Explorations of a Future Information Professional: A Reflective Journal Thea Evenstad Emporia State University LI801: Foundations of Library and

Information Science November 30, 2010

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During the course of LI801: Foundations of Library and Information Science I read widely, interviewed librarians, explored multiple channels of media, and began the process of becoming an information professional. This document comprises a summary of my essential reflections after I encountered, critically considered, and synthesized information relevant to library and information science during this important first step into the profession.

Introduction In 2005, Justine Alsop shared her fears about the impact of technology on reading and reflection in the university environment. She contended, I think it is worrying that students and even faculty members are losing the time and the capacity to engage with their disciplines through reflecting on what they read and drawing together ideas from wide-ranging sources (p. 790). If anything, this fear has only gained ground in the five years since then. Advances in mobile technology and the ways in which new information enters our lives have made it more difficult to focus on one text or one activity in an in depth way. While easier access to more materials certainly is good in some ways, I agree with Alsop when she writes, We have a vital need for quiet reflection, the opportunity to make sense of what we take in through our senses and through our research (Alsop, 2005, p. 791). As I make sense of this new profession and my role within it, I am grateful that I had an opportunity to prioritize reading and reflection.

The Role of the Information Professional I think its an exciting time to become an information professional, simply because so much is changing in the way that all phases of the information transfer cycle happen. R. David

LI801 Journal Evenstad Lankess (2010) passion for librarianship is rooted in the idea that librarians are creative

professionals who wed technology and systems with innovation and positive change. That concept is a far cry from the popular image of a stern woman, with hair in a bun, shushing patrons who are too noisy in between the stacks. I believe, like Lankes, that our field has a bright future. The role of the information professional continues to expand further as the amount of information available increases by an order of magnitude and information takes increasingly diverse forms. With so much more information out there, the information professional must be able to seek out the information most relevant to his or her patrons wherever it may be. As Sherrer contends, Intellectually, the mind of the reference librarian must be willing to search the universe of available knowledge and focus on meeting the patrons need as completely as possible. The added value the reference librarian brings to information delivery in a technological environment is commitment to service with all the personal tenacity that true commitment requires. This involves genuine curiosity, an interest in people and human communication, and the desire to improve individual performance and levels of achievement (1995, p. 32).

I am drawn to this idea of the librarian as a curious person who loves communicating with people and is dedicated to meeting their information needs, no matter where the search might take her in the universe of available knowledge. Beyond the dedication to serve the individual, however, I see the librarian as serving the community at large. Alfino and Pierce describe their attempt to revise the mission of the information age librarian (2001). They hope to that librarians cease being simply neutral in their role, and instead move toward an active role for librarians as public intellectuals, valuing

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intellectual integrity, personal growth of the patron, and the development of their communitys reflective skills (2001, p. 476). I see the role of the information professional as threefoldto stay innovative and utilize technology for positive change, to strive for the highest level of service in meeting the information needs of individual patrons, and to function as a public intellectual within the community.

Librarianship in Desk Set: Technostress and Changes in Reference Hes trying to replace us all with a mechanical brain! So wails Miss Costello in the feature film Desk Set. As Rubin states in his brief history of technological change in libraries, The rationale for using [library automation] technologies was simple: computerization would increase efficiency, produce cost savings, and reduce the size of the staff (2010, p. 227). Desk Set tunes in to fears about staff reductions following the adoption of new technology. When the four librarians of the research department at the Federal Broadcasting Company discover that the goal of the methods engineer, Mr. Sumner, is to incorporate a machine into their department, they are understandably worried. One librarian comments that the company had already introduced a similar machine in payroll and many staff had been laid off as a result. This film demonstrates well the effects of technostress, a condition caused by the difficult task of adapting to the introduction and operation of new technology in the workplace. Rubin discusses this phenomenon and highlights five steps that can be taken to alleviate technostress (2010, p.262). I will discuss each step here and highlight how the Federal Broadcasting Company (FBC) in Desk Set might have avoided causing technostress in the research department librarians: 1) Involve staff from the beginning in the planning and acquisition of new technologies.

