One Mo' Time

As you learn in marching band, there is always one more thing to fix...

Let's try it again.

This time, will the message show up?

Checking Again

I had one of the settings incorrect.  Let's see if this one works the way I want it to.

Freshening Up My Language: Reading and Using Byki

Image by cemre.  Used under a Creative Commons Attribution-Noncommercial-ShareAlike  (CC BY-NC-SA 2.0) license.

As promised at the beginning of this blog, I have been brushing up on languages.  I studied French for many years and had a brief introduction to Spanish, but my skills in both have fallen drastically.  Some of the language is still there, mostly as random vocabulary words.  Still more of it is locked away in my brain, ready to return when circumstances stimulate the right remembrances.  The rest I will have to relearn from scratch.

I learned French primarily through formal grammar exercises, extensive vocabulary lists, and the odd staged dialogue or controlled vocabulary story.  I relied heavily on my dictionary to make sense of real written French.  My grasp of vocabulary was rather weak.  I could understand each particular lesson, but struggled to actively apply it in my writing.  Speaking, where I had to think on my feet and sort through all the grammar rules, was even worse.  My instruction in French focused on memorization and knowing, rather than on actively using.

I learned Spanish much more organically.  The emphasis in that course was on dialogue.  I still memorized scripted dialogues, but instead of acting them out with one or two classmates in front of the whole class, I practiced them with one classmate, then the next, and then the next.  The textbook followed the same general format as the French textbooks I had used, but included a pass code for semester-long access to online listening exercises to support the learning.  These lessons overlapped with each chapter, but included new vocabulary and context and allowed me to apply what I had been learning.  After one semester of Spanish, I was more comfortable actively communicating in Spanish than I was after all the years of studying French.

As I search for tools with a similar approach to my Spanish course, I am using three different strategies:

 I am re-stimulating the part of my brain that stores my knowledge of French language through directed exposure to written French language.  I am slowly working through a library book that presents real-life (if dated) examples of French writing, such as personal ads in a newspaper, classified ads, and advertisements, and created comprehension exercises around them.  The book is entirely written in French and includes no answer keys.  Luckily, I remember enough vocabulary to understand most of the writing.  The context clues and questions help me understand more of them.  When necessary, I resort to online translation tools to figure out the rest.

I am informally immersing myself in the Spanish language.  I am lucky to live in a community with a large Spanish-speaking population.  I have plenty of opportunity to scan sign, flyers, and advertisements written in Spanish.  I can overhear snatches of conversations, but, to respect privacy, I do not listen closely to them.  My richest resource, however, is the local newspaper.  The paper includes English-language and Spanish-language articles.  Frequently, the topics overlap.  I can use the English-language version to help me understand the Spanish-language version.  The English-language article provides context and a limited vocabulary that I can apply to the Spanish-language article.  Even better, the articles are completely different pieces of writing; one is never a direct translation of the other.  Seeing the same topic written from different personal and cultural perspectives provides a deeper learning experience (and makes the process more entertaining).  For more of a challenge, I also puzzle through the Spanish-language-only articles, using an online translator when I cannot grasp the meaning of a word or phrase.  I may not have the formal structure in this language-learning attempt, but I am greatly benefiting from the exposure.

Last, but not least, I explored the online vocabulary-learning site at www.byki.com.  This site has three options for language learners, although I only discovered one of them by accident.  This unintentional option is completely free and requires no downloading or registration.  Users can simply go to the website and click on the “List Central” tab to be able to access vocabulary lists submitted by other users in the language of their choice.  Users can also download free software and register to be able to download up to 12 of the lists to a personal computer.  Lastly, users can purchase the full software.  Those who choose to purchase will have access to all the free features but also be able to import existing vocabulary lists from other sites or programs or to create lists from scratch.  Regardless of which option the user chooses, he or she can sign up for an RSS feed to see when new lists are added to the “List Central” tab for the language(s) he or she chooses.

Byki essentially makes virtual flashcards linked to audio pronunciation clips.  Each list of vocabulary follows the same five-step pattern to help you master the phrases.  First, the site exposes you to the vocabulary as you click through the flashcards one by one, seeing and hearing both the foreign phrases and the English translations.  In the next two steps, the site shows you just the foreign language side of the flashcard and asks you to think of the English translation (step 2) and to type the English translation (step 3) using either your own keyboard or the on-screen keyboard Byki provides.  Lastly, the site shows you the English translation and asks you to think of the foreign phrases (step 4) and to type the foreign phrases (step 5).  In steps 2 through 5, the computer tracks the user’s answers, adapting the number of flashcards in use and the number of times each card appears to the user’s ability.  After each step, the user can choose to repeat the step or to move on to the next one. 

