This is the second in my series of posts on information literacy.

2nd Anoniversary by Anonymouse9000 via Flickr

Evaluating websites is a similar process to evaluating the quality of any information source. I’m not always a fan of acronyms, but in this case I think the “C.R.A.A.P. test” is an easy way to remember the steps for evaluating information. (For this post, I’ve adapted the C.R.A.A.P. test from the Meriam Library at the California State University, Chico.) The letters in this B.S. detector stand for Currency, Relevance, Authority, Accuracy, and Purpose. Let’s look at each of these criteria individually.

Currency: How timely is the information? Look for a copyright date on webpage or a note of when it was updated. Sometimes more recent sites post older articles. Look carefully! Expired links can also indicate the website may be out of date. How old is too old? That depends on your subject. Information on technology or medical treatments is more time sensitive than for art history or literature.

Relevance: Does the information really answer your question? Close enough isn’t good enough! Is the site’s intended audience appropriate for your needs? You wouldn’t use a children’s encyclopedia as a source for a college paper. So don’t use a site that is too basic, or too advanced, for your purposes.

Authority: Is the author qualified to provide this information? What are their credentials? Is the site associated with a recognized and respected organization? Is there contact information? You can often find the answers to these types of questions on the websites’s “About” page. You want your medical information to come from a qualified doctor or researcher, not from a truck driver whose sister had something that he thinks sounds like what you have. This is where the domains I wrote about last time come into play.

Accuracy: How reliable is the information? Look for the source of the information, whether it has been reviewed or whether it can be verified somewhere else. Look for an unbiased tone free from emotion. Beware sites with pervasive grammar or spelling errors.

Purpose: Why was this site created? Is it a commercial site full of ads that is trying to get you to buy something? Is the information objective and impartial or does it seem biased or based in propaganda? In the case of an organizational website (.org), be sure you know the purposed of the organization.

Remember, don’t just take the first sources of information that seem OK. Be persistent and find those are really the best for your needs. Next time we’ll walk through an example and apply the test.

Photo by Ian Britton via Freefoto.com

I was at a party a couple of weeks ago where we started discussing how much information has gone digital and the number of things these days that have to be done online. I mentioned my concerns, based on library patrons I help, about the number of people who are being left behind as all things digital become the norm. My companion’s response surprised me: Oh, so you actually see those people we keep hearing about?

Actually, in some ways that response scares me. My friend is politically active and involved in social issues. But this statement sounded a bit like she had half expected that the reality was somehow exaggerated. It worries me that those of us who live firmly in the Digital World can’t imagine that there really are people who are excluded from that world by their circumstances. I can attest that they exist and they live within 60 miles of our nation’s capital. Here are a couple of examples.

Just last Saturday, I helped a young boy who needed to do a project on an animal. He wanted to do it on cheetahs. For many of us, if this was our child, we would sit them down at the computer and do an Internet search. If we’re a bit information savvy, we might try online databases or encyclopedias available through our library’s website. Our kids would print out pretty pictures on our color printers to decorate their poster. They would probably use a word processing program to print out headlines and text. This little boy’s mother borrowed three books from the library. Then they signed up to use a library computer to access a database we have just for kids. They printed out pictures on our low quality black and white printer. They do not have Internet access at home. The project was due on Monday. If, in the process of finishing it, the boy needed something more on Sunday, they were out of luck. The library is closed on Sunday because there’s just not enough money to keep it open all of the hours that people need it.This boy’s mother is doing her best to ensure he gets a good education. But I wonder how much of a disadvantage he will be at because he is on the wrong side of the Digital Divide.

The Digital Divide isn’t just about home Internet access. I helped a gentleman with his resume yesterday. He was about my age, maybe a little older. What he had of his resume had been done on a typewriter, except for a page of new information that was hand-written. He had never used a Word Processing program. He had no idea how to format things or even to print out what he typed. This was a capable, hard-working person who had never had the need to use a computer. What happens to people like that who need a job, but have never learned the skills to be able to fill out online applications or submit resumes via email? Who is going to help them learn the skills they need? In this case, the library was the solution. But if I had been busier, I wouldn’t have been able to spend that kind of time with him.

