Monthly Archives: July 2011

How academic libraries annoy academics

Here’s a story I’m telling because I think libraries need more allies in the academy. As a librarian-slash-researcher-slash-professor I have these weird insider/outsider (or emic/etic) experiences with academic libraries from time to time. In these experiences (here’s one from last year) I can absolutely rationalise why libraries as institutions are behaving the way they are, yet I am also acutely aware of how these behaviours serve to irritate and even alienate academic faculty members based outside the library. The faculty members where I work my research-librarian job value librarianly expertise. They also pretty much never set foot in any of the libraries on campus, to my knowledge. I think this story exemplifies the reasons behind this behaviour.

A little while ago, I  got a revise & resubmit decision on a manuscript under review. As part of the revisions, I needed to find a couple of citations  for something I’d written. I knew what source I wanted to use, and checked the book’s availability in the OPAC. Its status was “available,” so I schlepped across campus in the rain (of course) to get it. However, the book was not on the shelf.

I logged into the nearby library computer terminal to verify that the book was still supposed to be available. This process took me 4 minutes of standing there waiting for the login to load, authenticate and update software. I checked the record. It still said “available.” I second-guessed myself and figured maybe I’d just missed it, so I decided to go back to the shelf and look again. In order to do this I had to log out of the computer to protect my private library account information that I’d had to input as part of the 4-minute process to check the book’s availability status. Back to shelf. Still not there. Checked all carrels and book trucks on the floor. Nowhere to be found.

So, in an attempt to be helpful, I logged back on to the computer terminal and eventually clicked the “report a problem” button on the record’s display. In the form provided, I explained that the book, while listed as available, was not on the shelf, and that given that I didn’t find it lying around anywhere on book truck/carrels or anything on the floor, it might merit placing a trace on the book so it could be found and/or be labelled lost/missing and replaced. I added that it’s was a fairly hot new volume, so I was sure I wouldn’t be the only one looking for it.

Then I logged out and left the library, of course getting caught by the gates on my way out because any public library books in my bag trip the academic library gates all the time and vice versa.

Got back across campus to my desk. Electronically, without leaving my seat, and using Google rather than a library database, I found an openly-accessible article or two that would suffice. Then I received an email from the library, thanking me for reporting the missing book and informing me that requests to have books traced have to be made in person at the circulation desk at the appropriate branch where the book should be located.

Are you kidding me?

I was feeling pretty patient, if disappointed, up until this point. But, first it’s raining (not the library’s fault!). Then, the book that’s supposed to be available isn’t there (these things happen…). Then the dinosaur computers suck 10 minutes of my time logging in and out to verify the status of the missing book and report it missing (okay, this is getting annoying and why does the library still use computers with floppy disk drives in them?). And now you want me to walk back across campus in the rain to go wait in line at the circulation desk to tell you the information I already reported to you? (This last bit is where I run out of rationales…um, perhaps someone frivolously made up and emailed fictitious trace reports once upon a time?)

I didn’t file the report. Sorry. Maybe the next person who fails to find this “available” book will do it. Not me. I have work to do. I’m on a schedule. I’ve already located two freely accessible substitute resources online and ordered a copy of the book I wanted from an online book retailer.

This is why people who have the means to do so avoid going into the library. Because the library is stuck in archaic systems that suck time. And those systems are presented as normal. When you’re grant-funded, or you’re racing the publications clock for tenure, time is money. Spending half an hour or more wandering back and forth around campus with nothing to show for it, all because electronic systems of communication aren’t yet in this century, is not normal to everyone. And it’s certainly not normal for the most productive faculty members on our campuses – those whose voices could be the most meaningful as allies.

I want my faculty colleagues to be advocates for our university library. So I do what I can to give them warm fuzzies about it, pointing out new acquisitions in their areas, noting that online access to the Journal of Important Stuff is brought to their desktop by the library, etc. But some days the library doesn’t make this easy for me. Some days I’m afraid to tell them too much about the library, in case they actually try to use it and have an experience like the one above.

I absolutely know there are budget constraints, time constraints, people-power constraints and bureaucratic time-suck constraints on academic libraries. I can explain why any given problem with the library systems might exist. But I can’t make archaic systems less frustrating and more worthwhile for people who have the option to avoid contact with the library most of the time. And those are the same people I really want out there speaking for the importance of the library. What a conundrum.

