Book Review: Information Literacy and Social Media

Michele Santamaria and A. Nicole Pfannenstiel,  Information literacy and soci@l medi@ : empowered student engagement with the ACRL framework. Chicago, IL: ACRL, 2024.  ISBN: 9798892555456.

Genre: library science

Subgenre: Information literacy, social media, higher education

Format: trade paperback

Source: Hutchins Library, Berea College

 

I ordered this book for our library with high hopes, but in the end I was not really impressed. In addition, I do not think the $50.00 price was worth it for this very slim volume. 

As many of these LIS books, and articles as well, often do, this one starts with the common alarmist tone that most librarians are barely competent, mostly technology illiterate, and are clueless about the tech young ones today use. That could not be further from the truth, but I've read enough LIS books and articles to keep seeing that trope. Naturally, the authors are cool, hip, and knowledgeable and bring you their knowledge. The book shows a bit of the messianic tone some parts of librarianship embrace. 

Once you get past the opening we get a lot of LIS theory, reminders, and connections to the ACRL Framework, and arguments for bringing it and information literacy to social media. Some of the authors' points are valid, and others feel a little forced. In the end, the second chapter is a heavy literature review that is a bit of a slog to read. 

The one useful element of Chapter 2 are the reflection questions for teachers and/or library instructors. Taking the time to answer the questions, do some writing and journaling, can be a good preparation for teachers. It can also just be a good reflection exercise. I probably should take some time and do some of the writing. I have done some writing on my social media experiences, but I can always explore and reflect some more. 

The strength of the book is in Chapter 3 where you get the lesson plans and exercises. The plans are cross-disciplinary. The plans are detailed and well-structure. Activities are interactive and encourage students and their instructors to reflect on their experiences of social media and information literacy. Whether we like it or not, and there is a lot to dislike about social media, it is a big part of our students' lives and we should do better in educating them on how to navigate, use it, and evaluate better. This is where the lessons help. 

Every chapter includes a list of notes, and there is also a bibliography at end of the book for further reading or just to check the references. 

Overall, the good part is in the lesson plans. The rest of the theory could have been summarized better and/or kept brief. I do not think the contents justify the book's high cost. I'd say if you must read it to borrow it, scan the lesson plans, skip the rest. Still, I may try to implement a plan or two from the book down the road. Our students spend some time on social media, though from what I see it's not too connected to news and information. It is more for interpersonal connections, but that could be a topic to investigate down further. 

Overall, I liked the idea of the book. I did not like some of the tone of the book, its execution, nor the pricing. Still, it could've been worse. In the end as a whole it was just OK .

2 out of 5 stars. 

 

Additional reading notes: 

 

Students may push back on social media in the classroom: 

"Students bring with them the idea that social media should be reserved for non-academic purposes, an idea reinforced through schooling, teachers, and responsible use policies" (11).  

I somewhat agree with the students. Heck, I remember the days of early social media where librarians were given all kinds of warnings about not mixing work and personal online and where the wrong social media post could get you fired. Librarians on social media now are mostly normalized, but it is still wise at least to keep the professional and personal  somewhat separated. I say that based on experience, but I do admit it is easier said than done to keep the two aspects separate online. Note that while the authors acknowledge the negatives and dangers of social media, they downplay them somewhat to make their argument. I am not saying to completely disengage from social media, though complete disengagement should be an option if desired, especially in the current Hard Times. 

The list of reflection questions for teachers and librarians, starting in page 17 of the book: 

• What social media platforms do I currently use? What do I use them for?
• What do I believe to be true about the social media platforms I am familiar with (such as Facebook, Instagram, Tik Tok, X, and Pinterest?).
• What negative ideas about these spaces do I need to question and complicate/unravel so I can support learner engagement? 
• What positive ideas about these spaces do I need to question and complicate/unravel so I can support learner engagement? 
• What more would I like to know about these spaces to use them more effectively?

 

The list of classroom space reflection questions, to consider as you use the lesson plans here or for other social media activities, from page 48 of the book: 

• How collaborative is the instructional relationship? 
• How many sessions do you anticipate working on this threshold concept?
• Will the librarian be embedded in the course?
• Will the librarian provide ongoing social media and/or learning management system support to students?
• Does the library have library-specific content available within social media sites that can model social media use in support of learning?
• Does the library have social media accounts used to foster interaction between students and librarians?
• What will librarian instructor presence be like, on and offline?

 

 

 

 

Book Review: The College Student's Research Companion

Arlene Rodda Quaratiello, The College Student's Research Companion: Finding, Evaluating, and Citing the Resources You Need to Succeed. Chicago: ALA Neal-Schuman, 2024. ISBN: 9780838938386.