Libraries are a logical place to try to bridge the Digital Divide. But as libraries are torn, trying to serve those who want all of the newest digital services as well as those in danger of being left behind – all while fighting dwindling budgets. What’s the answer? I honestly don’t know. But if the Digital World comes to believe that the Digital Divide is mythical or an exaggeration, we will have created a permanent under class that has virtually no hope of succeeding in the modern world.

On July 5, 1993, The New Yorker published a cartoon of a dog at a computer telling another dog, “On the Internet, nobody knows you’re a dog.” While that’s not entirely accurate, it is true that it’s not always easy to tell who is behind the information you find on the Internet.

So, you’ve done a search and have a list of websites on your topic. There are some basic questions you should ask Do the authors know what they’re talking about? Are they making it up as they go along? Do they have a hidden agenda? How do you tell? A good starting point is to look at the end of web address or URL. The most common endings you’ll probably see are .gov, .edu, .org, or the most familiar – .com.

Websites sponsored by the U.S. government will have a URL that ends in .gov. If you have a basic distrust of the government, you may disagree, but most people accept a government website as an excellent source of accurate, high-quality information. Another good bet for accurate information is a site with a .edu domain. Only accredited institutions of higher learning (post-high school) can get a .edu address. That does not mean that the website will automatically be difficult to read or with college-level information. Many colleges and universities maintain information for the general public. But you can be certain that they have checked the accuracy of the information.

(If you think you can find what you need on government or educational websites, you can use the Advanced Search features of your favorite search engine to limit the sites you see to those domains. I’ll show you how to do that in a future post when I talk about how to search more effectively.)

The other two domains, .org and .com, won’t tell you much about the quality of the information on the website. The .com domain originally designated commercial sites, but has become so common as to be a generic standard. The .org domain is a bit trickier because any non-profit organization can get a .org address. This is where you have to ask what the agenda of the organization is. Evaluating websites with these two domains takes a bit more effort. One of my favorite tools for that task is the “C.R.A.A.P. Test,” which will be the subject of my next digital literacy post.

Photo by c r i s on Flikr

It has now been a month since I finished my MLIS. I’ve spent some time just enjoying a break and also spent a couple of hectic weeks over the holidays covering for people on vacation. While I thoroughly enjoyed having some leisure time, I know I need to get busy again or I will become bored and frustrated. I’ve been giving a lot of thought to how to be a librarian while I’m still in a very part time paraprofessional position. I’ve decided I can not just sit back and wait for something to open up. I need to make some opportunities for myself, keep my skills fresh and learn new skills. Hence, my New Year’s Resolutions are focused on non-traditional applications of my MLIS degree.

1. Create Information Literacy Instruction Modules and Resources.
This resolution grew out a discussion with my husband. He works with intelligence analysis for the Department of Defense and was bemoaning the inability of many people to evaluate sources of information, a key skill in analyzing the information. He wants to set up a brown bag learning session to help correct that. So I am going to work with him to create the course. I’ve always had a strong interest in information literacy, so it makes sense to build upon that. To that end, I will be making weekly blog posts about information literacy skills complete with Screen capture (Jing!) videos where appropriate.

2. Brainstorm and Explore Ways to Use Technology Effectively.
What does that mean? For a start, more attention to my blogging. But also setting aside time to follow tech blogs and try out new tech tools, then writing about how best to use them as an information professional.

3. Write More Book Reviews
I need to schedule myself and my reading so that I write more reviews, more regularly. My, probably ambitious, goal is to alternate my “fun” books with books to review. I also need to not be afraid to post mini-reviews. I just need to make writing a habit.

4. Learn Web Site Development
I’ve mentioned this before. Again, I need to schedule myself and make it happen.

5. Regularly Perform Digital Reference Work
Working with the Internet Public Library and participating in the Answer Board Librarians project will help hone my Reference Skills improving my in-person service as well.