Byki builds on the tried and true strategy flashcard strategy for learning vocabulary.  The program integrates sight and sound, helping learners to master two modes of language usage at once.  This multi-modal method reinforces the lessons as well.  The robust Byki concept, then, works well as a supplemental tool for practicing a language or for learning some new vocabulary.

In practice, however, the program has some limitations.  By nature, some languages include characters not found in English, such as those in the Cyrillic alphabet or accented vowels in many Romance languages.   The on-screen keyboard addresses the first problem and attempts to address the second problem.  However, the on-screen keyboard, at least for French, does not include all of the accented characters.  An incorrect accented letter, such as an “á” instead of an “à” or the unaccented letter (i instead of î) must be substituted for the missing characters. Users interested in writing the language are at a disadvantage.  The software is also case sensitive and punctuation sensitive.  You must type exactly what the card says in order to be deemed correct.  Because the lists are user-generated or user-submitted, the quality of each list varies.  Careless construction leads to confusion.  For example, if the list creator neglects to indicate a specific gender for certain French phrases, the user may encounter difficulty.  Technical issues hamper the beneficial effects of Byki’s concept.  

In spite of these minor drawbacks, Byki’s vocabulary tool can be successfully used to reinforce language learning.  I recommend it to those seeking tools to memorize vocabulary.  For best results, use Byki in combination with context-based and grammar-based resources.

Back in the Blogging Game

I am back after an unexpected hiatus.  Computer troubles and general life business have kept me away.  Thank you for your patience!

Thing 23: Reflection -- What Next?

Photo by Thomas Quine (quinet).  Used under a Creative Commons Attribution (CC BY 2.0) License.

Skills and deeper learning will continue.  

It is hard to believe the program is already over!  The program has been worthwhile.  Some weeks, I had little time to explore, think, and post, but I am glad to have been a part of this project!  Even if I did not personally find each tool or topic interesting, I know someone I meet will.  I have gained confidence and met new people through the program.  I plan to continue the adventure, either on my own or, if I can find one, through another program like this.

I know I am lacking skills in certain areas, such as experience in cataloging or knowledge of young adult development. I have written goals to address these areas.  Although each goal is feasible on its own, I am still considering whether I need to prioritize my goals and delay some of them.

Thank you 23 Things for Professional Development and all participants!

Thing 22: Volunteering to Get Experience

Unpaid work has a place in my life.  Through my various volunteering experiences, I have gained skills, met new people, and positively affected my community.  Through volunteering, I have made deeper connections with people I have already known.  Even when I have not particularly enjoy a task, I have learned about myself.  I know, for example, that archives can be interesting places to visit, but that I do not want to work in one.  Volunteering leads to unexpected places and leads me to challenge myself.  I find volunteering rewarding.

I have volunteered in a number of ways in the past, in both long term and short-term capacities.  Some of my service has been grunt work -- such as sorting and moving donations to a non-profit's rummage sale or helping new students move into dormitories -- and some of it has been more intellectual.  As the secretary for a club/organization, I have recorded minutes to distribute to group members.  I have contacted outside organizations to ask for donations, potential speakers, and other assistance.  While serving in one position, I tutored elementary school students and also helped lead a training session for other members of the organization.  I have sold merchandise, manned food stands, and staffed a registration table.  I have directed event attendees to various activity locations and answered attendees questions.  Each experience has been valuable in one way or another.

Most of my direct library-related volunteering has been through one-time sessions.  Because my schedule is a bit unpredictable, these types of events work better than something requiring a long-term commitment.  I have helped label, repair, and organize items in local school libraries, helped inventory a special library's collection, and assisted with a book festival.  I have become active on the listserv for one of the professional organizations I have joined.  Although my service on this listserv is nothing formal, I count it as volunteering.  I have been considering trying to begin more long-term service, particularly something in a public library's children's department, but have been wary of making a long-term, location-based commitment when I am uncertain how long I will be in the area.  Fortunately, a virtual opportunity presented itself last week; I agreed to help compile a list of position advertisements for a job-seeking group I joined. 

Most of the direct library volunteering I have done has been opportunistic.  Someone else has organized a volunteer event or asked for volunteers and I have jumped on the chance.  In response to the recent spurt of conversations regarding volunteering, I plan to take more control of my unpaid work.  I will formalize my volunteering through targeted opportunities.

Thing 21: Promoting Yourself

As I listed the things I like in life and at work, I noticed themes.  I like movement and productivity, especially if it is measurable. I enjoy being creative and having variety, but prefer some level of guidance.  I am curious and take pleasure in learning.  I enjoy trying new things and teaching others.  I find satisfaction in helping others and in reducing others' levels of stress.  Story, whether in books, in movies, or in conversations with others, fascinate me.  I prefer to listen, but also like to be able to speak.  I enjoy being part of something larger than myself, both in the sense of belonging and in the sense of seeing others build on my contribution to accomplish far more than I could on my own.  I enjoy refining and perfecting things. I have a competitive streak.  I much prefer saying "Yes" to saying "No," but I will say no when necessary.  These things motivate me.