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FBC should have introduced Mr. Sumner and his ideas about including EMERAC, the proto-computer, as one part of the operations of the department. Rather than proceed with this plan for new technology without communicating anything about it to the staff, they should have been informed and included as part of the process. 2) Demonstrate that there are direct beneficial consequences from the change. FBC should have told Mr. Sumner to demonstrate the benefits of EMERAC to the staff as soon as possible. The first time the staff see EMERAC in action as a part of the research and reference department is when Mr. Sumner is showing off the new improvements to the corporate bigwigs and they feel resentful, thinking that the machine may be replacing them. 3) Communicate to staff the progress of technological changes and provide time to adjust. The film shows the installation and implementation of EMERAC as happening very quickly. Staff members are supposed to understand and integrate this machine into their work without much explanation or training. FBC could have allowed for a more easeful implementation and adjustment period. 4) Refrain from ridiculing critics. When Miss Watson or the other librarians made any critical comments about EMERAC they were either ignored or resented by EMERACs technician or dismissed by Mr. Sumner. Mr. Sumner and the technician should have worked with the staff to address their concerns and try to improve upon any inadequacies. 5) Ensure staff they will not lose their job or be reduced in rank or pay following the change.

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If FBC had taken this step, technostress may have been avoided outright. The miscommunication on the part of the company, coupled with the erroneous pink slips given out by computer error near the films end created a very stressful and unhappy situation for staff members who felt that they were being replaced by a machine that could not compare. Of course, the plot of the film utilizes the elements of technostress that viewers witness to comedic effect and the situation allows for some snappy dialogue from Miss Watson and the other librarians. However, this narrative presents a very real stressor of working in a library environment in a compelling and entertaining visual format. I found that it was quite easy to identify with the feelings of the staff in the film and connect those feelings to my reading of Rubins chapter on technological change.

The photo at left shows the methods engineer, Mr. Sumner, and his technician in front of EMERAC, the machine that has been installed in the reference department of the Federal Broadcasting Company. Miss Watson (played by Katharine Hepburn), the librarian who heads the reference department, is to the right. EMERAC is not functioning; we can see the rolls of paper spilling on to the floor. Photo from Blum, M. (2008, October 16). Ten best geek characters in mainstream movies [blog post]. Retrieved from wired.com.

The technological advances that have occurred since this film was made in 1957 are astounding. At one point, Katharine Hepburns character Bunny Watson responds to Miss Costello, They cant build a machine to do our job! But in many ways, the advent of the

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internet means no more phone calls to the reference desk asking for the highest lifetime batting average, verses of a Longfellow poem, the names of Santas reindeer, or the available statistics on a particular place. The role of the librarian has changed quite a bit since this film was produced. Indeed, the purpose of EMERAC (and other new technologies) has been achieved, as Mr. Sumner defined it: to free the worker from the routine and repetitive tasks and liberate his time for more important work. With more time liberated from responding to factual questions at the reference desk, just what is the role of information agencies in the global society? Many authors continue to address this issue, which I discuss in the next section.

The Evolving Role of Information Agencies in the Global Society R. E. Wyllys wrote an introduction to the concept of information architecture and its relevance for information professionals. Wyllys sees the big picture about the historical role of librarians and their contribution to preservation and the needs of future researchers: Since the beginning of writing, librarians have understood the importance of selectively acquiring information and organizing it in ways that will facilitate later access to the information by users. Librarians have understood far better than most people that by no means can anyone anticipate today all the possible future needs for the information being acquired and organized today and, hence, that tools must be provided to facilitate a variety of future uses (Wyllys, 2000, Information architecture in LIS para. 1).