That doesn’t look like a lot of resolutions. But they all reflect my determination to explore what being a librarian means in this Digital Age. I can’t limit myself to the traditional, public librarianship that I envisioned when I started my degree. Knowing what I know now, I think that I’d probably become bored and frustrated if I did limit myself that way.

Image by cynicalview on Flickr

This week I turned in my last assignment for my last course for my MLIS. After more than two years, it’s all over except for the final paperwork. Now that the initial excitement and celebration has passed, (Yes, there was bubbly involved!) I am feeling more reflective. It’s time to sit back and take stock of what I’ve learned, where I’ve been, and figure out where I’d like to go now.

I started the process of earning my degree because I was volunteering in a library, learning librarianship on the job thanks to a wonderful mentor, and realized I absolutely loved what I was doing. For much of the time I was taking classes, I was also working in a library setting, first as a volunteer, later as a paid employee. My experiences in the library enriched my course work and my course work improved my performance on the job. I believe that combination of practical experience and theoretical knowledge has made me a better librarian.

But what, specifically did I learn? First, I learned the core values of librarianship and got to see how to apply them in my day-to-day work with the public. I also learned that it’s not always what you know, but the questions you ask. One of the best things about my classes was that they pushed me out of my comfort zone to try new things, like creating a wiki or starting a blog. They changed the way I think about information in this digital age. But my work in a real library reminded me of how many people are being left behind in the rush to go digital. I learned that I am interested in information literacy, love working in Youth Services, but that I also love working in a setting where I get to participate in all aspects of library service. I don’t want to only work at Youth Services desk. I also miss working in a military library. I have spent so much of my life associated with the military and working with military families that I enjoy being in that atmosphere.

So, where do I go from here? My options are constrained because we really don’t want to move again. I’m currently working in a paraprofessional position, primarily as a sub. I have a few stray regular hours every month spread across three different branches. It really makes it hard to feel like a part of any one branch. I’m just not there consistently enough. The uncertain schedule of subbing is also starting to get stressful. A full time professional librarian position, especially at a military library, would be ideal. I’d be excited to get a part-time professional position. I’d even be content with a part-time paraprofessional position with consistent hours and the chance to become a real member of the team at one library. But the reality is that I will continue with my current position, accepting the uncertainty and hour-long commute because I simply can’t bear the thought of not working in a library. Meanwhile, I’ll continue my professional development. I’ll try to set a regular schedule for writing blog posts and book reviews and for exploring other tools of the trade. My next project will be learning basic web site design and construction. I’ll probably also keep in practice with reference, especially digital reference, by volunteering at the Internet Public Library and joining the movement to build a librarian presence on the various Internet question sites.

And I think I’ll indulge in just a bit more celebrating!

I will admit that I had heard of Jing before this month. But I’ve been too busy and distracted with school and work to try it without having a good reason to do so. Well, for a reason, you can’t beat a school assignment to create a presentation with audio where the instructor strongly suggests you use this free program. As with every other time one of my assignments pushed me to try a new tech tool, I was really glad I finally got around to trying it.

Jing is perfect for those times when it is just easier to show someone than to explain with words. You can capture a screenshot and immediately a link to it to anyone. You can even markup the image before saving and sending it. So you can take a shot of a map and then draw your own “X” to mark the spot. Or you can create videos of up to 5 minutes, complete with audio. Choose the area of your screen you want to capture and narrate as you go. You can do something as basic as record a Powerpoint presentation with audio or capture actions as you do them. The tool lets you stop and start, so you can switch windows or cut to the next step.

I can imagine lots of applications for this, both personally and professionally. How many times have you tried to explain to someone how to do something on their computer when it would be so much easier to show them? This would be great for recording a walk-through of how to set up an account and download e-books for your library. Or use it to introduce databases offered on the library website. You can save the video to Screencast.com or YouTube. What a great instruction tool!