My strengths emerged from those themes.  I listen actively.  I observe.  I set goals well and persist in accomplishing them.  I explore.  I act (mostly) independently, but I also strive to support others.  I explain things in ways that others can understand. I creatively address problems and respond to observations.  I ask questions, seek to understand, and attempt to improve upon what I find. 

Primary Colors in the Abstract by Bill Gracey.  Used under a Creative Commons Attribution - NonCommercial-No Derivs (CC BY-NC-ND 2.0) license.

Thing 20: The Library Routes Project

Although I wrote a post for Thing 10 about my path to librarianship, I did not post the link on the Library Roots/Routes page until today.

I then lost a few hours reading others' posts!  I had to tear myself away in order to actually write my reflection for this Thing.  I might go back tomorrow; people and their experiences are fascinating!

Some of my experience overlaps with others'.  I did not know that I wanted to go into librarianship early on, but I also did not fall into it as others have.  As with most people, some of my path has been due to sheer luck.  For example, I was offered one of my current positions because I happened to stop at the right table at the right time at a library-themed job fair.  I lived near the library and had visited recently enough that the librarian recognized me.  One of her employees had just been offered a position elsewhere.  I am grateful for the opportunity to work with all wonderful people I have met in this position and in others.  Like Iris, I have had the support of friends and contacts; networking has been helpful in finding out about librarianship as well as open positions.  Many of my supervisors and colleagues have been wonderful mentors.  Like Paul Tovell, I misunderstood one detail for one of my jobs, although my misunderstanding was with the timeframe, rather than the location.  (It turns out the "until [this date]" applied to the library's Saturday hours, not the entire position.  It worked out fine for me!). I wholeheartedly agree with everything Iris said about why she continues to be a librarian.  In spite of differences in interests, geographic locations, and backgrounds, I have had similar experiences as other librarians.

Some of the differences I found were also encouraging.  Ned Potter, Sarah Ison, and James Mullen all mentioned applying for one position and being offered a different position.  If something similar happened to me, I am sure I would be briefly disappointed about not being offered the position I wanted.  The pleasure of being offered something else, something I had not even applied for, would quickly cheer me up.  Along those same lines, I find hope in Ned Potter and Sarah Ison's stories about applying for a position and not being hired, but then later being offered that position.  The entire process can be worth it!

Thing 17: Prezi and Slideshare

Thing 17 is back!  After a delay from the 23 for Professional Development leadership, Thing 17 has returned.  Presentations are the topic of the day.  Both featured resources, Prezi and Slideshare, provide alternative ways to share information.  Although these resources are simple in concept and are easy to learn, creating sample content for them took far longer than I had anticipated.  Nevertheless, I successfully explored both resources through creative presentations.
 Prezi:

I had a chance to briefly play around with Prezi last spring, after another student asked if anyone had used it.  At the time, I thought the software was neat, but I did not think it was suitable for the last presentation I had to do.   I enjoyed the chance to take a deeper look at Prezi. 

My first instinct for using Prezi was to create a map of the library.  The academic library I work in has a somewhat unusual shape.  In addition, the building it is in connects to other campus buildings, but in such a way that the transition is almost imperceptible.  Prezi would allow us to address both problems, through the zoom features and the nonlinear layout.  Prezi picks up where Google Maps leaves off.

Prezi likewise could be easily used for introducing people to a new website, new software, or a particular resource.  A full-page screenshot could be used as the background and the zoom-in function could be used to explain key features of each section or tool.  Prezi would allow the user to see details without losing the wider context.

In a public library, Prezi could also be used to provide instructions on a crafting program, particularly if the project included repetitive steps.  A finished project, such as a knitted or crocheted scarf, could be shown in the background.  Zooming in on a particular section could let users read and see how to do each step.


Slideshare:

Slideshare allows users to upload their presentations with one click.  Users can then easily share their presentation with others.  Slideshare is surprisingly more social than I had expected; it integrates with Facebook and includes easy links to Twitter and other social networks for posting notices about new presentations.  The presenter reaches far more people than he or she would in a face-to-face presentation alone.  Unless users upgrade to the Pro version, the presentations automatically become public. 



The public feature makes Slideshare a treasure trove for anyone interested in learning.  I have seen slideshare used for many academic library presentations, conference presentations, and classes, but the possibilities are wide open. 

Although it is apparently possible to add sound to a Slideshare presentation, the focus is on visual content.  For this reason, I believe that users must carefully choose what to upload.  Best practices for real-time presentations emphasize that slides be highly visual and be used as a complement to the presentation, rather than as the main conveyor of information.  In contrast, Slideshare (usually) relies on the slides to convey the entire message.  A presentation that works well in person will likely not convey enough information in Slideshare, or at least not without substantial revisions.  Slideshare should be used with care.