This role remains unchanged in that librarians still are in the position of trying to anticipate patrons present and future needs and apply that to the selection of information for access and preservation. Our world has markedly changed, however; the ongoing transformation of all elements of the information transfer cycle with the advent of new technological capabilities has made our information environment more rich, but the challenges of preservation and access more

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complex. Rubin addresses the changing role of libraries when he remarks, The role of libraries is defined by the needs of the societies that create them . . . LIS professionals must be cognizant of the larger context in which they operate (2010, p. 28). I was thinking about the larger context in which libraries operate when I decided on an article to discuss in these pages. Basil Francois, one of my colleagues from this course, highly recommended Ross and Sennyeys 2008 article The Library is Dead, Long Live the Library! The Practice of Academic Librarianship and the Digital Revolution. The authors challenge some of the assumptions of academic librarianship and analyze how digital communication impacts academic libraries. Ross and Sennyey summarize many of the changes taking place in academic libraries and point out that, Students and scholars can increasingly bypass the library to satisfy their information needs (2005, p. 145). Increasingly, recent information behavior research demonstrates that students shy away from using library services (Gabridge, Gaskell, & Stout, 2008; Saad & Zainab, 2009). Ross and Sennyey argue that the traditional role, purpose, and operations of the library are changing, demonstrating a paradigm shift in the profession of librarianship. Changes certainly are happening in our global information society, whether or not they are ushering in a new paradigm for libraries. Ross and Sennyey argue that as libraries shift toward new roles, purposes, and operations, the underlying reason for these changes is that

Libraries are no longer islands of information, but one among many nodes through which information flows to the users . . . the competitive market environment is the most significant change libraries face today. This is altogether unprecedented in the history of librarianship. Until the advent of the Internet, academic libraries had no competition and their patrons were a captive audience (Ross and Sennyey, 2008, p. 146).

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This seems intuitive to me. As more players enter the field of information services, libraries will have to change in order to fill a particular niche and meet particular patron needs. Kaufman, too, points to this phenomenon when she writes, Some librarians will understand and take advantage of these trends to create an array of information services previously unavailable from academic libraries. Some libraries will expand into new niches and spaces (2007, p. 19-20) Unfortunately, Ross and Sennyey call for radical changes to three areas foundational to the long tradition of libraries: services, the collection, and the library as place. They argue that in order to be competitive in this new digital environment, academic librarianship needs to fundamentally revise its practices (2008, p. 151).

Information Literacy Instruction I agree with Ross and Sennyey that libraries must change to reflect the new realities of the digital environment, but we disagree on what those changes should be. One point on which I strongly deviate from the authors is the worth of information literacy instruction as a library service. I took umbrage with this excerpt from the article: To counter the decrease in demand, alternative roles had to be found to justify existing, staffing levels at public services. One such alternative is the information literacy movement. But if reference requests are falling, and research is becoming easier to perform, why should there be an increased need for instruction? To date, libraries have been remarkably successful at selling this initiative and, as it is now enshrined in accreditation standards, its future for the short-term seems guaranteed, despite the fact that continual refinement of the library's Web presence should obviate the need for this service (Ross and Sennyey, 2008, p. 149).

I think that reference requests have understandably decreased when a lot of information is just a click away, where before the library may have been the only option for searching. Additionally,

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research may be easier to perform, but I am not sure that it is any easier to perform well. The tendency to value ease of access over authoritativeness may hinder students and researchers from realizing their full potential and information literacy instruction can fill those gaps. I vehemently disagree that refinement of the librarys web presence will change a students need to master the following tasks, highlighted by the Association of College and Research Libraries in Information Literacy Standards for Higher Education: 1) Determine the extent of information needed 2) Access the needed information effectively and efficiently 3) Evaluate information and its sources critically 4) Incorporate selected information into ones knowledge base 5) Use information effectively to accomplish a specific purpose 6) Understand the economic, legal, and social issues surrounding the use of information, and access and use information ethically and legally (2000, p. 2-3). A refined website would aid in the ease with which some of these tasks may be completed, but I would argue that learning these tasks takes time, practice, and process-oriented intervention at time-of-need, as advocated by Kuhlthau in Seeking Meaning: A Process Approach to Library and Information Services. Rather than throwing out all traditional practices, Kuhlthau contends that information professionals must build on current service programs to develop counseling to aid in the information search process and facilitate gaining meaning from information (2004, p. 133). One example of assistance with an information-seeking task demonstrates teaching students how to evaluate information and its sources critically (Information Literacy Standard 3). Bennington describes an exercise in which Wikipedia entries are evaluated based on their accuracy,

