Showing posts with label LIS. Show all posts
Showing posts with label LIS. Show all posts

Thursday, January 10, 2013

Wikipedia? Pretty Accurate



Recent research presents an interesting view on Wikipedia that challenges traditionally held beliefs, including those of Wikipedia co-founder Jimmy Wales who stated that the site should not be cited for academic purposes (Clauson, 2008, p. 1815).  The epistemological approach by Fallis (2008) was an interesting study of the usefulness of Wikipedia compared to other available sites.  This methodology is different than the approach taken by Giles (2005) which compared Wikipedia to the Encyclopedia Britannica which found that they were comparable.  The methodology of Clauson (2008) evaluated the information on Wikipedia to an authoritative medical database and found that it, too, compared favorably. 

Royal and Kapila’s (2009) study from an LIS perspective found that Wikipedia performed well although there were some biases detected.  This conflicted with two other LIS studies, Cronin, 2005 and Gorman, 2007 (as cited in Fallis, 2008) that found Wikipedia unreliable.  Overall, the consensus was that Wikipedia was reliable, errors were corrected quickly, but that its information was incomplete. (see e.g., Clauson, 2008; but see Hjorland, 2011). 

The overall conclusion by Clauson is the best evaluation of Wikipedia:  that it serves as an excellent “point of engagement” (Clauson, 2008, p. 1815) for initiating research. 

References 

Brown, A. (2011).Wikipedia as a Data Source for Political Scientists: Accuracy and Completeness of Coverage. Political Science, 2:339-343. 

Clauson, K., Polen, H., Boulos, M.N.K., and Dzenowagis, J.H. (2008). Scope, completeness, and accuracy of drug information in Wikipedia. The Annals of Pharmacotherapy ,42 :1814-1821. 

Fallis, D, (2008). Toward an epistemology of Wikipedia.  Journal of the American Society for Information Science and Technology, 59: 1662-1674. 

Giles, J. (2005). Internet encyclopaedias go head-to-head. Nature, 438: 900-901. 

Hjørland, Birger. (2011). Evaluation of an information source illustrated by a case study: Effect of screening for breast cancer. Journal of the American Society for Information Science and Technology, 62:1892–1898. 

Royal, C., & Kapila, D. (2009). What's on Wikipedia, and what's not … ?: Assessing completeness of information. Social Science Computer Review, 27: 138-148.

Friday, January 4, 2013

Homework!


It's been 17 years since I last went to school full-time.  School starts at the USF SLIS on January 7th this year and I am already behind.  How?  For the first week of school I have 28 reading assignments.  If they were all just 10 pages each that would only be 280 pages.  Easy.

Unfortunately, they're not.  Some are 30 page chapters, others are 15 page journal articles.

Oh well. I'm not complaining, just explaining.

Tuesday, November 27, 2012

Values, Rights, and Ethics in Librarianship


The values, ethics, and rights in the field of librarianship are an intersecting web of ideas designed to guide librarians and information professionals in their duties.  In fact, the American Library Association’s (ALA) Code of Ethics and the ALA Bill of Rights form the foundation for ethical conduct (Rubin, 2010, p. 427).   

For example, all three systems advance the idea that censorship is detrimental.  Gorman’s revision of Ranganathan’s Laws provides for the protection of access to truth (Rubin, pp. 409-410).  Articles III and IV of the ALA Bill of Rights specifically state that censorship should be challenged (ALA, 1996).  Finally, Provision II of the Code of Ethics requires that “We uphold the principles of intellectual freedom and resist all efforts to censor library resources” (ALA, 2008). 

Another area of overlap deals with the issue of privacy.  The ALA Core Values of Librarianship (2004) states that “Protecting user privacy and confidentiality is necessary for intellectual freedom and fundamental to the ethics and practice of librarianship” (ALA, 2004).  The third provision in the Code  similarly states that “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” (ALA, 2008). 

While these and the other tenets that make up the ethical foundation of librarianship are general guidelines, a few of the issues listed above are easy to identify and defend.  For example, we should all agree that the overriding principles are freedom of access and intellectual freedom (Rubin, 2010, p. 427).  However, the more difficult ethical issues are the ones that may come up daily. 