I believe Slideshare would be useful for sharing stories, such as in a presentation to the library trustees or the college administration.  The presenter could focus on particular people, showing how each of them used the library.  Because I have not given a presentation in a while, I decided to post something a bit different.  I wrote a brief children's story, illustrated it using imaging software, and posted it.  Editing the images required a lot of time, but uploading the presentation to Slideshare was refreshingly easy.

 Thank you for reading about Prezi and Slideshare!

Thing 19: Reflection II

I have enjoyed exploring all of the different topics over the past few weeks!  Some topics were timely and others were merely interesting to consider.  I had used, at least to some extent, a fair number of the different tools mentioned in the program, but many others have been new.

I continue to use these ones heavily:

• RSS
• Google Calendar
• LinkedIn

These tools continue to prove invaluable for staying current on library-related topics, for organizing my schedule, and for connecting with others.  I see myself using them more and more in the years to come.

I have also begun to rely on these ones:

• Google Blogger: The ease with which I can add new posts makes this tool one I will use regularly. 
• Facebook:  I am using Facebook for personal connections, rather than work connections.  I have spoken to former classmates, former colleagues, friends I had lost touch with, and family members.  I was late to adopt Facebook, mostly due to concerns about privacy and about how easy I had heard it was for people to waste too much time on it.  So far, neither one of my hesitations has become true.  I use Facebook, and can find myself losing time looking through pictures or postings, but usually still only refer to it once or twice a week.
• wikis: I use these frequently at the academic library where I work.  The other staff members and I put together pages on specific topics for students.  Recently, we have begun moving away from plain text pages.  I think the new format will draw more use!

I use these ones sporadically:

• Twitter: Twitter can be useful for finding out current opinions, for sharing topics with the wider world, and for having real-time conversations with others.  I find the sheer amount of information a bit overwhelming.  Needing to log into the website also discourages regular use.  If I ever buy a smart phone, I may pick Twitter up again.
• LISNPN: I checked this page frequently at first, but when my schedule became busy, I stopped visiting it.  I have replaced it with listservs from other groups, such as YALSA.
• GoogleDocs

I have yet to tackle these topics more in-depth:

• Personal branding: Although I have attempted to unify my social media username, I have made little progress.  If I find a fitting open name in one tool, I find that someone is already using it in another.  This topic has been tabled for the time being.
• Mentoring: I found a mentor, but have yet to ask a question.  Since it has been roughly a month since I made initial contact, I have been thinking about asking a question.  I have yet to decide what to ask.  I connected with a person who has experience in a position I would like to transition into and am not yet sure what would be most useful to know.  Without being in the position, I lack the context to know what topics are most pressing.  I am still brainstorming.
• Real-life networking:  A few months ago, I planned to attend a library strategic-planning community discussion event going on in my area a few weeks ago, but had an unexpected conflict arise.  I was sad to have missed it!  I am keeping my eyes open for other events that fit my schedule.

At this time, I am not using these tools regularly and have no plans to use them in the foreseeable future:

• Pushnote
• Evernote: I loved this tool when we first explored it!  I could save just the bits that were interesting to me.  Any time I found something I wanted to remember, I added it to my Evernote account.  Unfortunately, my preferred browser has a tenuous relationship with Evernote.  During one of the last upgrades, I lost the ability to use Evernote.  On the plus side, I discovered a similar tool that I might be able to use instead: Pinterest.  It is on my list of things to explore.
• DropBox:  Dropbox is most useful for sharing information in a group.  I have yet to find a group with whom I would be regularly exchanging documents.  In addition, I did not figure out how to get the drag-n-drop feature to work on my computer.
• Zotero: When I am not writing papers regularly, Zotero seems unnecessary. 
• Mendeley
• CiteULike:  Aside from reading the overview of CiteULike, I did not explore it at all.  I understood the concept, but did not see an immediate application for it.
• Jing: I appreciate Jing, but have found alternative tools that work better for me.  
• Lightshot

I have not yet had a chance to actually use these tools:

• Screencast-o-matic
• Audacity

Another site that has introduced me to online resources is the Free Technology for Teachers blog.  I discovered this blog either through another cpd23 participant or through one of my Google alerts.  I immediately added it to my RSS feed and have been enjoying reading about other free online resources.  With cpd23 and Free Technology for Teachers, I am discovering so much about the many useful tools out there!

Thing 18: Screen capturing, Screencasting, and Podcasting

Sharing information visually or aurally simplifies communication.  Pictures convey large chunks of information at once and often transcend language barriers.  With the rise of mp3 players, audio recordings have risen in popularity.  Both options allow the creator to share information in alternate formats, reaching more users.  When text overwhelms, images, videos, and audio recordings engage readers while saving time.