Genre: academic writing and research

Subgenre: reference, guides

Format: paperback

Source: Hutchins Library, Berea College 

 

This is basically a research guide to academic research for undergraduate students. In the preface, the author argues what many of us librarians argue: "to write better research papers, you must go beyond the basics of googling your topic and learn how to use the wealth of other resources available to you" (ix). That argument sounds great in theory, but in my many years as a librarian and teacher, I am concerned many students still do the superficial path of googling and hoping to find something just good enough. They also hope they can get it past their professors. The issue of students finding materials just "good enough" to pass and the faculty who may let them pass is a question I ponder here or there, but it is not something to consider now. I will just say I am not too optimistic. 

The book takes students through the research process from selecting a topic, finding and evaluating resources, and then how to use the sources ethically. Each chapter includes review questions to reinforce learning. The book also includes appendices with extra information like classification lists and citation style. 

The book is relatively an easy read, and the author keeps a light humor at times to keep things accessible. Comparisons and analogies to illustrate ideas are plentiful. Explanations are clear and straightforward. This can be a good resource for undergraduates to learn about research. It is not a substitute for library instruction, but it can supplement it. I can see some undergraduate writing class adding this to their textbook list. It's a pretty good guide with some good advice. 

However, the book suffers the issue of so many LIS texts: it falls out of currency as it is published. This edition has a 2024 publishing date, but the material was likely  written in 2023, maybe 2022. That is just the academic publishing cycle. The point here is the book has no mention of AI (artificial intelligence) and/or LLMs (Language Learning Models) that are becoming the latest issue in information literacy and academia at the time I am writing this. I have a 7th edition is already in the works. Still, the book covers the basics well, but you may want to consider whether to get this edition and add supplementary material as needed or wait for a later edition. At this moment I am good with this edition. 

This book is a good option for academic libraries to have a copy on hand, maybe on their ready reference shelf (if they still have a ready reference shelf). We bought a copy at my library, and it is a circulating copy. We'll see over time if it circulates or not. I'll make a small promotional post on the library blog later on. For now, I like this book overall. It has a good presentation of academic research skills for undergraduates. 

4 out of 5 stars. 

Book qualifies for the following 2024 Reading Challenge: 

Book Review: Where are all the librarians of color?

(Crossposted from The Gypsy Librarian)

Rebecca Hankins and  Miguel Juarez, Where are all the librarians of color?: the experiences of people of color in academia. Sacramento, CA: Library Juice Press, 2015. 978-1-936117-83-3. 

Genre: nonfiction
Subgenre: LIS, minority studies, academia
Format: trade paperback
Source: My library (Hutchins Library, Berea College)

This may be one of those books that more librarians should read, especially non-POC librarians. For me, I had some mixed feelings as I read it. In part, much of what I read is stuff that I have experienced; some of it is part of my life experience. Also, after a while, the book can get a bit repetitive on things like arguing for recruiting more minorities and why that is good for the profession. Now, I agree with those ideas, although I am very skeptical of encouraging people to apply for work in a field with  an over-saturated job market. Just run an online search or two to find plenty of tales of woe from unemployed and underemployed librarians. And no, telling people to just "look for alternative career paths" is not exactly a great solution or comfort. So with those concerns, I kept reading the book.

If anything, the best parts are the individual stories of those who made it and are gainfully working in the profession. Also, the parts on mentoring and networking at small, local levels were good. There was not enough of that. However, there were many mentions of ALA programs which,  while they may be good, often boil down to "pay to play" (you have to be a member to gain access, and there is no mention of the significant expenses nor the fact many people of color, or just plain many people, might  not have good enough finances to afford said access) and being the right age. As I discovered from personal experience, being too old even if  you are a newly minted MLS can limit some of your options.

The book is organized as follows:

• A short preface by Loriene Roy.
• An introduction by the editors. 
• Three sections on  the following topics: 
• "Setting the stage for diversity in the profession." 
• "How diversity benefits the profession." 
• "Personal diversity stories." 
• The book has a total of 13 essays.

 The book does provide a good start on an important topic: the experiences of librarians of color in academia. It can be lonely for us in academia, so at least through this book we get reassurance that we are not alone. For librarians of color who keep up, much of the material is likely familiar ground. For everyone else, especially academic administrators, the book may be an important read. It is not a book to read cover to cover as it can be pretty dry as much LIS literature can be. If you read a bit here and a bit there, and maybe talk about it with others, you may get more out of it.

