schiller presented about engaging students by teaching Google search strategies, SEO, and how Google Search works under the hood. Char Booth presented topics from her (then) new book, Reflective Teaching, Effective Learning, including how to be a self-aware, reflective teacher. Karen Schneider spoke about incrementally transforming a small academic library. In addition to the keynote speakers, there was also a panel that featured Nicole Greenland discussing faculty outreach through technology training.

Nicholas’ presentation formed the nucleus of a freshman workshop I developed later that year, a workshop that has evolved but is still in use for our first-year English students. Char’s presentation gave me confidence and inspiration in finding my voice as a teacher, something that at the time I had very little experience with. Four years later, I’m happy that I can now say I am friends with both of them. But equally importantly, Nicholas and Char gave me ideas to use when discussing library instruction and librarianship during a job interview I had a month later. I was a green, inexperienced librarian, but I approached that interview like I knew what I was talking about. Thanks to CCLI.

That interview was with Karen and Nicole. They hired me into my first (and current) librarian position.

CCLI is small, and compared to national conferences, affordable. It’s only a one-day commitment, and I guarantee you will learn new things and come away with practical ideas. If you’re a northern California instruction librarian or MLIS student, it’s a great place to be.

Also: I’m also quite happy to say that this year I’ll be one of the panelists (alongside my great colleague and frequent co-presenter Nicole Branch.)

Post mirrored on tumblr.


Now trending: Staying on top of current trends

Posted on February 27, 2014 at 1:48 pm in

I got an anonymous question on Tumblr:

I’m really trying to stay on top of current trends in the academic library field without having a ton of money to go to national conferences…what are your favorite blogs, listservs, tumblarians, etc. to follow or even websites to get news from our community? I feel like I’m always behind…or following things that are more just noise than good sources of trends. When I was in library school it was easier but now not as much. Thank you so much!

This question may have been inspired by my last post, where I wrote “be able to name trends! Be able to discuss trends! I’ve seen candidates be confused about this question. How does that happen?

So — staying on top of trends. First, two pieces of advice before I recommend a few blogs:

  • There may be local conferences in your area that are more affordable than national conferences. For example, where I live, there’s an annual one-day conference on library instruction called CCLI. These types of local conferences — with no travel costs, hotel costs, and a lower registration fee — are more feasible for those with a limited budget, but still supply a ton of value. They connect you with local professionals, help you learn trends relevant to your area, and you often learn about forthcoming jobs before they hit national listservs. I don’t know if I’d have my present job if I hadn’t attended CCLI four years ago, when my (then-future, now-present) boss was a keynote speaker.
  • Find a local mentor you can sit down with, hopefully someone who doesn’t work at your institution (if you’re employed). Getting the perspective of someone who works in a different environment is a good way to learn what’s happening beyond your local silo. I had lunch yesterday with the librarian who mentored me when I was an intern and it was tremendous, and made me realize I should do that more often.

Reading is free

If you can’t afford conference travel (without the workplace support I get, I wouldn’t be able to either), the most affordable way to keep up on the profession is following smart, interesting bloggers (whether or not you always agree with their viewpoint). I’ve seen a few folks out there bemoaning the current state of library blogging, but I still find a lot of good ideas and information out there. Here are a few (not all) of the blogs that I follow:

Full disclosure: one of these is my boss. Some of the others are my friends. I am not bias-free. Who is?
Tumblr division, academic librarians (again, partial — I follow well over 500 total tumblrs):

Full disclosure: one of these is my boss. Some of the others are my friends. I am not bias-free. Who is?

Tumblr division

(again, partial — I follow well over 500 total tumblrs):

Some of these are professionally focused, some are not, but I enjoy following them all. I enjoy the mix of personal and professional on tumblr.

I also follow a lot of public librarians (you can good ideas to port over!), institutions, and submission blogs like Librarian Wardrobe. You can browse the tumblarian list for both institutions and individuals to follow.

You should also check in on C&RL, the open access journal of the ACRL, and C&RL News, its non-peer reviewed outlet.  I also like the OA Communications in Information Literacy. I prefer to support open access LIS journals, which are accessible to those who don’t have the advantage of institutional access.

This post originally appeared in shorter form on tumblr.


Hitting the softballs: Academic librarian job interview advice

Posted on February 26, 2014 at 10:36 am in
I’ve got an interview Friday for an academic librarian position (electronic serials). What was your hiring experience? Any interview prep you would suggest that is unique to the academic environment? Thanks! :)

I’ve got an interview Friday for an academic librarian position (electronic serials). What was your hiring experience? Any interview prep you would suggest that is unique to the academic environment? Thanks! :)librarian-wanderer

Hi! First of all, good luck!

Going into an interview, comfort and familiarity are your friends, from wardrobe choices to the topics that will be discussed. Look professional but don’t make yourself so uncomfortable that you squirm and sweat.