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completeness, and evidence of bias to teach students information literacy (2008). Additionally, Kaufman (2007) speculates about a number of potential future instruction services of the academic research library, including integration of information literacy instruction into course management systems, development of mass customized path-finding services for students, and an array of innovative classroom support services (Kaufman, 2007, p. 20). I am hopeful that there will be many opportunities in the future to embrace innovative ways of instructing students in the skills of information literacy.

Adding Value to Information Not only must librarians be able to counsel students as they seek information, but also they must work to add value to information. Achleitner argues that the next step for information professionals in a global society is away from mere storage and retrieval of information and toward ferreting out, compressing, manipulating, juxtaposing, repackaging, and synthesizing information (2005, p. 148). He points out that, Customization of information services, creating packaging and repackaging of information, and information brokering services that add value to the product emphasize that information is an economic resource (2005, p. 142). This corresponds nicely with some of the conclusions of a presentation I attended during our class weekend in November. Dano and McNeely, two special librarians who visited us in order to share their experiences at Ziba Design, Inc., described their jobs in terms of these six steps: 1) Understand the context 2) Understand the who 3) Align with strategies

LI801 Journal Evenstad 4) Discover the gaps 5) Convert information to knowledge 6) Maintain and integrate new knowledge and get feedback

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Dano and McNeely had a concrete feeling of a shift away from a more traditional reference role and toward creating strategic knowledge packages for a particular audience, within a particular context, to bridge specified gaps. They provided three examples of their work: helping a Chinese athletic company market their products as a national brand, redesigning Portland General Electrics website, and gathering information to assist in an urban plan and redesign for Trimets Rockwood transit station. Their value-added information packages were highly valued by the strategic design team. The changing information environment will continue to shift away from the collections of the past. But what will it shift toward? In these reflections on value-added information, I found Kaufmans insight useful: We have already seen many librarians shift roles from keepers of materials to managers of access to materials and providers of a wide range of value-added services, such as publishing or technology development, that had not been thought to be an important traditional part of a librarys role. It is more these services and how they are delivered than it is their collections that will determine each librarys future relevance and success (2007, p.19) Open-mindedness about the librarians relationship with information and which information services a librarian should provide will lead to more possibilities. Before I heard Dano and McNeelys presentation I would have never considered that kind of role for a librarianas a member of a team, researching, synthesizing, and repackaging information for a particular audience. It struck me that Richs 1979 writings about the information transfer cycle may be

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particularly prescient when considering the role of the special librarian at Ziba: I see the creation, dissemination, and utilization of knowledge moving clearly from peripheral functions at the edge of society to a major role in the more central activities of planned social change. I believe there is a need to foster and enrich these developments (p. 28). As value-added information becomes part of the knowledge packages that influence social change, librarians will continue to affect the future in new and powerful ways. Irrelevant? I think not. Reflection on the ALA Code of Ethics and the ALA Core Values Statement I have spent a lot of time this semester contemplating the American Library Association Code of Ethics and the American Library Association core values statement. There are few things that seem more fundamental to the underlying philosophy of the profession than its ethical underpinnings. I understand Barsh and Lisewskis caution that The Code provides guidance on the shared values of our profession. It is not a roadmap for how to recognize or respond to ethical dilemmas within our organizations (2008, p. 42), but I believe that I must start to consider and confront the more controversial issues in the field of librarianship in order to be better prepared to recognize and respond to ethical dilemmas. I have taken some time to examine each of the eight statements in the ALA Code of Ethics. I have parsed out what I believe each statement encompasses and some of the issues I think I may encounter as a future professional.

I.

We provide the highest level of service to all library users through appropriate and usefully organized resources; equitable service policies; equitable access; and accurate, unbiased, and courteous responses to all requests.

