Is it overly dramatic to say people died for our rights to vote? It’s true. And it is true for pretty much all of us. All assorted colors and genders. Took hundreds of years for us to all get the right and access to vote.
Voting. It is the time we the people get to select what we want for governing. We choose those who will do the work. We choose who will make the bills. We choose what laws come about. How? We vote.
Is it always pretty? Easy? Nice? Nope. This year is no exception, except maybe a bit more vicious and divisive … or is it just we have access to more of it? Anyone can tweetagram or faceblog long dissertations or brief sound bites on what they think or feel. They can even <gasp> present fiction as fact!
Perhaps you intensely hate the two primary candidates. Well, there are other options. It is true a third party candidate has never won. It is true that this often splits the vote so often the one you most loathed gets elected. Still, if you feel passionately about that third party candidate and agree with what that candidate says AND believe that candidate has the ability, knowledge and wherewithall to be in office then vote.
If you feel you must select between the two primary candidates but dislike both, then you need to look further. Which one has the potential to get things done that you want done? Which one has the ability to work with others to accomplish goals? Which one has the knowledge of the legalities of office? Which one do you think might be less likely to deploy weapons of mass destruction (unless that is one of your goals in which case please go away now and stop reading my blog)?
I know which candidate I prefer. I know what I think of each of the candidates, including the third party candidates. I know that come early voting, I will be at the polls ready to cast my ballot.
And so should you.
[and yes, this is library related…most libraries get at least some funding from governmental bodies. Votes decide on this, perhaps not direct but certainly who you put in office ultimately makes these decisions. So learn about it and vote on it]
Apparently an unnamed publisher/vendor representative complained to a faculty member of a university (in email) that the library was cancelling <gasp> a resource!!! HORRORS!
This unnamed wanker* deliberately tried to incite the university faculty to make the library keep it! Said wanker even implied, no, I misread, SAID that s/he doubted the library had even told the faculty. Those mean, arbitrary librarians. Heck, they probably took time off from nibbling bon-bons to gleefully redline Extremely Important Resources.
Because, you know, we never ask or review or painstakingly detail usage, costs, overlap or anything else and we would never think (all on our own) to ASK faculty if something is useful to them. No. We just run amok (amok amok amok).
I hope this was just a youngster who didn’t know better but has learned from this experience. I hope it isn’t like the sales rep who came to my library years ago, without an appointment, then threw a hissy fit at the circ desk because I was not available to meet. He did this more than once … full walleyed hissy fit. At Circ. Both amusing and horrifying.
*technical term, learned it from my UK colleagues
Spamity spam! Sorry, got carried away there …
Spam. We all get it. We all know there is NOT a Nigerian prince needing help. My personal email spam has an extremely high opinion of my libido. Still spammers gotta spam. They’re getting wiser about it. Now I get emails that purport to be from my very own company telling me to do things. And invitations from my professional social media account, again asking me to update information. Spoofing they call it, pretending to be something they are not.
Still it surprises me that spammers are going old school and hitting the phones now. They spoof there too. I get calls telling me my credit card has problems – and they cite a company I do not do business with. And that my student loans are in trouble – which is amazing since I never had student loans (having gone to school when it was still semi-affordable). All of these calls come from real phone numbers – numbers that belong to an individual and it is completely legal! It is both amusing and frightening to get a call from your own phone number, answering to find that you are “behind on your student loan payments”.
Registering with the Do Not Call list does not stop these spoofers. Block the number and you may find you are blocking a friend. And if it your number, you may get tons of calls from upset people who have been getting telemarketer calls from your number.
So what is the answer? I have none except for diligence. Do not give personal information to someone who has called you. Instead, look up the number (do not use the number they provide) and call back to ensure it is legitimate before providing information. Likely you will annoy whomever is calling you – remind them of the potential issues of simply giving this information to anyone who calls. An annoyed person is much better than a lost identity.
Yesterday I conducted a very unofficial and hugely informal user test to see how the young ones search. I explained to my subject that there were no wrong answers, I just wanted to see and learn how non-professionals search. I’m way too far removed from the experience; as with cataloging I cannot help but know the path to follow. The following is what happened [note I am not naming names because that makes it seem so much more official]
Subject was (and is, I suppose) a recent college graduate. I provided a topic and asked “please find two peer reviewed articles and one book that you might use as a source as if you were writing a paper on the impact of Jimmy Carter’s presidency”. I asked “please go to your library website to start the search”.
Subject went to unnamed university library website, logged in [yay still worked after graduating!] and put in search terms. What search terms? Subject typed “jimmy carter impact” in the search box provided. No Boolean, no truncation. Subject did not use any of the limiters available (such as ‘limit to peer reviewed’). Results were quickly scanned. Anything of interest went into a new browser window to review. At one point subject stumbled on google scholar and asked “WHERE HAS THIS BEEN THE LAST FOUR YEARS?” I explained the history, basically been around since 2004. Groans met my explanation, subject noted “knowing this would have been very useful!”.
I watched the subject go outside the library website for each item of interest. Subject took any citation of interest (actually, just the title) to the open web to find it. Once found, subject scanned the content quickly to see if it would answer her “impact of jimmy carter’s presidency”. Subject never varied search terms nor used any other tool on the library site.
I asked “what does peer reviewed mean?” Subject noted this meant “a scholarly article”. Uhm, yeah, sort of …
I asked “if you had to cite an article found in APA style, how would you do it?” . Subject went to a new browser window and opened the Purdue OWL site, explaining this was the site used since high school.
As we finished, I showed the subject the features on the unnamed university library site where the limiters, citation builder, etc. all reside. I noted these are all within the areas the search began but were skipped/ignored. I further explained that all the full text that had been ‘discovered’ on the open web were due to the library purchase – because the subject logged in to the library website, the proxy took effect and full text was found. Subject was astonished and wondered why this was not shown to students. I asked if they had any library instruction – “well in one class we were shown JSTOR”. I asked why the library site was not used more, subject said “I’ve just always done it like this”.
Now, is this typical? I have no idea. I just asked one person to do this and had no formal method of testing. It does make me wonder though and and pushes me to the belief that library instruction needs to be part of the school experience – from kindergarten on up really, with new bits and parts each year to build upon, like we do with grammar, math, etc…
Print has been on my mind and apparently on others too…Two stories strike me:
NASIG‘s recent conference in Albuquerque had a session “E-books for the Classroom & Open Access Textbooks: Two ways to help students save money on textbooks” which [full disclosure] I did not attend. However, one of my colleagues did and told me about it. Sounds great – basically the University of South Florida noticed the extremely high costs of textbooks and looked at ways to solve this. Fantastic! Their way seems to be moving in an “e” direction. I understand this, providing the “e” is cheaper but …most students are saying they prefer print to e. Check it out: Tech Times, Washington Post, Education Week. I would love to see a session bringing that into the mix of cost and access. What would you do as a poor student?
Lately on Serialst there has been a lovely discussion which confirms the move away from print serials to electronic. Some noted that they are retaining print due to:
- unavailable electronically
- cannot afford the electronic version
- continuing historic collection / preservation
Again cost rears up. Isn’t it interesting that print is cheaper for journals but more expensive for books? Also, here we have preservation coming up – students note that having the print textbook is something they can markup and keep for future consultation. You can do markup in the e too, or so my apps tell me, but they prefer print. And then we have preservation …
Paper. It lasts and lasts doesn’t it?