While there can be some unique questions and concerns that come up in an academic environment, you’ll also get many of the same boilerplate questions asked in every job interview everywhere. For me, when I’ve been on an interview panel and a candidate flubs one of these questions — which I consider softballs — they’re out.

  • “Describe [x]# of trends in [electronic serials/ERM/digitization/technical services/academic libraries/etc.]

Be able to name trends! Be able to discuss trends! I’ve seen candidates be confused about this question. How does that happen? If you asked me about trends in academic libraries, I could name 20 before I have to take a breath.

Yet I’ve seen candidates fumble around, mumble a short response, and look up hoping the question is over and we can move on. That was the softball! Hit it out of the park. If electronic serials aren’t actually your specialty, get to looking in a few journals, or find blogs written by electronic serials librarians. Get up to speed before the interview.

  • “Describe an situation in which you [did the wrong thing/failed/could not complete a project] and what you learned from it? Be specific.”

There’s always a question like this, and others that ask you to describe specific scenarios, positive or negative, from your past work life. Have a few anecdotes in mind going into the interview so you’re prepared for this. Candidates who don’t have examples in mind before the interview starts always get flustered at this point. Don’t be that candidate.

  • What makes you want to work at [University/College]?

This is the slowest pitch softball in the game. Heck, this is a swing at a t-ball. And yet…I’ve seen some of the vaguest answers to this question (which often comes first — and first impressions are important).

If you’re asked why you want to work there, and all you can say is that you need a job and your skills matched the job description, that’s not going to cut it.

Talk about the institution — why that particular institution is a perfect fit for you. That means doing a little research in advance. Know what that school is proud of. Look in every corner of their website. Walk around the campus if you can. Read the school’s mission statement, and if the library has one, read that too. Incorporate that vibe into your response. If nothing else, even the cynical panelist will respect that you did your research.

Doing your research

Speaking of doing research, use your investigative skills and go in knowing what types of library systems they use. If you’re savvy, you should be able to figure out what ILS they use, what ERM product they use, and whether they focus on “big deal” journal package purchases from publishers or on aggregation databases, just from looking at their website. That familiarity can then come in handy when you are talking to them (it’s always odd to me when a candidate doesn’t come in with a sense of how we operate).

Also be ready to talk about how the work of the electronic serials librarians can influence other aspects of the library’s work — this, of course, can apply to other specialties as well.

Finally, does the library director or any of the librarians at the institution blog about their work? That’s another way to come in with a sense of how they operate (although don’t spend the whole interview saying, “Well, I saw on your blog [this] and [that]” — use the blog as background research, don’t keep citing it in the interview! That comes off sycophantic.)

There will probably be some very specific technical discussions. But those revolve around things that can be learned. It’s when the candidates can’t even hit the softballs that I get worried.

Originally posted on tumblr, February 26, 2014. Comments are closed here but open on tumblr.


Midwinter’s night dream: My plan for ALA Midwinter 2014

Posted on January 22, 2014 at 2:58 pm in

Updated Jan. 22, 4:30 PST

I’m heading to the American Library Association’s Midwinter Conference 2014. I’ve been to two ALA Annual Conferences, but never to the Midwinter edition. This conference is largely focused on committee work, and less on public presentations, but I have been combing the scheduler to find the most interesting (to me) action going on. Here’s my plan.

Liberty Bell, flickr user Lee Bennett

Philadelphia’s Liberty Bell, courtesy Flickr user Lee Bennett

Thursday, January 23

I’ll get to Philly on Thursday afternoon, with time to check-in to the Holiday Inn and head directly to the ALATT’s “Council Meeting” at a local establishment called the Tattooed Mom. It’s open to everyone and many of the 2014 Emerging Leaders are planning to meet up there. You’ll find it on this handy map, along with all the other socials and conference hotels.

Friday, January 24

Why would I head to Philadelphia in the depth of winter, in the midst of a polar vortex? I’m a part of the 2014 edition of ALA’s Emerging Leaders program. I’m in “Team C.” Our task is to deliver a plan to ALCTS to amplify their social media outreach. Consequently, my first full day of the conference, Friday, will be taken up with Emerging Leaders activities: meeting from 8:15 to 4:00pm, followed by a Presidential Reception for this year’s class from 4-5:30pm, and a 7:00 social for EL participants and alums at the Field House. To top it off, Urban Librarians Unite is organizing a 9pm gathering in the same venue — perfect — I won’t have to head out into the cold.

Saturday, January 25

By Saturday, I get a little more Philadelphia freedom to pick my spots. My current plan (of course, all subject to change):

Sunday, January 26

Monday, January 27

After that, I’ll fly home in time to sleep in my own bed Monday night.

If we’ve never met, and you want to know how to recognize me, I’m 6′5″, bearded, and look a lot like this fellow. I’ll also be live-tweeting during the conference on the #alamw14 hashtag.

Let me know if I’m missing out on a Must-Do in the comments.


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