I liked it, but I think I liked the idea more than the execution. LIS school libraries may want to acquire this one. I would also say that colleges and universities with strong interests in minorities and their condition, such as HBCUs and Hispanic-serving institutions among others, need to have this. It was part of why I ordered it for our library, the history of our college. Other campuses interested in diversity may want to consider it.

3 out of 5 stars.

* * * * * 

Some additional reading notes:

On  the "pay to play:"

"Such involvement is voluntary and both membership and association work are usually dependent upon the individual paying personal due and creating a plan of involvement-- from attending meetings and conferences to serving on committees and/or election to various offices" (viii). 

No mention of the  often prohibitive cost of membership (and let's not even go into meetings and conference costs, and woe unto you if your employer lacks the funds and/or willingness to send you anywhere). Two, also not mentioned, is that for many on a tenure track line, being involved is often required, so it is not always "voluntary."

The isolation, which is something I can relate to:

"As libraries remain predominantly staffed and structured by the majority White culture, the few librarians of color often find themselves feeling marginalized and without access to a supportive group of similarly diverse-minded colleagues to whom they can relate and confide. This in turn can also affect their own advancement in the profession, as professionals are generally better equipped to grow and succeed when they have such collegial group environments and networks at their disposal" (32).

A quote I liked that I think more libraries should mind:

"Running an effective library goes beyond just doing a 'good thing' for a particular minority group; in other words, doing the best work with all of the staff involved is, at a fundamental level, an ethical, inclusive organizational practice to which libraries should aspire" (34).

* * * * * 

Book qualifies for the following 2017 Reading Challenges:

Booknote: Part of Our Lives

Wayne A. Wiegand, Part of Our Lives: a People's History of the American Public Library. New York: Oxford University Press, 2015. ISBN: 9780190248000. 

Genre: nonfiction
Subgenre: library science, history, Americana
Format: e-book galley
Source: NetGalley

I will be honest and say that I had much higher expectations for this book. If you are a halfway well-informed librarian with some knowledge of library history, you probably know a lot of what this book presents already. The book can be very repetitive at times. At times, it does show some clear biases, and at other times I can't help but wonder what sources the author missed or chose not to include. I found myself making a lot of notes as I read, commenting and responding to much of what the author wrote, so for this booknote, I will focus on those notes instead of writing a more formal review.

For those of you who need a bottom line: The book was mostly OK. I would consider it an optional purchase for libraries. I do not see this book as one for general readers. It's the kind of book that library schools would buy for their libraries; some public libraries may wan it, but as I said, I see this as optional. I can tell you that I do not plan to purchase for my library unless some patron requests it.

2 out of 5 stars.

* * * * * 

Reading notes:


What the author claims the book does:

"This book is an attempt to bolster this soft data by tracing the American public library's history--not so much by analyzing the words of its founders and managers, but mostly by listening to the voices of its users" (11). 

On reading the next passage, I can't help but wonder what the author did not uncover, or did he really miss the many trolls and whiny right wingers that do protest libraries and its contents? I mean, just the various book challenges alone provide some proof. However, later on, the author does reveal some apparent bias against ALA (American Library Association to my non-librarian readers), which while I am no fan of ALA, it does have an Office for Intellectual Freedom that keeps track of that kind of thing (and they are not the only ones to do so):

"But another fact struck me as I mined these databases--there is a relative lack of complaints about and protests against these libraries. By its eloquent silence, that absence strongly supports the conviction Americans have always loved their public libraries" (12).

Why Americans love their public libraries (when they are not bitching about books they dislike or engaging in Internet porn hysterics):

"History shows that the reasons Americans have loved their public libraries fit into three broad categories-- for the useful information they made accessible; for the public spaces they provided; and for the power of reading stories they circulated that helped users make sense of phenomena in the world around them" (12).

I find that also interesting in the sense that today library space (especially ways to reshape that space) seems to be a hot topic in the profession, and yet, even back when libraries were starting out, there were various discussions and arguments on space and its use.

We like to think this is no longer the case, but there are still libraries that are very much reflective of their racist and prejudiced communities. I can recall a certain public library in a town I used to live in that had a very prominent and permanent shrine of Right Wing authors like Limbaugh, Coulter, and Hannity and with no opposing view anywhere in sight. Let's just say that one local public library was not exactly doing very well in "educating their patrons through collections and services" unless it was indoctrinate and promote a certain political viewpoint.

"Public libraries can certainly take credit for educating their patrons through collections and services, but because these collections and services largely reflected values of locally powerful groups, on many occasions, public libraries functioned as obstacles to cultural democracy by perpetuating the racism, sexism, classism, and homophobia their collections supported. At the same time, however, users heavily influenced the choices librarians made" (14). 