Screen capturing: Images

Until a few years ago, I vaguely knew that it was possible to take a picture of what was on a computer screen, but I had no idea how to do it.  I had seen these images in tutorials and in a computer science textbook put together by a few of the professors at my college.  Then, when I began the library program, the program's technology staff put together workshops on tools that would be useful throughout the program.  These workshops included instructions for how to take screenshots.  I was pleased to learn that with a few quick key strokes, I could capture the image on my screen.  I quickly memorized the strategy that worked with my Windows-based computer.  I now also remember how to take screenshots on a Mac.  Every time I wanted to take a screenshot on one of the college's Dual-boot computers, however, I had to either ask for help or track down the online guide that accompanied the technology workshops.  I still do not remember the trick. 

Since that time, I have been introduced to other ways to capture images.  Through one of my professsors, I discovered Jing, which allows users to quickly capture just a portion of the screen.  Figuring out how to use the target lines to select part of my screen took a few minutes, but soon became routine.  I appreciate the simple annotation tools Jing provides as well.  I have turned to Jing a few times for putting together projects for class, for showing others where a particular link  or button is, and for creating a step-by-step guide for using the "Mail Merge" feature in Microsoft Word.  My go-to resource, however, is now the Snipping Tool that is installed in newer Windows machines.  As with Jing, I can use this tool to capture part of a page and to annotate it.  I can choose to capture the entire screen, a rectangular portion of it, or a free-form section of it.  I can do all of this without needing a pesky icon on my desktop.  (I often accidentally clicked on the Jing sun or had to move it elsewhere so I could use a button or link on another screen).  I am fond of Jing, but prefer the Snipping Tool.

I looked over the pages for Lightshot, another screen capturing tool mentioned in this week's Thing.  I like the ease of using the print screen button to start the tool.  This process is much faster than either clicking on Jing's sun and choosing the image button or going into the start menu to click on the Snipping Tool.  I am satisfied with Snipping Tool however and see no reason to switch to Lightshot. 

Screencasting: Videos
 
I was introduced to screencasting through a required technology course in my library program.  The instructor shared a brief overview of each one and recommended Jing as a free option.  She recommended Camtasia, another tool from the company that produces Jing, for those who were willing to pay for fancier features.  Inspired, I went home and immediately downloaded Jing onto my computer.  I was thrilled to be able to capture not only images, but short videos!  I quickly made a few test videos on my computer.  I smiled the rest of the day.  The one limitation I found to Jing was the 5 minute time limit.  Although I know short tutorials are ideal, I would have preferred the option of making a longer video.  As the days passed, I also grew tired of the Jing sun icon.  I uninstalled Jing a few months after I had downloaded it.

For this Thing, I explored Screencast-o-matic.  I understood the basic concept of creating a screenshot from my experience with Jing, but I wanted to see how Screencast-o-matic differed.  Creating a video was easy.  All I had to do was click on a button and set the area I wanted to record.  I could pause my recording and resize the recording area as well.  Once I had recorded, I could upload it to YouTube or screencast-o-matic or I could save it to my computer.  I liked the flexibility and that Screencast-o-matic had a 15 minute recording limit.  The best part was that I had to neither download a program nor register to use the tool.  The next time I want to record a video tutorial, I will turn to Screencast-o-matic.

Podcasting: Audio

I discovered podcasting through my library program as well.  I periodically listed to podcasts put out by my school's technology center.  I occasionally had to listed to recorded class sessions when weather or unforeseen circumstances led to cancelled classes.  I even looked over another student's introduction to Audacity, the free online recording and editing program.  I never became a diehard fan of podcasting though.

I find listening to podcasts as stressful as I find them useful.  Frequently, the speaker has poor volume control, making them hard to understand.  This problem is compounded when the listening environment is somewhat noisy.  The classes I listened to were often recorded during a live class session from a previous year, which meant that speakers referred to visual elements that I could not see.  Even for planned content that is well-prepared, I find it hard to sit still to listen to a podcast.  I do not own a portable listening device, which means that I am strapped to my laptop when I want to listen.  I feel the urge to be doing something while I listen so that I am not just sitting and staring at a blank screen while I listen.  The easiest multitasking options on a computer have the problem of also being language-based.  If I read e-mail or write something, I miss parts of the podcast and end up being unproductive.  Podcasts are wonderful -- in theory -- but I have a hard time listening to them.

As when I discovered screencasting, however, I became excited by exploring Audacity.  In spite of my fellow student's assurances that Audacity was easy to use and had only a small learning curve, I was intimidated by all of the buttons.  Downloading and using it to record a basic message was much easier than I had anticipated.  I still need to read through the quick start guide and the user's manual in order to understand the many buttons and editing features, some of which are completely mystifying to me, but I am confident that I can learn them.

