Hey folks. So, this is my first Beyond the Shelf post, and I’m a bit nervous. So I’m going to try and keep it short and sweet. Bittersweet. Well, not too bitter. Listen, just hold your nose, okay? It’ll be over in a second.
We’re all getting wrapped up in the first of our group assignments, and I feel like the true weight of the readings is starting to sink in. We’ve all been told (I’ve been told) by quite a few second-years that the readings aren’t super useful, and often fall by the wayside when we’re performing workload triage. But I’m finding them to be rather integral to writing things like the second assignment in GLIS601 – it’s pretty clear from the way our courses are structured that our readings are designed to be our first sources of citation – though I’m willing to argue the point. To be blunt, the assignments themselves can’t possibly be incredibly informative re: our later lives as professional librarians – this is just the first semester. When going over the rubrics and assignment outlines, I wonder how interested our professors really are in the output of the MLIS Is, and whether or not these assignments are really just chits to prove we’ve done our homework.
I just reviewed what I wrote above, and I realize how pessimistic it sounds. But that’s how I’m feeling about all the make-work. There are broader concepts that students are exploring in their in-class – and out-of-class – groups that can’t be included in the scope of our assignments. And I get the impression that these are concepts that occur to each student, equally, as they pass through the introductory classes – certainly, I’ve talked to some of the upper-years and Ph.Ds about them.
I’m lucky enough to have two graduate students of philosophy in my section of 601 – ex-grads, I suppose. In conversation with Messrs. Tkach and Dinneen, a common theme has developed around our interpretations of models – of information, information-seeking, and information-retrieval, specifically. Namely, a sort of phenomenological gap: see diagram. We all remember examples of this from our high-school days – the octet rule vs. orbital hybridization (chemistry), or tendency to talk about D&D vs. # of friends (life). These are models developed to describe real things that happen in nature – and the models we discuss in class are supposed to describe real observations about information, or the way people interact with it.
Wherever there is an exceedingly complex entity, or something that is invisible, models are the way to study them. Much can be gained with the help of such models, yet models are not the final word in any science, from social to physical. They are only an intermediate step in the scientific process of investigation. But this is not a thought that is discussed in our courses.
In the hard sciences, there is an implicit understanding that your model is only a representation of a complex entity – and your true commitment, as a professional, is to truth. Thus, scientists tacitly understand that their life’s work will probably amount to the development of increasingly accurate – but never completely accurate – models. However, the flavor of our library sciences courses is much less abstract – and I think it misses that subtle tang of truth. The thesis of our courses, unspoken, is that we will be applying these models to our professional lives, eventually. But it seems clear that as professionals, we will constantly be reconsidering and attempting to refine our own stance on these concepts. Our course assignments ask us to use the models and ideas from our reading, but give us no time to address that central idea. I think that’s kind of a travesty, considering we’ll be devoting our lives to it.
Okay! That was storytime, now for some details. In cooperation with some other students in the MLIS program, I’ve been running around collecting interviews from Alternative Library coordinators for CKUT’s literary segment. It airs at the asshole end of the morning – 7:30a.m on Mondays. And the segments we’ve been collecting run into the 0.5-1 hour range, whereas CKUT wants 5-10 minute segments. I’ve been getting some pretty incredible stuff out of people who have no previous library training, but are encountering the same problems that we’re being instructed about in our courses – and attacking those problems using DIY solutions that mirror the strategies we’re being taught. You can find the full uncut interviews here, and the first one here. I’m calling it “Behind the Stacks,” but I’d love it if someone could suggest a name that doesn’t sound so dirty. If you’re interested in helping, want to suggest changes to the format – or new places for Behind the Stacks to go once we’re finished with Alternative Library spaces – please leave a message after the beep (in the comments).
Something else that’s not very well addressed in our courses: research. I’ve been talking with a few kids in MLIS I who are a) interested in researching in library science and b) need money to do research. As such, we’ve started up a little research list-serv – a group designed to make us all feel competitive and motivated, as well as inform us of deadlines/calls for papers/grants and granting organizations. We’ve compiled a few megalists of those resources, so if you’re interested in research in archives or libraries (or the dreaded Knowledge Management) leave a comment with your email address, and I’ll add you to the list.
Finally, something fun: many of you know me from the weekly pubnights we’ve been having since the start of classes. We took a break last week to give people a chance to get their fill of POP, but we’re coming back with a vengeance: OUTDOOR VIDEOGAMES, BITCHES. If we get rained-out, we’ll be using a contingency room inside the Education Building, so I’d appreciate it if some experienced A/V nerds could volunteer to help us set up. I’ve run a couple of these events before, and they’re always pretty fun: see pictures below (note: you do not have to come dressed as a dude from Zelda. Please do not come dressed as a dude from Zelda).