To show some things never really change, nor are they new, even in the early days we had the debate of give them what they want versus what is good for them:

"Where social libraries avoided stories depicting romance, murders, hangings, and scandals of popular interest that papers like the Boston Gazette regularly reported, circulating libraries embraced them" (18). 

And speaking of those social libraries in the late 1700s:

"Social libraries needed several conditions to prosper. They had to be in areas transitioning from frontier to populated settlements, gain a footing in the community during good times with adequate per capita income, build upon existing legislation, and offer lecture series and support lyceums" (22). 

Not unlike today where a library does better in an area that has better funding, funding often due to a good area with people making a good income.

On the power of reading, and reading fiction. Though this refers to the 1800s, it can certainly apply today:

"Readers used novels for multiple purposes: as filters for their experiences, to jointly experience similar emotions, to make sense of their daily lives, to develop and strengthen social networks, to form and maintain a sense of identity, to provide a subject of conversation that connected people face-to-face and in written correspondence, and to effect a sociability that the act of reading nurtured" (23). 

Yet all of the above sounds so genteel. I cannot help but wonder how much television, and specially today the Internet and social media have ruined so much of that.

A nice label given to critics to circulating libraries because they circulated fiction and novels:

"slop shops in literature" (24). 

If I ever make a new blog, or I get around to writing that pseudomemoir/novel of my experiences in librarianship, the title will be The Literary Slop Shop.

Could this be a formal start of study and reading rooms in libraries? What I find interesting about the early parts of the book is how many of today's library issues so many "rock star librarians" and "thought leaders" in our profession think are new or revolutionary, and they are nothing of the sort. Social spaces in libraries? Got that. Balancing quiet spaces? Debates over content? Got those as well.

"In 1810 the Boston Athenaeum not only allowed evening 'conversation' in the Reading Room, trustees even ordered that 'rooms be made convenient for that purpose'" (25).

This may be the real reason authority figures disliked and were even outright hostile to fiction and novels:

"By empowering white women, people of color, and the lower classes to rethink societal roles others assigned them, the implicit democratic messages carried by the early nineteenth century novel threatened traditional authorities, including white male church and state leaders" (26).

However, that does not mean libraries were always bastions of equality and democracy, if they ever were given how they often reflect local values, which as we know, are not always positive nor democratic. Point is that while libraries are a positive overall, they certainly are not always paragons of virtue contrary to what happy journalists and celebrity "rock star" librarians and library members may convey.

"Although these libraries nurtured the democratizing tendencies that reading cultivated, none were democratic; most were controlled by white Anglo-Saxon Protestant, and generally middle-class, adult males who preferred the society of their own kind" (28).

However, others did form their own libraries and literary societies:

"In the North, however, free blacks organized literary societies that sponsored reading rooms and debates and used them to challenge slavery and racism" (31). 

Now, on this, maybe we need to encourage this more in our campus convocations (thinking a bit locally here). I mean, besides the often contrived attempts to somehow relate a class to convocation speakers or performers, which in some cases it's outright forced:

"'To derive the greatest advantage' from a lecture, any listener 'must also read'" (32).

On parents in libraries:

"Just as parents do today, many late nineteenth century parents carefully monitored their children's reading; like today, many children protested. . .in their own ways" (51). 

I was amused by that passage. Really? Parents today are often notorious for one of two things; not monitoring at all, or monitoring to an extreme what their kids, and other kids not theirs, read like biddies.

After a while, the book does get repetitive. I mean, how many ways are there to say fiction was seen as inferior?

I think the next passage says a lot about today, and it's not all good:

"While the new information priesthood tended to look past library service priorities that patrons still used in convincing numbers, many librarian working the desks recognized that users benefitted in their own ways from the reading and the spaces the institutions provided" (237). 

More on what the book does according to the author:

"Part of Our Lives shows that over time American public libraries multiplied, survived and regularly prospered, in large part because they perpetuated practices or eventually embraced changes upon which their users insisted" (270). 

The next passage is where the author seems to flake a bit, seeing the Library Bill of Rights as sort of optional for the sake of compromise and survival. Yet, in real life, it is a Catch-22, but often it is also an indication in the profession of lacking a spine. Again, we also see the bias against ALA. As I have mentioned, I am not a fan of ALA, but I am certainly not a fan of intellectual censorship for the sake of appeasing locals.

"Do public librarians toe the party line and risk alienating large parts of the their community by insisting on LBR compliance, or do they mediate public culture disputes for the community's greater benefit?" (271). 