I’ve been sitting on this post, mulling it over for a while. I haven’t worked in a library in almost 5 years. Maybe I’m off-base here. Maybe academic libraries aren’t concerned with how the power faculty at their institutions perceive them. Maybe it’s all about the students and the have-nots of academia these days. Maybe it should be. I dunno. I do think libraries are missing out on opportunities to win powerful allies, but perhaps this is a deliberate move? Maybe you readers have insight to share?

-Greyson

Advertisements

43 Comments

Filed under academic libraries, advocacy, funding, technology, The Profession

Censorship & parenting

I had two recent parenting experiences related to book censorship that I thought might be of interest to readers who liked (or liked to hate) my previous posts on creating house rules for my kid’s internet use and/or book rating systems.

1) Those adults don’t know what they’re talking about

I’m on the ALA OIF‘s listserv that sends out info on book/materials challenges all over the United States and occasionally beyond. (For non-librarians, a “challenge” is what we call it when someone wants a library to remove something from the collection, or move it from one section to another to try to hide/censor it.) The other night I followed a link on the list to this video clip about a mom in TX who just won an appeal to get “The Adventures of Super Diaper Baby” removed from her kid’s school library because the book contains the language “poo poo head” in it. This women’s son had previously been suspended for school due to an incident in which he called another child a “poo poo head.”

I showed the clip to my 8yo, because I knew he has and likes that book. I asked him what he thought, and he immediately said, “That’s silly. They don’t even say ‘poo poo head’ in that book.” He paused, thought for a moment and verified, “Nope, they never do.” He went and got the book from his bookshelf to show me. I skimmed through the whole thing, twice, and darned if he isn’t right! Oh, it’s chock full of potty humour: they say “poo poo” and “Deputy Doo-Doo” and “poopy” all over the place, but nowhere in the book does the phrase in question – “poo poo head” – actually appear.

Unless there’s some different Texas edition of the book, all these adults were arguing over a book they obviously hadn’t even read very closely, if at all. None of the online commentors on the news story seemed to catch this point eitherthat this entire book challenge is basically built on the premise that this book retroactively incited a child to say a phrase that doesn’t even appear in the book.

Following up on the concept, though, I asked my kid whether he thought a school library should have any books in which people do or say things they’re not allowed to do or say in school. He looked at me like I’d gone off the deep end, and asked if they were also making sure that Harry Potter and the Bible weren’t in the library too, because people fight in Harry Potter and they do a whole lot of bad things in the Bible!

2) Censorship vs Parenting

The very next day, I ended up having a conversation with a bunch of other moms about whether and how we guide our children away from books we think are too mature for them. One mom, with a young daughter who is an exceptionally voracious reader and capable of decoding material aimed at an adult audience, was having mixed feelings about having taken a book (one of the unquestionably-adult Southern Vampire Series) away from her daughter. On one hand she felt like it was unquestionably the right thing to do – this first grader was in no way ready for such mature themes – but on the other hand she felt a little bit like a censor. I’ve heard other parents express such mixed feelings before.

Here’s my take:

As someone who’s taken classes on the topic, read widely about it and even published about censorship, my take is that there’s censorship and then there’s parenting. People have all different definitions of censorship, but only very extreme views contest a parent’s right/responsibility to help their young (e.g. pre-adolescent) child select age-appropriate reading materials. (Unless your opinion of age-appropriate varies hugely from the norms around you.)

Lester Asheim has a statement to the effect that the goal of censorship is thought control. There’s trying to control what your kid thinks. And then there’s trying to help temporarily protect her from stuff she doesn’t have the emotional maturity to process at this time in her young life. This type of parental responsibility is the very reason we can insist that institutions such as libraries take stances *against* censorship – because it’s not *their* job to decide what your kid reads; it’s your job. It’s the library’s job to provide as wide a range as possible of materials from which you may make your selection.

I have no problem telling a kid of mine (or that I’m, say, babysitting) that a certain book they happen upon is a grown-up book and not for them right now. I would not do this as a library worker, however.While I would only recommend books that were clearly age-appropriate to a kid who was looking for something to read, I wouldn’t tell a child that a particular book wasn’t for them. That’s the parent’s job, not the librarian’s job.

Back to my parenting role, if there was a specific book my kid *really* wanted to read, and I was on the fence about in terms of appropriateness, I’d read it with him and discuss. A few times when my own son was considering a library book that was possibly disturbing, I’ve told him, “Hey, I don’t think you’ll like this book. It’s got some violence I think you’ll find upsetting.” Thanks to being a librarian and knowing other librarians to ask for recommendations, I can usually suggest a good substitute in lieu of the particular book, and so far my kid’s never decided he really wants to read any of the books I have concerns about. I find myself doing this less and less as he gets older, more socially adept and better at handling with scary and sad things.