Unlike screencasts, Podcasts are content-based.  An audio tutorial would be much less effective than a screencast.  Audio recordings are perfect for sharing interesting content, however.  In a library setting, podcasts could be used  for virtual storytelling, for interviews with visiting authors or presenters, or for booktalking.  They could also be used for marketing upcoming programs. 

Next Steps
 
Now that I know how to create screencasts and podcasts, I need to learn to use them well.  As I mentioned earlier, technical difficulties hamper the effectiveness of these recordings and the best ones are created intentionally for one of these formats.  Effective podcasts and screencasts begin with planning.  They also require careful execution.  Many well-planned, interesting screencasts are ruined by a speaker's poor pacing or unexcited tone.  Podcasts may suffer from these faults as well.  Editing, careful attention to detail, and a willingness to re-record as necessary  will lead to higher quality products. 

Thing 16: Advocacy

To date, most of my advocacy has been second-hand.  Rather than reaching out to policy-makers or users myself, I have supported others' efforts.  When I have seen something, such as an article about practicing driving by visiting all the branches in a library system, I have posted it on Twitter, posted it to online discussion groups, and shared it with my friends.  I have spread others' messages. 

I used this week's Thing as a prompt to write my own advocacy piece.  I believe self-advocacy is important, but I believe recommendations from other users is more effective.  For that reason, I chose to focus on a library where my only role has been being a patron.  I contacted my college's student newspaper and asked about submitting an opinion/letter to the editor piece.  One of the staff members responded almost immediately.  He answered my questions and shared a few loose guidelines.

Writing the article was much less difficult than I had imagined.  I was not sure what to say or how to say it.  When I sat down to write it, however, I had plenty to say.  I began with a short story of how the librarians caught me just as I was about to give up and showed me resources targeted to my topic.  I then mentioned other ways the librarians had helped me.  I encouraged current students to take advantage of the libraries' services.  The entire piece took at most half an hour to write.  Submitting was also a breeze.  Now, I will wait to hear if it will be accepted.

I debated whether I should add a note about sending feedback to the libraries.  I know that the library where I work welcomes feedback and uses it to plan future services.  I imagine that these libraries would react similarly, but I did not want to promise anything without checking with the librarians first.  I decided to leave this section out.  Next time, I will plan ahead and ask before I write. 

In writing the article, I also explored the libraries' website.  Much has changed in those few short years!  I enjoyed seeing some new features, such as video tutorials and a chat service.  I mentally compared their website to the site for the academic library where I work.  I have a few suggestions now for my own library. 

Advocacy of all sorts promotes the library's existence.  Resources, such as space and funding, are in high demand.  Advocacy helps libraries show decision makers that the library deserves these resources.  Advocacy allows libraries to reach out to new users and encourage current users to continue to use library services.  As I discovered, advocacy can also be a way to become inspired.  All of this energy serves strengthens the library, allowing it to continue to be a vital part of the community.

Thing 15: Conferences and Workshops

Conferences and other career or topic-oriented events form one of the backbones of professional development.  I have attended only one official in-person library conference, but I have also participated in several less-formal events.  I have watched archived versions of Web Conferences and have another from YALSA waiting in my inbox.  Whether or not the event is live, conferences introduce valuable new topics and provide opportunities for making connections.  Such benefits come with some cost, however.

Here are the lessons I have learned:

For in-person events:

Plan ahead.  A true conference has an abundance of events going on simultaneously.  Choosing the ones that appeal to you takes work; depending on the size of the conference, weeding through the offerings can be overwhelming.  It is better to take the time to look through all the options beforehand than to waste valuable time trying to find things the day of the event.  Inevitably, more than one event that appeals to you will happen at once.  You must choose to either attend part of each one or to skip some altogether.  Knowing this ahead of time helps you coordinate with others to share notes.

Be flexible and open to serendipity.  In spite of all your planning, you may discover an event you did not know about or which suddenly interests you.  You may meet someone you want to converse with further.  Last minute changes to times or venues might interrupt your plans.  You may simply need a break to let yourself think. 

Schedule a few breaks.  Although conferences are exciting and stimulating, you need some time to reflect on the experience and to catch your breath.

Bring extra bags.  Conference programs, presentation handouts, business cards, vendor information, and swag can add up quickly.  An extra bag helps you manage all of the items you acquire throughout the day.

Speak up.  Conferences are as much about meeting people as they are about learning new things.  Participate in discussions at the events you attend.  Introduce yourself to the other attendees and strike up a conversation.  If nothing else, stop and ask someone for directions or offer to help someone else find their destination.  You will meet interesting and helpful people. 

For on-line events:

Plan ahead.  Oftentimes, you need to register for these events.  You may also need to have certain software or hardware capabilities to participate.

Check to see if the events will be archived.  If the event will be archived, you can relax a bit more and focus on enjoying the experience rather than on taking notes.  You can visit and revisit the archive later to brush up on anything you forget.  Also, if something suddenly comes up and interferes with your attendance, you will still be able to get something out of the event.