I believe in the ideal of service. I have been drawn to service organizations since I was very young. I believe that service means being able to put yourself in the position of those you serve and delivering the best assistance possible. The highest level of service sometimes dictates

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moving beyond what is common, or easy, or what has been done in the past. I believe that striving to attain the highest level of service means being responsive to feedback. I know that the definition of appropriate and usefully organized resources has changed over time and will continue to evolve; therefore, I resolve to be innovative and open to new ideas. I do not think that we have reached our goal of equity in service nor in equity in access. I hope that my dedication to equity may result in change for the better in the services offered to those who currently do not receive the same level of service or access as others. For example, I see room for improvement in library services and access for people with disabilities. Finally, I hope that my work will be consistent from patron to patron. I know that while difficult to respond to each request with the same level of accuracy, objectivity, and courtesy, I will keep working toward that goal.

II.

We uphold the principles of intellectual freedom and resist all efforts to censor library resources.

Intellectual freedom refers to the right of patrons to study whatever they choose, regardless of the popularity or political correctness of the ideas they choose to study. Intellectual freedom ties in with some of the fundamental freedoms that serve as a foundation of democratic thought. The idea that certain information can be dangerous or distasteful is not new; however, as a librarian I consider it my duty to assist patrons in accessing information regardless of what others may think of it. In contemplating this statement, I was reminded of a Lincoln-Douglas debate resolution that I wrote cases for in high school---Resolved: Intellectual freedom ought to be valued above community standards. I found the affirmative case to be much easier to argue successfully than the negative case. I believe that I must be prepared to resist censorship efforts

LI801 Journal Evenstad whether they come from community members, political organizations, or members of government.

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III.

We protect each library user's right to privacy and confidentiality with respect to information sought or received and resources consulted, borrowed, acquired or transmitted.

Privacy has become a more challenging ideal to uphold in the digital age and in the wake of the USA PATRIOT Act. I appreciate that this class gave me an opportunity to reflect on this issue. I remember Prof. Reed making remarks in class on several occasions when she described upholding this part of our ethical code. For example, she mentioned that video cameras in the library are allowed only after precautions have been taken to protect patron privacy. Additionally, we once discussed in class a case in which an official asked to see patron information, but would not provide any official law enforcement identification. Essentially, threats to patron privacy are not unheard of. I will be mindful of policies and precautions that protect the privacy and confidentiality of patrons information.

IV.

We respect intellectual property rights and advocate balance between the interests of information users and rights holders. I find that this ethical statement seems like one of the thorniest in todays information

environment. Pressman addresses this in her article on fair use when she writes, First, the ALA Code does not explain how an LIS professional should interpret a provision in day-to-day practice. Second, the Code does not describe how to proceed when two values conflict as in the case of the value of respect for intellectual property and the value of ensuring access to information (Pressman, 2008, 100). What happens when two ethical statements conflict with

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one another? What is the librarians most ethical decision when deciding between upholding copyright and ensuring access to information? As I was reflecting on this ethical statement, I read a timely blog post by Wayne BivensTatum, an academic librarian at Princeton University. He makes his argument quite succinctly and elegantly, so I have included it here: I also wonder about the clash here between the scholarly ethic and the laws regarding copyright and licenses. Can we make a right choice here? It seems an impossible dilemma. The positive law requires us to enforce copyright and licensing agreements, but the positive law conflicts with the centuries-old ethic of scholarship as well as the freedom of information that librarians champion. What would the natural law be in this situation? Wouldn't it be that the results of research freely provided, and often even publicly funded, should be free to the world? That open access to scholarly publications is part of the natural order of scholarship? If that's true, then what are we to make of copyright laws or licensing agreements that are designed to benefit the publishers and not the public? How can we believe that the most stringent of current copyright laws are just laws at all? It seems all we can do is advocate change and hope for the best, neither of which has helped much so far (Bivens-Tatum, 2010, para. 11). I dont much relish the difficulty of choosing between upholding the law and doing what seems ethically right. So I was struck by the idea of being an advocate for change. While BivensTatums last sentence seems a bit cynical, I think that it is worthwhile to recognize that this ALA Ethical Statement calls for balance between the interests of rights holders and those of information users. My sense is that to some extent, the balance has swung in favor of rights holders in recent years. My hope is that librarians will continue to advocate for a fair balance that considers the needs of both groups. Additionally, this issue ties in with the sixth ethical statementwhile I must uphold the law, I do not believe it is appropriate to prioritize the interests of private publishers ahead of the interests of library patrons.