I’ll never forget my grade 3 teacher telling me I couldn’t take a book she had (fairly bizarrely, in retrospect) deemed a “boy book” out of our school library. My mother came to bat for me and made it clear that she was the person to allow or not allow me to read a given (age-appropriate) book, and that my teacher should no longer try to control me or my thinking/reading like that. It was awesome. Not the book – I mean, it was good, from what I can remember – but the freedom from a teacher arbitrarily deciding what books I could or couldn’t read. Go mom.

In sum, there’s censorship and there’s parenting.

Censorship is deciding that no kid in the school should be allowed to read a book in which the villains use potty humour because it might give the impression that the school condones calling people bathroom names.

Parenting is helping your children find developmentally appropriate media, and working through the hard parts with them when they arise.

-Greyson

ps – Spellcheck doesn’t like “poopy” “poo poo” or “censor.” 

5 Comments

Filed under censorship, Intellectual freedom, public libraries, school libraries, youth

Conference Season Continued: OA advocacy with my researcher hat on

I don’t try to hide it – I believe that we’re in a transitional period to fully open access (OA)* scholarly journal publishing, at least in the sciences. And while I could see this playing out in different ways that have varying impact on equity, concentration of wealth, quality of scientific publishing, etc., by and large I do believe this transition is a step forward for equity and knowledge, through increasing access to information (one of the core values of librarianship).

I’ve been involved with various OA interest group/committee/task forces, as well as policy development and empirical research projects related to advancing the state of OA. I’ve given educational talks, webinars, oral & poster conference presentations, and published articles on various aspects of OA.

Yet, I have come to recognize that some very important “advocacy” work on the OA file may not be writing letters to politicians or giving formal talks, but the informal talks I have with editors in venues such as non-LIS conferences. In other words, sometimes I think that my potential for advancing OA as a member of the research-author community is just as great as that in my role as a librarian, OA advocate and researcher.

I was reminded of this during a recent conference session, when I had the opportunity to talk with a couple of editor-types (journal editors or journal editorial/advisory board members) as they stopped to encourage me to consider submitting work to their journal. Research conferences are natural opportunities for editor-types to publicize their journals and recruit authors/articles of interest. Poster sessions are a natural ground for not-yet-published research that may soon be looking for a home in manuscript form. Therefore, as a poster presenter at a large research conference, one can expect to talk with editors.

In OA advocacy, I think we tend to focus a lot on the author-publisher dynamic in terms of negotiating copyright and advocating for journal policy change. This makes sense on the individual-article level, and to some extent with the advocating for policy-change level. But editors may be quite important for effecting journal level change to OA, and communicating to publishers through another route. Journal editors are often in a crossover position, both researchers in their own right and in a close working relationship with the publishing company managing their journal.** In scholarly communities, editors are often one of “us” – researchers – rather than one of “them” – publishing industry folk. As a researcher’s career advances, it’s often expected that s/he will take on academic community service such as journal editing. And as researchers, they’re still going to conferences in their given field, so journal editor duties, such as scouting out potential articles, dovetail well with their own scholarly interests.

So, when I’m there by my poster and an editor hands me her/his card*** and suggests I consider a particular journal for publishing, I ask if it’s open access. If they say no (generally meaning not Gold OA), I ask if authors are allowed to archive a copy in a repository such as PubMed Central. Most (but not all) say Yes to that now. I let them know about the many funder mandates under which my research group is obligated, and also that it’s important to me ethically and career-wise as an early-career researcher to make my work accessible to the widest audience possible. If I’ve already published the research I’m presenting, I make a point of clearly mentioning that it’s available open access online, so anyone can read it without a subscription. And then we talk about their journal’s new policy matters column, or the scope of their journal, or a question they have about my poster, or whatever else. I don’t sit on the OA point forever, but I do ask it, and generally first thing, when an editor suggests their journal. I think this makes a difference.

Does this make a difference? It’s possible that I’m deluding myself and seeing impact where I want to. I can’t quantify a difference this type of questioning makes, but I have had one or two instances where editors have come back to me in another year or emailed with me much later to let me know that they have moved to OA or checked and will comply with Canadian funder policies (which are generally shorter embargo period than US/UK funder policies).  So I think it helps. And I sincerely encourage other research folk who are also concerned with OA to adopt this strategy when talking with editors.