The first issue is the Fifth Value:

“The public good – libraries make a positive contribution to society by promoting literacy, providing information, preserving the cultural record, etc.  This requires us to reach out to all, regardless of age, economic status, cultural background, etc.”  The problem posed is simple and one that can arise everyday:  “[D]o we provide the same level of service to someone who asks for help with a homework assignment as we do someone who asks for help using Facebook?” 

The first instinct would be to choose the patron requesting homework help over the patron asking for help with homework.  However, given no other information that would elevate one choice over the other (i.e., the Facebook page is for a group of illiterate orphans or that the homework is worth half the grade), such a choice is difficult because we don’t have the ability to fall back on the “righteousness” of intellectual freedom. 

While intellectual freedom is the cornerstone, I would submit that the polestar of librarianship should be the value of service.  According to Rubin, librarianship is more than meeting an information need (p. 405).  According to Butler (1951) as cited in Rubin (2010), “[t]he librarian undertakes to supply literature on any and every subject to any and every citizen, for any and every purpose” (p. 406).  Thus, according our value of service, there can be no distinction between helping a patron with homework or with Facebook.

I feel comfortable with this and with the foundations of our ethical behavior.  We should look at all ethical issues wearing our “service-orientated eyeglasses”. In that it is the one value that permeates all of the others.  In fact, I appreciate the fact that most of the provisions in the Bill of Rights and the Code of Ethics are positive statements (i.e., “We shall”) as opposed to negative statements on conduct (i.e., “We shall not”). 

References 

American Library Association. (1996). Library Bill of Rights, http://www.ala.org/advocacy/ intfreedom/librarybill, accessed on November 7, 2012.

American Library Association. (2004). Core values of librarianship, http://www.ala.org/offices/oif/statementspols/corevaluesstatement/corevalues, accessed on November 17, 2012.

American Library Association. (2008). Code of ethics of the American Library Association, http://www.ala.org/advocacy/proethics/codeofethics/codeethics, accessed on November 17, 2012. 

Butler, P. (1951). Librarianship as a profession.  In Richard E. Rubin, Foundations of Library and Information Science (3rd Ed., p. 406). New York: Neal-Schuman. 

Rubin, R. E. (2010). Foundations of Library and Information Science (3rd ed.). New York: Neal-Schuman.

Monday, November 12, 2012

Ulysses - A Short History of Censorship



“[T]he answer will be that it is filthy and filthy books are not allowed to be imported into this country." (Casado, 2000, p. 484) 

That’s usually how these things start and with Ulysses, James Joyce’s masterpiece, there was no exception.  What is unusual, however, is the way and magnitude with which the issue was settled. 

Allow me to be a little more personal with this post because I thoroughly enjoy the subject.  As a professed and incurable bibliophile, collecting Ulysses is my passion.  I own twelve separate printings of this work .  Why?  Because, fortunately for us, Joyce was a constant (and horrible) editor, sometimes correcting the wrong manuscript. So each printing is different (Slocum, J. & Cahoon, H., 1971). 

When I read the ALA website, I was stunned at the paucity of information for Ulysses which simply states: “Burned in the U.S. (1918), Ireland (1922), Canada (1922), England (1923) and banned in England (1929) (ALA, n.d.). 

Ulysses was not only burned, it was banned, seized and zealously burned with enthusiastic fervor. 

By the time the censors finished their work, Ulysses had virtually been banned in the entire English-speaking world.  This unity in action prompted a comment from Joyce that this should make him eligible for a Nobel peace prize (Vanderham, 1998, p.4). 

The censorship history of Ulysses is essentially a history of its publication.  Perhaps no modern book from the outset received so much scrutiny from censors where it substantially affected its entire publication and printing history. 