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V.

We treat co-workers and other colleagues with respect, fairness, and good faith, and advocate conditions of employment that safeguard the rights and welfare of all employees of our institutions.

Ideally, a collaborative and cooperative work environment characterizes the library profession. Therefore, this ethical statement seems like a common-sense foundation of the field. Co-workers and colleagues deserve to be treated respectfully and fairly. The second part of this statement seems a little trickier, especially in light of the current economic hardships that affect library funding. I think it may be more difficult to ensure that the rights and welfare of employees are safeguarded when institutions must make budget cuts. I will always be an advocate for justice, however, whether in the workplace or elsewhere.

VI.

We do not advance private interests at the expense of library users, colleagues, or our employing institutions.

Librarians are called to serve the public good. In so doing, as a future librarian I will not allow private interests to take my focus away from service to my patrons and the mission of the institution I serve. As I briefly mentioned in my discussion of balancing the protection of intellectual rights with patron access, issues are not always as cut and dry. As Bivens-Tatum pointed out, what if laws that protect private interests are not in line with the public good? I know that I will have to use my best judgment to weigh the interests of the stakeholders involved and do my best to act ethically.

VII.

We distinguish between our personal convictions and professional duties and do not allow our personal beliefs to interfere with fair representation of the aims of our institutions or the provision of access to their information resources.

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As gatekeepers of information, librarians have a particular duty to ensure that personal bias does not interfere with a patrons search. As a librarian, I will strive to keep the mission of my institution foremost when helping a patron seek information. While I am sure that there are many patrons with beliefs with which I may not personally agree, I know that the integrity of our profession corresponds with the professionalism of service.

VIII.

We strive for excellence in the profession by maintaining and enhancing our own knowledge and skills, by encouraging the professional development of co-workers, and by fostering the aspirations of potential members of the profession.

In thinking about librarianship as a profession, there were certain criteria that were considered: do librarians have a professional organization, a code of ethics, the ability to bar someone from practice? Librarianship seems to meet some of the criteria, but not all. The dedication to continuing education and professional development of self and colleagues, as embodied in this ethical statement, struck me as the hallmark of a profession, however. As a child, I remember my mother, who is a pharmacist, doing her homework; she had a certain number of continuing education credits that she must complete each year. While I know that Rubin remarks that continuing education is mostly a voluntary activity for librarians, I plan to treat the continued development of my skills very seriously. I hope to engage at conferences and within professional organizations to develop myself professionally. The ideal of professional development to me seems a very appropriate part of the ALA Code of Ethics. I have really taken the Code of Ethics to heart. I find that thinking about the ALA Core Valuesaccess, privacy, democracy, diversity, education and lifelong learning, intellectual freedom, the public good, preservation, professionalism, service, and social responsibility really drives home why I am becoming a librarian. Never before now did I feel entirely at home

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with any career idea. Never before did I feel like I had found a profession with values that I strongly identified with and wholeheartedly believed in. Working in retail, I found that I loved to serve others, but I wasnt really as certain that the ends of selling people expensive goods was really aligned with my own values. I can feel very good about a career in which I am not only doing something in which I excel, but also living up to my own ideals. Barsh and Lisewski note that, Codes of ethics are shown to be most successful when their values are internalized by individuals by choice, rather than adopted to avoid sanction (2008, p. 39). I heartily adopt the ALA Code of Ethics and hope to internalize these values. I hope that when one core value comes into conflict with another I will trust myself (and depend on the input of my fellow librarians) as I weigh consequences, prioritize options and decide how to act (Barsh & Lisewski, 2008, p. 38).