I’ve talked with publishers at LIS conferences, and it’s not the same thing at all. By now, they expect some OA flak from us pesky librarians. These days, staff from the major publishers are either prepped with the official OA line or else have to defer to the higher powers in decisions about things like OA – their job at the conference  is mainly to “build relationships” with potential customers and ultimately to sell product/subscriptions.

Now, different people have access to different advocacy and policy-making opportunities, and some people I know are senior enough in their fields to, say, be at the table when a major research funder is developing their research policies. This type of access is a major opportunity – and having funder policies in place gives me a much stronger position from which to ask journals to go OA. That said, it’s not my opportunity at this point in my life. And the people at those tables probably don’t need my tips on OA advocacy anyway. But to all those of us who are more junior or just not in those circles, we can influence policy in our own way. Some of it is “loud” and public – professional or scholarly association letters to research funders in favour of OA policies, for example. But I’ve come to think that a significant portion of that is kind of quiet, too. So next time you’re presenting research at a conference, I encourage you to mention OA as a priority (not THE priority – we all know there are many) in your publishing decisions. It matters to editors. They want your submissions.

-Greyson

*Open Access here fairly broadly applied to mean scholarly publications that are free to read online.

**While I recognize that several scholarly journals are published independently, by a scholarly society, or through a “publisher” such as a library that hosts OJS, in my health publishing experience the dominant model in this field is increasingly to be independently edited but managed by a larger publishing company, although the scale of the publishers does vary widely.

***Of course, not all editors self-identify as such when they’re cruising conference posters. I don’t emphasize it as much to everyone, but I do try to mention it when possible, in order to influence fellow researchers and undercover editors – for example I might say, “The first manuscript from this project was published in Journal XYZ and it’s freely available online so you can Google it. The second is currently under review at Journal ABC, an open access journal, so watch for it in the future.”

2 Comments

Filed under OA, publishing, research

Toughening ourselves up as librarian-researchers: Follow up Post #1

I wasn’t aware that I posted my bit about disappointment with LIS conference research presentations smack dab in between the EBLIP6 conference and the launch of the UK-based Developing Research Excellence and Methods (DREaM) project. Serendipity at it’s finest! Thanks for the attention, and for helping me feel less like an isolated downer, folks.

A few interesting things that have come to my attention via links, twitter and the like

In the UK, there’s this Library and Information Science Research Coalition that’s been around for a couple of years now, although I hadn’t heard of it over here in Canada. It was started by the British Library, and CILIP and JISC and a few other partner organizations. The member orgs get together to influence the LIS research agenda. These folks are behind the new DREaM project I referred to above, which is funded by the UK Arts and Humanities Research Council (AHRC) and looks cool:

A key goal of the project is to build capacity and capability in the development and implementation of innovative methods and techniques in undertaking LIS research.

Someone also pointed to an article in the journal Library & Information Science Research, which I was vaguely aware of as a journal of LIS research but wasn’t really on my radar as a publishing stuff about LIS research. The article was a commentary bt Ray Lyons on sloppy survey research (that I don’t see openly archived anywhere yet, but hopefully Lyons will do something about that soon), which included the following gem of a statement:

…we in the library and information profession sometimes prefer convenience and expedience over accuracy and thoroughness. Like the most impatient of information seekers, we ignore the fact that inadequate information gathering techniques will lead us quite expediently to the wrong answers.

So true! The same rushed sloppiness we bemoan in information seekers, we too often embody. I mean, I know I do – one of the things I love about being a librarian is that I can beat any of my coworkers in an information duel. I am Quick Draw McInformationist. My “google-fu” is strong and my prowess with controlled vocabularies is stronger. But that’s not the way I should conduct empirical research.

To be continued…Next post will have some thoughts on how we can improve things here/now

1 Comment

Filed under academic libraries, LIS education, research, The Profession

Update on withdrawn CIHR trials policy

In an only somewhat-overdue update (thanks to conference season interrupting my regular blogging activities – I do write on the road, but need to get sleep & give a read over before I can push “publish” on a post) the Canadian Instutites of Health Research (kind of the Canadian NIH, for US American readers) has put out a new message regarding the missing CIHR trials policy that we’ve been following since late March.