As an example of what you can do, here’s a link to my class presentation on metadata in to Digital Photo Collections:

Controlled Vocabulary in the Metadata of Two Digital Image Collections

Random House Children’s Books have made a very generous offer. For each new follower of First Book on Tumblr, Facebook and Twitter, Random House will donate a book that will go to schools and programs serving children in low-income families. I wish I had found this out sooner so I could have done more to spread the word. Please visit First Book’s blog to learn more and help get books into the hands of children.

I fear that I’m not very articulate on the subject of the digital divide, but I found someone who states the problem very well. Please take the time to read Across the digital divide by Seanan McGuire.

Image from Flickr by Creative Commons - Attribution, Noncommercial, Share Alike. Some rights reserved by Ciccio Pizzettaro

What in the world is metadata? Good question! It’s the behind the scenes, computer information about an object or information resource that allows you to find and find out about that object. So when you are looking for a mystery by your favorite author as an eBook in your library’s online catalog, the metadata about the eBook is the record of it in the catalog. Sounds simple, right? Kind of like a database. But what happens when the metadata in your library’s catalog is set up one way and the company that provides the eBook to the library sets up their metadata in a different format? The process you have to go through to find and access that eBook becomes much more complicated and difficult.

So why doesn’t the library just fix the records and make them match the format of the catalog? The first answer to that is the sheer number of records means it would take way too much time to fix them all. But there are plenty of other reasons, as I am learning in my final course for my MLIS. Choosing my last class should have been simple. All of my requirements are completed, leaving a free elective for my last term. My one personal restriction was avoiding any more online group projects. (Don’t get me started on that subject!) So I began looking for courses that were likely to be both interesting and useful. I really enjoyed my Digital Reference course last Spring, so I decided to look more closely at courses in the Digital Libraries concentration. In the end, I chose to take the follow-on course for Cataloging, Metadata and Resource Description.

I’m learning a lot in the class, though not exactly what I had hoped to learn. The general principles apply to a public library setting. But many of the details we’re covering are more appropriate to archival and academic applications. Our final project is a technical analysis of sets of records from multiple digital collections for completeness and accuracy. I am working with digital image records for archived photographs in one museum and two university collections.

While it is a reasonably interesting class, I’m having a hard time staying motivated to keep up with the work. Perhaps I’m feeling burned out with school after over two years of courses. Perhaps it’s because so much of the course doesn’t seem to apply directly to situations I am likely to encounter while working in a public library. Maybe it’s just the amount of tedious, technical detail involved in the analysis. I’d be much more interested in doing a study of user behavior than in counting how many records use a given element field. Ah well, it is my last class. Graduation is in my sights now, which of course begs the question: What next? But that’s subject for another time.

Effects of Irene

What an eventful month! After a hectic summer in which it seemed every time I got caught up, something else happened to set me back again, I was really looking forward to my three week break from school. Instead, we were hit with one natural disaster after another – earthquake, hurricane and flooding. We were lucky that the only damage we experienced personally was the uprooting of our wonderful shade tree in the back yard. When it fell, it went in the one direction that assured it did no further damage. The torrential rains of the night of September 8 (nearly 21 inches of rain in 8 hours!) did, however, leave me stranded by the side of the road just a mile and a half from home. Our neighborhood was completely cut off and I spent the night in my car.

So now I am back at the beginning of another term of school wondering where my break went. I am taking my last course and should graduate in early December. Hooray! I did manage to start catching up on my reading in the last few weeks. I’m currently reading Eli Pariser’s The Filter Bubble: What the Internet is Hiding From You. It’s a fascinating look at how the Internet has gone from a place where we explored the diversity of the world and connected with people and places and ideas we would never have discovered otherwise to a place where the information fed to us is tailored to our past viewing habits, thereby reducing our exposure to diverse ideas and reinforcing our own personal biases. It’s eye-opening reading and I highly recommend it. If all goes well, I plan to review it for Writing ‘Bout Reading.