Find a quiet space.  If you are in an area that is too public, outside noise might drown out your conference or you may become distracted by other people and events.

For both:

Check to see if there are social media conversations related to the events.  Twitter discussions, blog posts, and other sources add context to the conference.




I desire to continue attending library events.  The next big event I wish to attend is the Public Library Association conference for 2012.  I am open to attending other events before then, but PLA is the event that has drawn my interest most in the past.  This year, I will not have to work around classes to attend either!  I also hope to be able to attend a YALSA or webjunction event synchronously.  I have enjoyed archived versions, but would like the added interactive piece.

Conferences here I come!

Thing 14: Zotero, Mendeley, CiteULike

I am one of the odd people who actually prefer to create my citations by hand.  I have become familiar with a few different citation styles and do not mind taking the time to plug the information in by hand.  I am confident that I have cited my sources correctly.  I would rarely use any of these tools myself.

That said, however, I know the students I work with and many other people dread citing.  Citation programs, such as RefWorks, Zotero, and Mendeley simplify the process and allow these people to focus on the content of their papers.  Even if I will rarely turn to one of these programs myself, I know the value of them for others. 

RefWorks is a proprietary citation software.  The schools I have attended subscribed to RefWorks and the college where I work also subscribes to it.  Although the software has many useful features, and has unlimited size, the students I help find it a bit overwhelming. 

Zotero, an open source extension for Firefox, is much simpler to use and works with a wide range of source types.  When I used it for class, I appreciated its versatility and its ease of use.  In addition, up to a certain size, it is free.  Creating group folders was another highlight of the extension.  If the college where I work allowed students to download programs, I would recommend it to them.  For the moment, I will reserve it for future patrons.

For this Thing, I downloaded Mendeley, another free (to a point) tool.  Mendeley works with a variety of browsers and is compatible with PCs, Macs, and Linux machines.  Unlike Zotero, the focus of Mendeley seems to be on the user's own work and collaboration through that work.  It is possible to use Mendeley to gather sources for documents, just as it is in Zotero and RefWorks, but this option seems secondary to the purposes of content creation and content sharing.  Adding documents to Mendeley, provided they are in PDF format, is easy as well.  The drag-and-drop feature simplifies the process of adding documents you have already saved.  Searching within Mendeley also works well.  I especially appreciated the ability to limit a search to open access content.  Other useful features were the ability to highlight text in a document and to add sticky notes.  Mendeley has a lot to offer.

None of these tools is directly comparable to another.  Of these three, I would turn first to Zotero for my own research needs, if I were to use one at all.  I would recommend Mendeley to those carrying out academic research.  Seeing as both require downloads, however, I will reserve these resources for future use.  For the moment, I will continue to promote RefWorks to my library's users.

Thing 13: Google Docs, Wikis, and Dropbox (Belated)

Sometimes, coincidences are fortuitous.  In the past week or so, I have used all three of these resources, but I only had to make a special effort to use one of them.  I used the other two in the course of my regular work. 

One of the libraries where I work uses wikis frequently.  The staff recently begun brainstorming ways to make the wikis more attractive to our users.  Following one of the ideas, our wiki administrator set up an experimental page where my colleagues and I have been exploring some of the additional features, such as embedded videos.  Although these additions take slightly longer to load, I believe that they enhance the content in way that our users will appreciate.

One of my colleagues and I are also using Google Docs to create a draft of a new page for the wiki.  Due to many changes at the library as well as in our own lives, we needed a way to collaborate asynchronously as well as from different computers.  A shared Google Doc seemed to be the perfect solution.  Although Google Docs do allow us to easily work together, I find that some content is not as easy to add as it is in other, proprietary, programs.  I appreciate the transportability of Google Docs and do not hesitate to recommend it to others, but I await additional features for ease of use.

The option I determined to explore was Dropbox.  Through a children's programming course, I had already contributed to a shared folder with pre-made storytime programs.  I had declined, however, to download the application to my desktop.  For Thing 13, I chose to go back and upgrade to a full Dropbox account.  Installation went smoothly.  The quick tour of Dropbox swiftly explained the main features and demonstrated how to use them.  From these start-up pages, it appeared that Dropbox would work similarly to the student account provided by my college.  I was excited to begin.  Many of the most useful features, such as drag-and-drop, were not functional on my computer, however.  I could still add content by choosing to save a document in the Dropbox folder, but I lost the ease-of-use that made Dropbox so popular among my classmates and professors.  I will try using it again later, in case today was just a fluke.  Dropbox, I am withholding my final judgement.  Hopefully, you will not disappoint. 

Thing 12: Putting the Social into Social Media

Apologies to all:  I had written this post, but apparently clicked on "Save Now" instead of "Publish Post."