To backtrack a bit, while I was on the road and having fun with research and colleagues over the past month, there was more coverage of the CIHR trials policy disappearance, including Michael Geist’s blog and the National Post. Additionally, “rapid response” letters from around the world continued to roll in to the BMJ related to their article, some with great titles such as, “Canadians step back from the well of transparency while the World is thirsting for it” and “CIHR decides it must compromise my interests as a patient.”

Then, right around June 15 or so (I saw it on the 17th), CIHR President Dr. Alain Beaudet issued a “Message from the President – Policy on ethical conduct of research involving humans.” Go read it: http://www.cihr-irsc.gc.ca/e/43756.html. If you’re anything like me, you may need to read it a few times over, because it’s not the clearest statement ever made.

Here’s what I think it’s saying:

  1. That the March removal of the trials policy (“Registration and Results Disclosure of Controlled and Uncontrolled Trials”) was about “harmonization” and deference to the TCPS-2
  2. The TCPS-2 has some requirements for trial registration and public disclosure
  3. While the trials disclosure requirements in the TCPS-2 and the former CIHR trials registration policy were in the same spirit, the CIHR policy had more specific directions about what needed to be done
  4. CIHR will (at some unspecified point) be  integrating certain of these more stringent operational requirements as part of the terms and conditions of its “relevant programs.” These include: a) publication of the systematic review used to justify the trial, b) registration and compliance with WHO requirements for minimum data disclosure, and c) submission of final reports in CONSORT format.
  5. CIHR will propose 4 revisions to the TCPS-2 for “prompt consideration” (not clear on how soon this can/will happen): a) applying to all trials, not just clinical trials, b) requirement to update trial registration when the trial protocol changes, c) requiring that serious adverse events be reported in post-trial publications, and d) and a requirement to deposit aggregate data in an unbiased, publicly accessible database.
  6. In the interim, CIHR will specify that researchers have to “comply with all the requirements mentioned above” (not sure whether this means 4a-c or is also inclusive of 5a-d).

So, what does this mean? Are we all good now?

Well, we’re better than we were before the press coverage, I think. We’re not as better as we would have been, had the trials policy never been pulled.

Remaining questions:

  1. Really??? I’m still kind of skeptical that 3 months after the trials policy and the TCPS-2 came out, both of which had been in development for a looong time, someone suddenly just went, “Oh, gosh, you know what? It’s not okay to have both of these policy statements!” Why am I skeptical? Well, because it just doesn’t make sense. CIHR had a trials policy that wasn’t 100% the same as the TCPS-1. Tri-council funders have all sorts of different policies that are more stringent than the TCPS, and it’s not a problem (e.g., the beloved CIHR Access to Research Outputs policy). It’s just not adding up, and at this point the message seems to be that it doesn’t matter if it’s not adding up, CIHR is sticking to their story.
  2. When will the CIHR be implementing these new requirements for relevant grant programs, and how will this implementation be different from the trial policy rules?
  3. What’s the process for revisions to the TCPS, and how long does it take?
  4. When are we going to see the requirement to make individual-level/micro/”raw” data publicly available? The item listed above in 5d, which currently has no teeth, only requires aggregate data deposit. What does this mean? How aggregate? Does this have to include all adverse events? We need to be able to reanalyse this data to look for harms to specific groups. This is one of the most important parts of the scrapped trials policy, and there is no mention of it in the new statement from CIHR.

I think the international attention and public pressure on CIHR over the withdrawal of the new trials policy likely contributed to these developments, which seem like a step back in the right direction. However, without teeth in the current requirements, and a return of the publicly-accessibly micro-level data archivng requirement, it seems like 3 steps forward, 2 steps back at this point.

-Greyson

Previous posts on this topic, in case you haven’t been following along:

Leave a comment

Filed under democracy, ethics, funding, government, Health, OA, research

Conference Season 2011: Librarianship Researchers, we need to toughen up

May/June are the epicentre of what I call “conference season.” For me that means looking longingly at my garden as I leave on weekends that should be dedicated to barbecues and street hockey with the kid. However, it also means lots of intensive time for rapid-fire thinking. As a research-embedded health librarian, I often go to non-LIS-type conferences that are aimed at health researchers. While I really like my librarian colleagues, this spring I’ve been thinking about the juxtoposition of how we present research in LIS fora versus health fora.

To my fellow Health Librarianship Researchers: We need to toughen up.

(Frankly, this should probably be addressed to all librarianship researchers, not just those in health, but health is my current niche and where my illustrative examples come from today)

1) Stand up for your methods!