Due to its questionable content, Joyce was unable to get a printer in England (Casado, 2002). Thus, Ulysses first began as a serialization in March 1918 in Margaret Anderson’s literary magazine The Little Review (Ellman, 1982, p. 421) for which Joyce would write one chapter and then have it printed.  Surprisingly, the first hint of censorship came not from the authorities but from fellow author and foreign editor for The Little Review Ezra Pound who proposed several edits to keep it from being censured by the U.S. authorities.  Joyce often refused (Vanderham, p.18). 

Eventually, Ulysses was seized on four separate occasions by the U.S. Post Office between 1918 and 1920, before serialization ended in December of that year, leaving the last four chapters unprinted.  This was due both to an accident of circumstance and by purposeful intent. 

When The Little Review began serialization, the magazine was already under the watchful eye of the U.S. government as being a politically subversive magazine.  With World War I in the backdrop, anarchists and communists were spreading their propaganda.  Thus, by 1917, The Little Review was being monitored by the time the first installment of Ulysses was mailed.  By January of 1920, the U.S. Post office had seized and destroyed copies of The Little Review three times (Vanderham, p. 2). 

Margaret Anderson chanced on a fourth and sent an unsolicited copy of the July –August 1920 issue to the daughter of a prominent New York lawyer.  She was appalled by its language.  The distraught father complained to District Attorney Joseph Forrester and John Sumner from the New York Society for the Suppression of Vice (Vanderham, p. 38).  The editors of The Little Review were charged under section 211 of the Criminal Code and trial was scheduled (Casado, 2002, p. 91).  John Quinn, counsel for the editors argued that Ulysses did not provoke immoral desires, citing as evidence the fact that the District Attorney had just read portions of the offending text into evidence without any desirous effect.  The judges laughed at this argument and then convicted Anderson, fining her $50 and prohibiting her from publishing any more of the book.  Ulysses was thus banned in the United States (Vanderham, p.3). 

Ulysses met the same fate in England when the Deputy of Public Prosecutions declared the book to be obscene.  This was done despite the fact that he admits “I have not had the time nor, I may add, the inclination to read through this book.”  (Casado, 2000, p.483).  By January of 1923, England had declared the Book undesirable and began seizing it from the posts under section 42 of the Customs Consolidation Act of 1876.  Ireland and Australia had done likewise.  A formal ban, which was irrelevant because it could not be printed or imported into England, came later. 

By the 1930’s, Ulysses had been printed in France and Germany, included some very famous unauthorized copies.  Several scholarly works analyzing Ulysses were written, all for a book that could not be read. 

Seeing its literary value, Bennet Cerf of Random House hired famed civil rights lawyer Morris Ernst to litigate the issue of its exclusion.  Ernst obtained a copy of the Paris edition of Ulysses, had numerous scholarly reviews of the work pasted inside the front cover, and had it imported into the United States, making sure that it was seized by U.S. Customs, and then litigated the seizure (Vanderham, p.88). 

Ernst’s defense was radical.  He did not try to argue that the book was not obscene as had countless other attorneys defending previously seized books.  Using one piece of evidence, the copy of Ulysses with the critical reviews pasted into it, Ernst argued that it was a piece of esthetic art.  Because there is no obscene art, Ulysses cannot fit the definition of obscenity under the statute (Vanderham, p.97).  After trial and briefing on the point, Judge John M. Woolsey ruled in favor of Random House, declaring that Ulysses was not obscene in December of 1933.  More importantly, by siding with Ernst’s argument, Woolsey declared that since Ulysses was a piece of esthetic literature, it could not be banned.  Judge Woolsey’s opinion was so powerful that Cerf had it reprinted in the very beginning of the Random House edition.  The next year, Ireland lifted its ban, with England following in 1934.  The rest of the English-speaking world soon followed (Vanderham, p. 5). 
 (Marilyn taking a break)
 

Ulysses, sometimes called the longest day in literature, marks a turning point in the history of censorship.  By successfully advancing an esthetic theory of literature, wholesale national banning of books through prior restraint would become more difficult in the future. 

References

American Library Association.  (n.d.)Banned and/or challenged books from the Radcliffe Publishing Course top 100 novels of the 20th century, http://www.ala.org/advocacy/banned/frequentlychallenged/challengedclassics/reasonsbanned, accessed on November 7, 2012. 