My Leadership Strengths Rubin states that Those considering library and information science as a career will need to be adaptable, patient, constant in times of uncertainty, and amenable to learning new skills in a dynamic environment (2010, p. 77). These skills are definitely ones that I hope to continue to develop while in library school and beyond. While thinking about what leadership strengths I believe I will bring to the profession, I jotted down this list: -Willingness to speak up -Willingness to listen -Open-minded response to different ideas and values -Desire to be innovative -Willingness to take risks and learn from mistakes

LI801 Journal Evenstad -Desire to collaborate -Flexibility and resilience

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I believe I possess these traits, but I hope to continue to improve upon them, especially through the next year and a half of library school. I believe that leadership is the only way in which lasting change for the better is made. I hope to tap my leadership skills in support of positive change in my future profession.

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Achleitner, H. K. (1995). Information transfer, information technology, and the new information professional. Contributions in Library and Information Science, 87, 137-150. American Library Association. (2008). Code of ethics. Retrieved from http://www.ala.org/ala/issuesadvocacy/proethics/codeofethics/codeethics.cfm American Library Association. (2004). Core values of librarianship. Retrieved from http://www.ala.org/ala/aboutala/offices/oif/statementspols/corevaluesstatement/ corevalues.cfm Association of College and Research Libraries. (2000). Information literacy competency standards for higher education. Retrieved from www.ala.org. Alfino, M., & Pierce, L. (2001). The social nature of information. Library Trends 49(3), 471-485. Alsop, J. (2005). Losing our minds: The impact of technology on reading and reflection. College Research Library News, 66(11), 790-791. Bivens-Tatum, W. (2010, October 4). Resource sharing and the Republic of Letters [Web log post]. Retrieved from https://blogs.princeton.edu/librarian/2010/10/ resource_sharing_and_the_republic_of_letters.html Dano, R. & McNeely, G. (2010, November 20). From tennis shoes to train stations: Embedded librarianship in the field. Powerpoint lecture presented to Emporia State University students in Cramer Hall room 401, Portland State University campus, Portland, OR. Ephron, H. (Producer), & Lang, W. (Director). (1957). Desk set [Motion picture]. United States: Twentieth Century Fox Film.

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Gabridge, T., Gaskell, M., & Stout, A. (2008). Information seeking through students eyes: The MIT photo diary study. College and Research Libraries, 69(6), 510-522. Kaufman, P. (2007). Its not your parents library anymore. Journal of Library Administration, 46(1), 5-26. Kuhlthau, C. C. (2004). Seeking meaning: A process approach to library and information services. Westport, CT: Libraries Unlimited. Lankes, R. D. (2010, January 6). Realizing a Passion in Librarianship [Online video]. Retrieved from http://vimeo.com/8574642. Pressman, R. R. (2008). Fair use: Law, ethics, and librarians. Journal of Library Administration, 47(3), 89-110. Rich, R. F. (1979). The pursuit of knowledge. Knowledge: Creation, Diffusion, Utilization, 1(1), 6-30. Ross, L. & Sennyey, P. (2008). The library is dead, long live the library! The practice of academic librarianship and the digital revolution. The Journal of Academic Librarianship, 34(2) 145-152. doi: 10.1016/j.acalib.2007.12.006 Saad, M. S. M. & Zainab, A. N. (2009). An investigation of information seeking behavior of Computer Science and Information Technology undergraduates: A qualitative approach. Malaysian Journal of Library and Information Science, 14(3), 15-34. Sherrer, J. (1995). Implications of new and emerging technologies on reference service. In Gary M. Pitkin (Ed.), The Impact of Emerging Technologies on Reference Service and Bibliographic Instruction (pp. 25-47). Westport, CT: Greenwood Press. Wyllys, R. E. (2000). Information architecture. Retrieved from http://www.gslis.utexas.edu/~l38613dw/readings/InfoArchitecture.html