When I am listening to a health librarian give a research presentation, it is all too common for me to end up cringing at what is either weak research methodology or weak defense of methods (or both).We need to deal with this.

I’ll give a specific example from a recent conference, because the speaker in this example is a very well-respected tenured LIS faculty member in an ALA-accredited institution, who has a long and established track record of important research and advocacy for libraries, and thus I think fair game for public critique of research presentations. Dr. Marshall gave a keynote talk at CHLA/ABSC on a study that will be very important to health libraries and librarians – especially in clinical settings such as hospitals. Yes, this is the much-needed and highly anticipated update to the Rochester Study! Very exciting stuff.

Now, obviously this talk was a conference presentation, and in that kind of setting there’s never enough time to fully describe methods. That’s part of why we have time for questions afterward – so audience members can ask about areas of particular interest that were not explained in the talk.

In the question period after the talk, when people asked about methods, however, I found that even this prominent LIS faculty member was a bit wishy-washy. For example, rather than defending the reliability of her research, or explaining why reliability was perhaps not the appropriate question to ask about the qualitative portion of her investigation, the speaker demurred, basically saying that well, nothing’s perfect and we all do our best.

WHAT? I mean, yes nothing’s perfect and I’m sure we all do try to do our best, but that is how you respond to someone questioning your methods? When I mentally place this faculty member at my workplace, presenting to the faculty in my home department, she gets torn apart. Sitting there in the audience, I had a vision of the dreaded librarian “niceness” working to discredit our field in the face of other disciplines.

To give this speaker the benefit of the doubt, she might present and defend completely differently in front of another audience – say, an audience of economists. Also, she could have been having an off-day, or any number of things. BUT, this isn’t the only example I’ve seen of this type of thing, and she’s not doing librarians any favours by being soft in front of members of our own discipline. As a leader in our field, she should be modelling rigourous research and the ability to explain and defend it for us.

2) Policy-based evidence: We need to recognize and avoid it

I saw a few examples of this during the current conference season, but I feel bad pointing specific fingers because I don’t want to be “mean” or discouraging to novice researchers. (Yes, I am aware that this is the dreaded librarian “niceness” manifesting in me, and I don’t have the distance to know if it’s good or bad.)  However, I don’t think my naming a particular presentation from a particular conference is that useful, as you can probably conjure up your own examples of library policy-based evidence without much effort.

Here’s what I see: Librarians do a lot of surveys. Especially Masters-level academic librarians, who are supposed to do some research and base policy decisions on some sort of evidence. User surveys are pretty common, and this is reinforced by our love of LIBQUAL+. We also have this idea that survey research is “simple” and thus a masters-level professional can do it just fine with no methodological problems. This I would dispute. Surveys *can* be simple, just as many other research methods can be simple. But surveys are also really easy to do badly. And we do a fair amount of bad, or at least biased, surveys.

At pretty much every library conference I attend, I see presentations of surveys with conclusions that do not follow from the actual results, and/or surveys that were clearly (albeit often not purposely) designed to justify a particular policy move. This is certainly not unique to libraries, or health libraries. Lots of fields generate policy-based evidence. The federal government does it at times. (*ahem* Long form census -> National Household Survey)

But when I see librarians doing things like:

  1. presenting surveys with extremely low response rates, and
  2. no demographic information to assume this small sample is representative of the whole population, then
  3. basing conclusions on the responses of the majority of a tiny minority of the whole, with no discussion of response bias,

I am frankly appalled. I know ML/IS research methods classes tend to be generic and weak, but that we in the profession continue to reward shoddy research methods with conference presentations and other support is horrible. And doing a huge disservice to our profession. Not only are we probably making poor decisions based on lousy research, but we are completely undermining our own efforts to position librarians as professionals with research expertise.

Yet, even I am reluctant to rake someone, especially a first-time presenter, over the coals in the open question period after a low-quality presentation. It’s “mean.” I feel peer pressure not to ask the same questions of my librarian peers that I would ask to my researcher peers back at home/work. I reassure myself that maybe I will talk to an individual privately afterward, if I can catch her. But honestly, this often doesn’t happen.

What do we do? How do we toughen up? How do we get others in our profession to toughen up?

I think one thing that would help would be for our visible and prominant leaders in the field to engage in more public methodological debate regarding LIS research, personally. If we’re going to do research and position ourselves as reseach experts (or even just research-competent), we need to sharpen our chops.

-Greyson

Follow-up post: here

6 Comments

Filed under academic libraries, research, The Profession