American Library Association. (1996). Library Bill of Rights, http://www.ala.org/advocacy/ intfreedom/librarybill, accessed on November 7, 2012.  

Casado, C. (2000). Sifting through Censorship: The British Home Office "Ulysses" Files (1922-1936). James Joyce Quarterly, 37(3), 479-508. 

Casado, C. (2002). Legal Prudery: The Case of “Ulysses”. Journal of Modern Literature, 26(1), 90-98. 

Ellman, R. (1982). James Joyce. Oxford University Press: New York. 

Slocum, J. & Cahoon, H. (1971). A Bibliography of James Joyce [1882-1941].  Westport, Connecticut: Greenwood Press. 

Vanderham, P. (1998). James Joyce and Censureship. New York: New York University Press.

 

Saturday, November 10, 2012



Search behavior is an important field in library science.  LIS professionals are responsible for the classification, storage, and retrieval of information.  As each of these areas become more complex, search behavior and strategies are evolving into more sophisticated exercises with definable patterns (Ercegovac, 2008). 

A person’s search behavior or choice of strategy is based on four factors:  task, time, interest, and availability (Singer, 2012, p.1).  During a search, one factor can become dominant, affecting both the quality of the search and the behavior of the searcher. 

Rubin (2010) describes one model of search behavior in which individuals are classified into five different groups:  Horizontal Information Seeking, Navigators, Viewers, Squirreling Behavior, and Checkers.  Other researchers classify the way people search as strategies (Singer, 2012) and classify them as either steps or preferred methods.  

Academics focus on two competing models of search behavior or strategy (Baro, 2010).  According to Ellis (1989) a searcher uses six actions: starting, chaining, browsing, differentiating, monitoring, and extracting.  Kulthau’s (1994) Information search Process (ISP) utilizes six stages of searching:  initiation, selection, exploration, formulation, collection, and presentation.  

By understanding the way patrons search for information, we as librarians can tailor our services to meet their needs.  Of all the services we offer (eg., reference, job-search help, reading suggestions) I submit that the task of Information Literacy is the most important. 

Why?  With the proliferation of information now available on the web, most patron searches begin on the web (Zickuhr, 2012).  In addition, the mission statements of today’s libraries are now focusing on patron “self-reliance” (USF, 2007; Rubin, 2010).  Thus, if more people are becoming more self-reliant (as opposed to asking a librarian for the information directly) then I submit that our primary goal should be learning how our patrons search and our primary service should be helping them understand what is the best information to use. 

References 

Baro, E. E., Onyenania, G. O., & Osaheni, O. (2010). Information seeking behaviour of undergraduate students in the humanities in three universities in Nigeria. South African Journal of Libraries & Information Science, 76, 109-117. 

Ellis, D. 1989. A behavioral model for information retrieval system design, journal of Information Science, 15: 237-247. 

Ercegovac, Z. (2008). Information Literacy : Search Strategies, Tools & Resources for High School Students and College Freshmen. Linworth Pub. 

Kuhlhau, CC. 1994. Seeking meaning: a proeess approaeh to library and information serviees. Nowood, N.J.: Abex.

Lesk, M. (2005). Understanding Digital Libraries. Elsevier. 

Rubin, R. E. (2010). Foundations of Library and Information Science (3rd ed.). New York: Neal-Schuman. 

Singer, K., Singer, G., Lepik, K., Norbisrath, U., & Pruulmann-Vengerfeldt, P. (2012). Search Strategies of Library Search Experts, http://arxiv.org/abs/1206.2465, accessed on October 28, 2012. 

University of South Florida. (2007). USF Libraries Strategic Plan: 2007-2012. Tampa, Florida. 

Zickuhr, K., Rainie, L., Purcell, K., Madden, M., & Brenner, J. (2012). Libraries, patrons, and e-books. Pew Internet & American Life Project, June 22, 2012 http://libraries.pewinternet.org/ 2012/06/22/libraries-patrons-and-e-books/, accessed on September 9, 2012.