Although I had already used a good number of social media before this project, I had not used them in the context of professional development.  I had a LinkedIn account, which I used to link with others in my library school program or with previous connections.  I had a Twitter account, which I used enthusiastically for about 6 months and then let gather dust.  I had a Google Docs account, a Dropbox account, a Zotero account, and a few other accounts that I had used for various class projects.  Through this program, however, I have begun using them intentionally to increase my skills and to gain ideas for the future.

With the focus of this week on being "social," I made an extra effort to use some of my social media accounts.  I reconnected with people on my LinkedIn network, contributed to a group discussion on Twitter, posted new status updates on Facebook, and commented on others'  walls in Facebook.  With how busy the past few weeks have been, I might not have connected with all of these people if it had not been for this week's Thing.

Thing 11: Mentoring

I have had many mentors over the years.  Here are just a few of them: 

I participated in a long-term service project in a local school and relied heavily on the two teachers overseeing the program and on my colleague, who had been a paraprofessional in the school the year before and who was taking classes.  These ladies taught me more about the context of what I was doing, passed along tips and articles, and offered general life advice.  The experience was far richer for their friendship and input.


The staff members at the academic library I have worked in the past two years have also acted as mentors.  Through this position, I have been able to work on projects, such as copy editing for an open access journal, filling interlibrary loan requests, and researching the history of the college.  Through every day conversations, the staff members have related their stories, given advice, and listened to my thoughts.  Many of them have also passed along position advertisements that fit my future plans.  My supervisor has been a particularly valuable resource.  Knowing that after graduation I would be searching for my first professional position, the staff members have ramped up their efforts.  I am grateful for all their help!

One of the ladies at the public library where I recently began working has volunteered herself to be one of my mentors.  She frequently reminds me to tell the administration that I am interested in professional positions and to sell myself to them.  She has also discussed my future with me and has been very supportive as I have been applying to positions.

Seeking a more formal mentoring, I used this Thing as a prompt to sign up for the American Library Association's MentorConnect program.  As I have been applying to various positions, I have discovered areas in which I have little practice.  I found one person whose experience covered almost all of those areas-to-be-developed.  She cheerfully and promptly agreed to mentor me.  I look forward to getting to know her better.

Thank you to all my mentors--formal and informal, long-term or short-term; you have made me who I am!

Thing 10:Graduate Traineeships, Masters Degrees, Chartership, Accreditation

I started in libraries while I was in high school.  I volunteered in my school's library for a few years.  Regrettably, I passed up an opportunity to be an audio-visual page at my local public library in order to focus on my school work. 

Like many of you, I studied English/Literature in my undergraduate program.  The idea of librarianship was floating around in the back of my mind, but I did not commit to the idea until I was graduating.  I used my college's alumni career network to find people for informational interviews.  The people I interviewed shared their enthusiasm for librarianship and provided insight into what the positions would entail.  One of them even gave a course-by-course evaluation of her library school experiences.

I was hired as a page in the bookdrop room of the local library and worked there for two years before I entered graduate school.  I knew I wanted to work in public libraries, but I was torn between reference and children's services.  The classes I took reflected both of these interests.  Some of the highlights of my coursework were a class about underserved populations, a children's services and programming class, and a class about management in public libraries. 

A few months after I began my program, I was hired as a reference assistant in an academic library, a position I still hold.  Although I knew public libraries are where I belong, I wanted to explore other possibilities.  The librarians and other staff members have been wonderful mentors!  I have been able to  apply what I learned in my classes and have also taken on projects that supplement the formal learning experience.

Since graduation, I have begun a second part-time position at a branch of the local public library.  Although much of what I am doing overlaps with my duties as a page in my hometown library, the experience of working in a small branch library rather than one large library has been worthwhile.  I see more of the big picture. 

Now, I am applying to professional positions across the country.  I hope to work in either reference, which is fascinating and allows me to learn just a little bit about a wide range of topics, or in children's services, where I would be able to help children develop their natural curiosity.  Wish me luck!

Thing 9: Evernote

Evernote seems to be a combination of other tools I have used.  Like Delicious, it helps organize and save useful information.  Like Zotero, it easily saves different types of files that can be accessed from anywhere and allows the user to add notes.  Like Jing, it allows users to capture only part of a page and mark it up. 

Evernote has useful features.  Evernote's versatility is a bonus.  In addition to capturing entire or partial web pages, it lets users write notes as if using pen and paper (which would be much easier with a PDA and stylus), using a sort of word processing document, or using a webcam. It even recognizes handwriting.   If I had a smart phone, I would appreciate Evernote's mobile features--especially the ability to add images directly.  I need to continue to explore Evernote. My initial reaction to Evernote is positive.  In spite of the fact that the buttons are not labeled and some of them are not intuitive, Evernote is easy to use.  It could easily become one of my favorite tools.