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This book qualifies for the following 2015 Reading Challenges:

Booknote: The Readers' Advisory Guide to Historical Fiction

Jennifer S. Baker, The Readers' Advisory Guide to Historical Fiction. Chicago: ALA Editions, 2015. ISBN: 9780838911655. 

Genre: nonfiction
Subgenre: readers' advisory, library science
Format: trade paperback
Source: My local public library

I read this in the interest of keeping up with my skills as librarian and readers' adviser. This is an ALA book, so it is fairly similar to other RA books that ALA publishes. I will admit that historical fiction is not a genre that I usually read. For the most part, if I want to read history, I go read a real nonfiction history book. However, I get that some readers find historical fiction appealing, so I read this in order to learn more about the genre and to have some knowledge in case someone comes asking me about it. In addition, I discovered a book or two I have enjoyed in the past such as The Name of the Rose and The Killer Angels that could fall in this genre. From reading this book, I learned that historical fiction can be a diverse and very flexible genre.

Still, the book's text is a bit on the dry side compared to other guides like this I have read. It reads a bit much like a textbook. So while I appreciated the learning, it's basically a book to consult now and then. For librarians with little knowledge of the genre, it does provide a good start.

3 out of 5 stars.

* * * 

Some additional reading notes:

From the RA series introduction, what a book in this series is designed to do:

"They help advisors become familiar with fiction genres and nonfiction subjects, especially those they don't personally read. They provide ready-made lists of 'need to know' elements such as key authors and read-alikes, as well as tips on how to keep up with trends and important new books and titles" (ix). 

At its most basic, this book accomplishes just that.

How "historical fiction" is defined in the book:

"For our purposes, historical fiction is defined as novels (and sometimes short stories) with settings from a historical period at least fifty years  prior to the work's publication or occurring before the author's memory" (1).

A resource to check out mentioned in the book: http://raforall.blogspot.com.

What can you do if you can't "figure it out on the spot"?

"I try very hard to find something on the shelf for readers to take home and then offer to send them a personalized reading list. This buys me more time, perhaps a day or two, to come up with more suggestions. To create a reading list for a specific reader, I make a list of about five suitable titles; write short annotations, including reasons I think he or she will like each one; then send the reader that document. Personalized reading lists are time consuming but can be a good option to fall back on when you're flummoxed. A good strategy to prevent going blank is training yourself to be more a more versatile readers' advisor. Read several benchmark books in your least familiar genres and know which reference tools can help you in each (24-25). 

Those last two sentences above are why I read books like this one, to build up a bit of my RA knowledge in areas I am not as strong in.

Something to keep in mind:

"Subjects usually touched on in historical fiction don't always match Library of Congress subject headings, and it can be tricky to find good topical historical fiction quickly" (117).

A pro tip:

"Consider making your own subject book lists for those topics you are repeatedly asked about as part of your historical fiction readers' advisory preparedness training!" (117).

On the question of "can you really learn history from historical fiction?" The author says yes, but up to a point. People who read in this genre often say,

". . .that they can learn history painlessly by reading historical fiction" (137). 

However, even if those books are historically accurate,  you can miss details and elements of cultural experience and a historical time. Personally, this is a big reason I prefer to just read history, but I can see how for many folks this genre can be a start.

The author then argues that for RA in this genre, it is important to engage readers with works that have accurate historicity. In addition,

"Readers' advisors should, however, point out the advantages of reading nonfiction material to augment the readers' learning in areas that fiction doesn't pursue" (137). 

Keep in mind that you offer, suggest, and let the reader take it from there.

Some pro tips on how to build your RA reputation as a resource for others to get reading suggestions:

• "Host author readings and events at your library.
• Run several book discussion groups at your library and/or in the community.
• Write regular book reviews for your local paper and library newsletter.
• Post your own staff picks on your website and put your picture by it" (223). 

Using Twitter for on-the-spot RA also works.

"Readers' advisors must take advantage of social media as a way to reach readers and increase community awareness of our libraries' relevance" (223).

The author also suggests for readers' advisors to keep track of what they read and even have reading plans. For me, this is why I write about what I read in my journal and write a few reviews online to share. I do enjoy sharing books with others. On making a reading plan:

"To create a personal reading plan for historical fiction, identify your genre weaknesses, and make a plan to familiarize yourself with the best titles in each area of interest. Your personal reading plan can be as simple or complex as you like" (237). 

That's applicable to any genre by the way. It also means you may read outside your comfort zone, and that is OK.

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This book qualifies for the following 2015 Reading Challenges: