The Victim of Library Instruction

Last time I wrote about librarian-instructor collaboration, and that got me thinking about why those collaborations don’t always work out. In this context, I’m thinking more about collaborations on first year writing classes, where there’s often a library instruction component offered.

Some instructors are resistant to having librarians in their classes, or giving any time to the librarians. Librarians sometimes don’t understand this. The attitude is, "but I could help so much. Why won’t they let me in?" The librarians really want to help the students, and most of them probably would. But I can also see this from the other side of the desk, or of the classroom, or whatever is between the librarian and the instructor. Some instructors are reluctant to let librarians in because they have been the victims of library instruction.

I speak from experience, because I myself was a victim of library instruction. I’m offering a cautionary tale. When I was a wee writing instructor at Big State U., it was part of the routine to take the class to the library for some instruction in preparation for the research essay. For a couple of semesters, I dutifully followed orders. Before that, I’d had almost no contact with any librarians either in college or grad school, and had always managed to find my way on my own. English and philosophy majors don’t do a lot of research in general, so I’m not saying it was any great feat to get through without help. But I did. However, I was glad at first to have the experts talk to the students.

The experts didn’t talk to the students. I think the people delivering the instruction were graduate assistants who were in library school at the time. This might or might not be relevant, because GAs differ so much in their backgrounds. And I know that many GAs there were fantastic, such as myself and all my friends when I was in library school there. But I got a clunker, two semesters in a row.

We showed up at the library, and went to the well appointed instruction room, consisting of 2-3 tables, 25 or so chairs, and an overhead projector. This was 1992, and the library had a telnet catalog and Infotrac and some other databases. But the students saw none of that in action. I’m not sure if they saw much of anything. The library instructor dimmed the lights, and began putting transparencies on the overhead projector explaining Boolean logic in great detail, showing what the catalog would look like if we were in fact searching it, etc. And all this in a monotone for 50 minutes. To lend the library person authority, I tried to stay awake, but it wasn’t always possible. Dozing off was the only way to escape the excruciatingly boring presentation we were all subjected to.

The students naturally complained. This is especially significant, since I myself at the time was a novice teacher and embarrassingly bad according to my own standards. I later grew a beard and began wearing big hats so that my students from that year wouldn’t recognize me later and throw rocks at me. I was bad, but the library person was much worse. After a couple of semesters I said "to hell with this" and taught the library portion myself. There was no way I would have let someone from the library into my classroom.

Obviously much has changed since then. More classrooms have computers in them and are set up for hands-on learning. More librarians actually get the students searching for and evaluating materials right there in the library session. There’s more active learning in general going on.

But how many librarians out there still do the equivalent of what I described? PowerPoint presentations to unengaged students? Monotonous lectures about Boolean logic to students updating their Facebook status? (Jane Smith "is lulled into a peaceful sleep by the librarian.") How many of us think library instruction consists of conveying information about using the library? Library instruction should convey information about using the library, but this is not the only, or possibly even the most important thing about it. It’s not about conveying information, but about engaging an audience. It’s not us teaching, but them learning that matters.  In short, how many of us are just plain boring and don’t make an effort to engage the students?

Also, despite how good you might be, and all your colleagues might be, how many instructors have been the victims of library instruction in the past? Some resistance has nothing to do with the way things are now. It might not be completely rational to dismiss library help because of a few bad sessions, but it’s not completely irrational from the instructor’s perspective, either. A few bad sessions are enough to turn a new instructor off the library for good, and bad experiences from the distant past still inform the thinking of instructors in the present.

Anyway, it’s something to think about.

 

The Agent of Library Instruction

We’re doing some experimenting this year with our library instruction for the Princeton Writing Program which is making me wonder who should be the agent of library instruction. As part of our current experimentation, some of the burden for the most basic parts of the library instruction will fall on the experienced writing instructors, all of whom are experienced researchers in their own areas and all of whom have seen their assigned librarians go through the basic library research drill at least twice. They would also be given training and support by the librarians. The idea is that the simplest skills–the basics of searching the OPAC and an article database–would be taught by the writing instructor in an early library "discovery session," and the librarian would collaborate in a later "research clinic" and possibly meet individually with students for the most advanced portions of their research once they really got going on their projects.

I’m trying to think through the benefits and burdens of this approach, and also put the question out to my readers, many of whom do some sort of library instruction and have worthwhile perspectives to add on this.

There are certainly some possible downsides, depending on how the experiment works. Some writing instructors will probably not want to change a library relationship which has worked well in the past (though I’m sure there are other instructors who have been less than satisfied in the past). Some librarians might not want to change what they think works, either, but for this situation I think the satisfaction of the students and instructors should weigh more than our own, but I could be mistaken. About some things I tend to be a philosophical conservative; if things are going well, I think it’s better not to mess with them. But it’s not clear what’s going well, or what is going well uniformly. Regardless, the dislike of changing the familiar and satisfactory is a psychological cost worth considering.

There’s also the argument that this takes away some of the little time librarians get to work with students. If their instructors are teaching some of these skills, often not in the presence of the librarian, then that’s one less place where the librarian is needed. This is met by the counter-argument that the librarians will be seen as more valuable because they will be entering the process when the research gets more difficult, and thus be able to show their expertise to the students and win them over.

A related concern is about division of labor. Library research is within the domain of librarian expertise, and the instructors should stick to their area of expertise, which theoretically is the teaching of writing. This could be seen as a loss of professionalism, I suppose. If the instructors are successful, why do we need librarians? That sort of thing. There’s also the consideration that the instructors very well might not be able to do this as effectively as the librarians, for whatever reason.

An instructor I’ve worked with for years said that as an experienced researcher and teacher, she felt comfortable teaching the basics and knew much of the advanced stuff quite well, but nevertheless each time I’ve taught a session for her class she’s learned something she didn’t know about before. The issue here is possibly one of keeping up. Things change in the world of information technology in general, and in the organization of resources and services in our library in particular, and it’s the job of the librarian to keep up with everything, to know what’s changed and how best to navigate the available resources. As she put it, sometimes the things people don’t know aren’t the esoteric things, but the simple things. I have a feeling this would all be dealt with in the second session, but it’s certainly a concern.

I can understand the concern on the part of some librarians, but I see things from a slightly different perspective, since I teach one of these writing seminars and act as my own librarian. Undoubtedly, this is the ideal. In my own seminar the distinction between instructor and librarian disappears, and I can teach the research process much more seamlessly than most instructors. We don’t have our regular classes and then these classes where the alien librarian comes in and does "library stuff." I know what the students need at the time they need it. I can help them with whatever question might arise at any time.

In the version of the "research clinic" that I have already held for years with other seminars, the questions always vary. Sometimes the students need to talk to the instructor about the shape and possibility of their topic, and sometimes about finding stuff, supposedly the area of librarian expertise. Ideally, these things could be dealt with by the same person. Someone who knows the subject area of the assignment and also the library resources appropriate for research in that area equally well would be the ideal. (It’s a pity that training the trainer can’t go both ways, because I also find that my experience teaching both writing and research so extensively helps me immensely with my other research consultations.)

This symbiosis doesn’t occur in the normal classroom where the librarian is this person who comes in to work with the class in a limited role. Then again, the instructors themselves just aren’t as knowledgeable about the library portion of the research, and, depending on their areas, they might not be as knowledgeable about other aspects of academic research either, especially in any systematic way. For the process to work best, part of the class must be team taught, with the instructor and librarian each contributing. This does happen sometimes, and I’ve worked collaboratively with many instructors in limited ways, but how often does it or can it happen? The librarian can’t just show up to every class during research essay time and chime in occasionally when research advice is called for. A train-the-trainer model at least gives the students easier access to both writing and research help.

At this point I’m not sure what I think, and am conducting the experiment in a spirit of inquiry and just waiting to see how it turns out.

Twists and Turns of Principles

Sometime soon I’m hoping to review the book Reinventing Knowledge, which I read recently and think academic librarians might find engaging, plus I want to offer a critique of this blog post from a new blog at Inside Higher Education written my my friend and colleague Mary George. But in a few days I start teaching my writing seminar on justice, and I can’t shake the concern with political rhetoric and, for that matter, justice itself.

I guess my post on the Counter-Enlightenment had no effect, since the reactionary Yahoos left their town meetings and stormed Washington, holding up signs comparing President Obama to Hitler and other fun things. I read in one news account that someone had a sign offering Obama a "free ticket back to Kenya." One of Lincoln’s desires before the Civil War was to free the slaves and send them to Africa, and it’s interesting to see that things remain the same with some members of the party of Lincoln. From what I could tell of the news accounts, that crowd in DC was very white and male.

The white male reactionaries out there interest me, but for my purposes here I’m disregarding all the loonies and the birthers (including those in Congress) and other conspiracy theorists, since those types make up an extreme portion of any movement. From the left we have David Icke claiming that President Bush (along with Queen Elizabeth and others) is actually a shape-shifting alien reptile who is working secretly to lead us to a New World Order dominated by the reptile aliens. Some very similar theories are now being spun by the right. I guess the only difference is that David Icke propagates his theories in books and videos almost no one pays attention to, whereas Glenn Beck gets a national television show and seems to have his finger firmly on the pulse of irrational populism. But rhetorically, conceptually, and intellectually, they’re quite similar.

From a rhetorical perspective, the events of the past few months have been fascinating. The Yelling Yahoos (and admittedly some of the right who are not Yelling Yahoos) claim that their recent protests are motivated by a concern with the cost of government, the size and scope of government, freedom, and lying Presidents, at least if I’m understanding the claims correctly. These are serious issues that deserve consideration by any concerned citizen. What’s odd is how the same folks showed no such concern when a previous President lied to the American people about Iraq, led the country into an unjustified multi-trillion dollar war, increased the national debt by combining outrageous war expenses with tax cuts for the rich, and increased the scope of government though such things as nationalizing the TSA and the Patriot Act.

My counter-Enlightenment post drew an earnest (and probably non-librarian) reader who tried to persuade me that yelling mobs weren’t really yelling mobs, or that they were yelling mobs but that they were yelling for good reasons, such as their concern with the scope of government and their freedom. But it should be extremely clear to anyone with eyes to see that people who claim to be motivated by principle but who only protest when that principle is compromised by someone of an opposing political party, then they’re not really motivated by principle so much as by partisan politics. Be motivated by partisan politics if you wish, choose your beliefs based on party rather than reason or justice if you must, but please don’t try to persuade others that you’re somehow principled. For some people, freedom’s just another word for not giving a damn about anyone else.

What I find bizarre isn’t that Republicans and reactionaries and others are coming out in force in opposition to President Obama. Democrats and progressives and such came out in some force against President Bush, and sometimes in just as inane and bizarre a fashion as the birthers are attacking Obama. Leftist frothing and hyperventilation at the mention of President Bush was never a pretty sight. I don’t even find it bizarre that they try to appeal to such principles as freedom or honesty or limited government. What I find bizarre is that considering the stances of many of these same people about the War in Iraq or the Patriot Act and other shenanigans of the Bush administration that they expect anyone to take their principled stand seriously, as my earnest commenter expected me to do to his position.

One cannot support the War in Iraq and plausibly claim to be against increasing the size and cost of government or offended by lying politicians. One cannot support the Patriot Act and plausibly claim to be concerned with the scope of government. One can’t cut taxes for the rich and plausibly claim to be concerned with national debt. It doesn’t seem to me that anyone is really opposed to the bogeyman of Big Government, but only what that Big Government might do. Fight a dubious war and disregard the Constitution and human rights in the name of security? Sure, that sounds like fun!. Help poor sick people get health care? Fascist dictatorship! How seriously can we possibly take some of these people?

Democratic politics provide for a turbulent and sometimes violent atmosphere. Such has always been the case. As citizens we should argue and fight, sometimes even protest and shout, for our political beliefs. And I at least can certainly see much to criticize about President Obama’s handling of health care reform (though my criticisms would be different from the reactionaries). But it should be obvious that whatever is motivating the criticisms of the protesters, it is almost certainly not the principles that some of them claim. Appealing to principles only when they support your side doesn’t make one principled, but merely an opportunist, or perhaps what the great conservative Edmund Burke called sophisters and calculators.

There’s no hope for reasoned discussion until the true principles of the disagreement are laid bare, and until the public dialog is no longer driven by Yahoos. Somehow I don’t think that’s going to happen.

Famouser Than I Was

I think I have finally arrived. No, I don’t have my own Wikipedia entry, but I do have my own Mahalo page. Mahalo bills itself as "human-powered search," though this page seems to have been auto-generated.  But that doesn’t distract from the glowing pride I now feel about being famous, or at least famouser than I was. After all, I bet you don’t have your own Mahalo page, now do you? Considering what an Internet phenomenon all Bivens-Tatums are, you might want to "claim" that page and make yourself up to $50 a month!

What’s great is all the things I get to learn about myself. I knew all the stuff in the links. I have a blog and a couple of articles in the U. of Nebraska digital commons. After seeing the link, I remember that at some point in the past I joined Linkedin. And I still work at Princeton. Three of the images are even of me, and one of the other images bears a striking resemblance to a former colleague, who is also a male academic librarian with glasses and a beard. There aren’t many of those around, so that’s probably close enough.

However, I was somewhat surprised to see that my "products and merchandise" included two calculus books by Howard Anton. Considering how expensive they are, I should be getting some profit on those, and you can be sure I’ll be contacting Wiley just as soon as I finish this post.

I was even more surprised to find the "Mahalo Answers for wayne bivens tatum." "What do you think of Jacob Wayne Peacocks art?" This must really be a Mahalo question for me, and my answer would have to be, I don’t think about it at all, since I have no idea who he is. I don’t feel too bad, because he probably has no idea who I am, either. There are three questions about someone or something called Lil Wayne, including, "What do you think about Lil Wayne making a rock record?" When I hear Little Wayne, the first mental association is with Little Elvis (def. 1), and I really don’t want to think about Little Wayne making a rock record, or performing at the Grammys for that matter.

The Google ads seems spot-on, too. Elderly home care near Fort Wayne, IN is definitely something I might be interested in one day if I’m ever elderly and living in Fort Wayne. And if I were in Wayne, MI, a back specialist might be just the thing. I do suffer from a touch of lumbago occasionally, and being in Wayne, MI might set it off, especially if I had to drive all the way there. The 8-hour calculus dvd tutor would probably do me good, since I know bugger all about calculus, which no doubt surprises you given my relationship to the two calculus books I mentioned earlier.

This year I’ve been doing workshops on emerging search technologies, and Mahalo has figured in them all. I’m happy that now I’ll have a page to show the audience as an example of all that Mahalo is capable of. All in all, I have to say I’m as impressed by Mahalo as I’ve ever been.

The Counter-Enlightenment in Our Midst

I’ve been vacationing for a couple of weeks on a Great Lake, swimming, sailing, hitting the local tourist attractions, and reading books on the Enlightenment . On vacation I deliberately try to avoid the news (so I don’t spoil it playing tiny violins after reading sad tales like this one), but somehow I ended up reading a summary account of rabble-rousers and their roused rabble at town hall meetings about health care reform, and the contrast between that and my reading left me feeling depressed.

It was Voltaire, I think, (or perhaps Diderot) who wrote that violent resistance to arguments just meant you were too stupid to form arguments. We have seen this playing out around the country, with right-wing professional idiots (leaders?) encouraging their followers to shout, disrupt proceedings, deliberately avoid debate, and all the other tactics of the stupid and inarticulate in the face of calm reason. The irony is that these leaders and their followers seem to think of themselves as "conservatives" of some kind, but it’s not at all clear what they want to conserve other than the wealth and power of private insurance companies. They certainly don’t seek the ordered liberty so beloved of some who deem themselves conservatives. I’ve long speculated that there aren’t really any conservatives in America anyway. There are only variations of reactionary against the Enlightenment ideals of the founding.

Historians of conservatism–e.g., Russell Kirk, Robert Nisbet, Jerry Muller–often trace the beginnings of conservatism in the English-speaking world to Edmund Burke and his Reflections on the Revolution in France (though Anthony Quinton goes further back to Bolingbroke, if I remember correctly). Burke himself, though, was a beacon of tolerance and reason compared to aggressive soldiers of the Counter-Enlightenment like Joseph de Maistre. A clubbable man and friend of Adam Smith and a supporter of the American War of Independence such as Burke couldn’t have been otherwise. As the title and movement of conservatism were born and spreading through Europe, it made some sense. The conservatives were trying to conserve, or at least to resurrect, an older regime of authoritarian political and religious order that was actively under assault from Enlightenment values such as liberty, equality, toleration, reason, education, and individual rights against the state.

In America, such a tradition makes little sense, despite Kirk’s heroic efforts to give American reactionaries an historical tradition. America was the first country founded upon Enlightenment values. Granted, Americans themselves have rarely in the mass lived up to those values, and the history of America is to some extent the development of these enlightened  values over the darker forces of our nature for two hundred years. No one with eyes to see could say that America is a perfectly enlightened or tolerant country, but without a doubt the enlightened values of the founding have slowly found favor with a greater percentage of the population. Those Americans resisting the ideals of reasoned discussion and debate, toleration for the Other, individual rights, liberty, equality, and education are thus not conservatives, but reactionaries. They don’t wish to conserve or even resurrect a fallen order, but to impose darkness on the land.

To give some substance to these musings, let’s briefly examine two figures of the Enlightenment who are in stark contrast to the shouting rabble and their beloved leaders in the recent meetings: Immanuel Kant and Adam Smith.

Kant wrote a late essay called "What is Enlightenment?" that summarized some of his views. For Kant, enlightenment meant throwing off the self-imposed shackles of leaders and having the courage to use your own reason to make decisions. The motto is sapere aude, or "dare to know." Enlightened people educate themselves, use their reason, and challenge irrational authority. They are not looking to be lead. The unenlightened desire to be led. They want people to tell them what to believe about important issues–about God, religion, ethics, politics. The unenlightened take on faith, for example, the literal truths of religious texts because they have been told to do so and have rarely had more faith in their own capacity for reason than in the word of another. This is not to say the unenlightened are stupid, though sometimes they are. This is merely to say they are unreasonable. Many of them wouldn’t object to this at all. Recall Tertullian’s famous defense of his Christian belief: Credo quia absurdum est–I believe because it is absurd. De Maistre and other figures of counter-Enlightenment were no different. For them, reason is not a primary value.

In the current debates, as in so many others in the country, we see this playing out. We see people who want to be led, who take their marching orders from radio and television entertainers like Glenn Beck or Rush Limbaugh, or from others hidden inside various advocacy groups. They don’t reason, they don’t dare to know. They certainly don’t balk at the irrational and foolish. They’re encouraged to become part of a mob and they do it in an attempt to forestall any rational debate by any side in the discussion. I heard one woman interviewed on the radio who claimed that she opposed a public health plan because she didn’t want her health care decisions made by "some bureaucrat." Regardless of one’s position in this debate, this response–no doubt fed to her by someone leading her on–is absurd. If she has health insurance now, who does she think is making decisions about her coverage but some bureaucrat, and, what’s more, a bureaucrat with an eye on the profit margin of her insurance company rather than the needs of her health. An enlightened person would say, oppose or defend whatever you wish, but at least have intelligent reasons for doing so.

It’s a more curious contrast with Adam Smith, a mainstay of the Scottish Enlightenment and one of the most misunderstood writers of contemporary times. In this country, Adam Smith has the reputation of being an absolutely laissez-faire economist, totally dedicated to the "invisible hand," opposed to government, a friend of the capitalist class and an implied enemy of those who find themselves losers in a perfectly free market. Both right and left have this illusion of Smith. Rich financiers in the Reagan years supposedly sported ties with Adam Smith’s image, thinking he was one of their kind. Leftists are seldom any better. I once had a strange interaction with a fellow library school student, a socialist of sorts with an M.A. in history, who saw me reading The Wealth of Nations. The student refused to read Smith "because he was a capitalist," thus demonstrating his own lack of enlightenment. He’d been told all he needed to know by some professor or pundit, and relinquished faith in his own power to educate himself and make reasonable judgments based on his own knowledge.

Adam Smith was a defender of what he called the "system of natural liberty," and he did indeed describe and defend the division of labor and free trade that undeniably builds wealth in nations. However, he was not necessarily a friend of the capitalist or an opponent of government, as anyone who has ever bothered to read Smith would know. Does this quote from the Wealth of Nations surprise you?

People of the same trade seldom meet together, even for merriment and diversion, but the conversation ends in a conspiracy against the public, or in some contrivance to raise prices. It is impossible indeed to prevent such meetings, by any law which either could be executed, or would be consistent with liberty and justice. But though the law cannot hinder people of the same trade from sometimes assembling together, it ought to do nothing to facilitate such assemblies; much less to render them necessary.

Does this sound like a friend of the rapacious capitalist? What else are lobbyists and business interest groups but conspiracies against the public? Cabals dedicated to their own interest at the expense of the common good? Or this argument against mercantilism:

Consumption is the sole end and purpose of all production; and the interest of the producer ought to be attended to only so far as it may be necessary for promoting that of the consumer. The maxim is so perfectly self-evident that it would be absurd to attempt to prove it. But in the mercantile system the interest of the consumer is almost constantly sacrificed to that of the producer; and it seems to consider production, and not consumption, as the ultimate end and object of all industry and commerce.

How many of our laws, regulations, and subsidies are truly dedicated to protection of the individual and unorganized consumers, and how many to the protection of organized business interests, i.e., the producers? Whose interests are at stake in the current debate, and whose interests are getting the most attention in the media–the consumers of health care or the producers of it? What would Adam Smith the consumer advocate have to say about the shenanigans of the insurance industry?

Despite my commentary on the health care debate here, it’s not health care or the debate as such that interests me so much as the mob tactics associated with it. We have right wing pundits and entertainers calling President Obama a Nazi while encouraging the sort of mob politics the Nazis themselves used to such great effect. In this case, the end of enlightenment is the rise of the ochlocracy, or "rule of the mob." We’ve had people who might otherwise be intelligent and productive citizens showing up at meetings shouting so that others might not be heard. They’ve been acting like Yahoos, another creation of an eighteenth-century writer. In Gulliver’s travel to the land of the Houyhnhnms he encounters creatures he takes to be humans by their appearance, but finds after watching them they’re little more than bestial savages. Watching roused rabble scream and shout affirms Jonathan Swift’s belief that humans aren’t rational animals, but only animals capable of reason.

This disturbs me as a human and as a citizen, but also professionally. American reactionaries, wherever they have power, try to defund education and any other public good. They would rather send a harmless pot-smoker to prison than a smart poor person to college. With no responsible voices on the political right speaking out against the disruptive mobs, does this mean they support the rise of ochlocracy?

There are mobs of every political stripe, as history has shown, but I’m more concerned professionally by right-wing than left-wing mobs. Left-wing mobs have a tendency to destroy commercial property (as in the WTO protests in Seattle a decade ago) or else just appropriate it (as with most left-wing revolutions). I don’t have any commercial property, and am unlikely to acquire any, so that doesn’t affect me as directly. Right-wing mobs have a tendency to attack institutions of education rather than of commerce. They don’t like book-learning, but they do like book-burning.

The Right has been working hard for a couple of decades to reduce the funding of higher education, and thus make it more difficult for poor, or even the middle class, to afford college. This is insidious destruction of a society of educated and thus often critical citizens. With the active encouragement of people to join mobs and shout down opponents, and the lack of right-winge opposition to demagogic voices, how big a leap is it to imagine mobs being encouraged not just to shout down politicians they don’t like, but to start burning books and such at public rallies? If the reactionary leaders don’t like reasoned debate, how long before they direct the mobs against the the institutions most dedicated to reason and debate–our colleges and universities?

Does this seem far-fetched? Perhaps. On the other hand, one right-wing entertainer with millions of followers is ignorant or stupid enough to compare those who believe in equal rights with women to Nazis. It’s not like we aren’t living amidst millions of loud, ignorant bigots. I see no difference in principle in demagogues encouraging their followers to disrupt peaceful meetings and encouraging them to besiege libraries or disrupt the activities of teaching and learning at institutions of higher education. Both involve resistance to enlightenment, the denial of reason, and the embrace of dark, unruly passions.

Leaders and Followers and Me

At the risk of having Walt Crawford never link to one of my blog posts again, I’m going to talk about some things that have been bothering me about the Library Leadership Network. No, that’s not quite right. I’m going to talk about some things that bother me about some of the things the LLN links to, so maybe this is more participating in the conversation than criticizing the LLN, and thus Walt might link to me again one day. I’m not uncomfortable with talk of leadership, but there’s something about the idea of "leaders," and especially their concomitant "followers," that sometimes rubs me the wrong way.

At other points I’ve criticized people who conflate leader and manager, thus designating anyone who happens to be in a supervisory role a "leader." This is a category mistake that should be easy to spot, since I’m sure most of us have known supervisors who were neither leaders nor managers, but instead uninspired and incompetent mediocrities. Or maybe I’m the only one who’s known anyone like that. So I contend it’s a mistake to confuse leaders and managers. To judge by the "leadership literature" LLN sometimes links to, this sort of sloppy thinking is endemic to the field. I’m not sure who’s a "leader" and who isn’t, but anyone incapable of disambiguating the various terms that allow even remotely intelligent discussion of the issue isn’t going to get me as a "follower."

But the literature displays more than just a tendency to insufficiently parse terminology. Tonight I’ve been going through some entries in another LLN category: Leaders and Followers, linked from the latest LLN Highlights. One entry I found especially irksome: "What every leader needs to know about followers." (It’s down a way on the page; the link to the original article is broken.) The LLN summary reads: "This article identifies five types of followers–followers being those who ‘are low in the hierarchy and have less power, authority, and influence than their superiors.’" It took me a couple of minutes just to get past that. This sentence, especially the spurious definition of "follower," implies that everyone who is a "superior" in some sort of hierarchy is thus a "leader" (since leaders have followers, while superiors have inferiors), and that anyone below this "superior" "follows." The sloppy language is made more bizarre by the very obvious fact that some of the types discussed don’t "follow" at all. Just read the description of Isolates, Bystanders, Participants, Activists, and Diehards.

This is another example of using language sloppily and conflating terms, but the writers of this leadership literature have surpassed sloppy categorization and moved on to just making words mean whatever they want them to mean. I don’t see what the purpose could be except to aggrandize anyone in any supervisory position and turn everyone who isn’t into some sort of inferior "follower" who waits breathlessly for words of wisdom to fall from Der Fuhrer’s lips. (The unpleasant connotation explains why, as i understand it, the Germans don’t write much about "leadership.") It also makes nonsense of the very obvious truth that if you don’t have any followers, then you’re just not a leader, despite whatever authority and power you might have to energize people or make them miserable at work.

Let’s back away for the moment from the sloppy thinking of some leadership literature and consider another blog post I read today on professionalization at Rory Litwin’s Library Juice. (Perhaps the confluence of events inspired my own thinking.) In that post, Litwin cites an article listing some of the characteristics of a profession, which includes "Autonomy and control of one’s work and how one’s work is performed." Litwin opines that " it is endemic of the period of deprofessionalization that we are in that library managers have begun to say that ‘professionalism’ means performance of ones tasks according to high standards of quality (as judged by them)."

Though I don’t know if he would agree with this, in the context of my discussion, this would mean that "professionalism" is being redefined to mean whatever The Leader says is good, and the good professional is the Good Follower who does what The Leader says. If this is the case–if all "managers" are "leaders" and everyone else is a "follower" kowtowing to the leader–then it does either lead to deprofessionalization or merely indicate that no professionalism is present anyway.

This brings together much of what bothers me about the intellectually sloppy literature on leadership that I’ve read. It’s not that there aren’t organizations that it might apply to (though this might be the case); it’s more that it doesn’t seem to apply to the sort of organization I work for or the sort of work I do, either practically in my case or ideally in anyone’s case. There are jobs in which pleasing the boss is the job, but librarianship shouldn’t be one of those jobs.

Professional academic librarians should look upon such thinking with disdain, just as professional academics should. The key is the concept of "professional." Here are a couple more entries in the definition of profession:

  • Motivation focusing on intrinsic rewards and on the interests of clients – which take precedence over the professional’s self-interests
  • Commitment to the profession as a career and to the service objectives of the organization for which one works
  • Sense of community and feelings of collegiality with others in the profession, and accountability to those colleagues
  • Self-monitoring and regulation by the profession of ethical and professional standards in keeping with a detailed code of ethics

I interpret all this to mean there is a sense of obligation by each professional to shared standards that determine the appropriateness or quality of conduct, rather than the words of wisdom spoken by Der Fuhrer.

We’re told by the leadership gurus that "Good followers actively support good (effective) leaders and oppose bad (ineffective, immoral) leaders." But in an atmosphere of professionalism, good "leaders" may be entirely absent, yet good work may still be done.

This leadership literature all seems to be written for commercial rather than academic organizations. Thus, in addition to the nonprofessional assumptions that people are "followers" there’s the lack of rigor and intellectual standards that makes so much of this writing no different than the typically execrable self-help literature for the ignorant masses. In fact, part of what bothers me about so much of this is the demonstrated inability to think carefully. In academia, thinking carefully and developing articulate arguments are minimal criteria for being taken seriously. To the masses one may be a leader, while to the educated one is merely a demagogue.

Other organizations and academia are perhaps analogous to dictatorships and republics. Dictatorships operate under the Rule of (One Person’s) Will, but republics under the Rule of Law. A standard definition of a republic is that it is governed by laws, not people. We are professionals precisely because the word of Der Fuhrer doesn’t decide what is right or wrong in our profession. Professionals have shared standards–the rule of law–to which they appeal. Individual supervisors or managers may violate those standards. They may even insist that we violate those standards in order to keep our jobs (or get raises or whatever). But that doesn’t make us wrong for defying them. That makes them unprofessional in their behavior. That’s because, ideally, o
ur profession is one governed by principles and standards and not by the will of The Leader.

Actual leaders rise and attract followers not because they are in a certain place in a hierarchy. They  do worthwhile things and inspire or encourage others to do worthwhile things. Only demagogues are obsessed with whether or not they are leaders. The best leaders in librarianship don’t prattle on about leadership or insist to us that they are "leaders."  They don’t seek followers or the acclaim of shallow praise. Instead, they inspire us to meet the challenges of our own professional principles and standards. They don’t lead by telling people what to do or writing performance evaluations. They lead by making us want to do great things not to please the boss/fuhrer, but to meet shared standards that transcend us all, not to follow their orders, but to do or do better what we should already be doing even if they weren’t around. When those people come along, they don’t need to talk about leadership. We know them for what they are.

 

 

 

Gen X Leadership

According to the Harvard Business blog (discovered via the LLN Leader’s Digest), Gen Xers are the "leaders we need today and tomorrow" because of our accelerated contact with the real world, our distrust of institutions, our looking outward, our acceptance of diversity, our rich humor and incisive perspective, our work-life balance, and our pragmatism. Obviously I’m a Gen Xer myself, and these traits might apply to me. You won’t find anyone who distrusts institutions more than I, except maybe anarchists, and I look outward and accept diversity and all that. My humor is also incredibly rich, and my perspective so incisive some people find it painful. And I was a pragmatic, resilient latch-key child back before that was all the rage. "Contending with a world of finite limits, no easy answers, and the sobering realization that we are facing significant, seemingly intractable problems on multiple fronts"? That’s the sort of thing I do two or three times a day before breakfast.

The description sounds like a more positive spin of the same traits I’ve been hearing about Gen Xers for years. Did my latchkey childhood make me resilient and hardworking? Or did it make me distrustful of figures who claimed authority but never could do anything to benefit me in any way? Did the self-reliant independence just make me comfortable with innovation and technology? Or did it also mean I don’t really need much from others, or that I’m uncomfortable with people who don’t adapt as quickly as I do? And that work-life balance thing, does it mean that I want to be a good parent, or that I’m not going to work myself to death for an institution, and thus am some sort of slacker? Does my rich humor and incisive perspective isolate practical truths, redefine issues, and question reality, or does it mean that I’m really good at mocking incompetence and muddled thinking and have no tolerance for humorless stupidity?

In short, do the traits listed in this article mean that Gen Xers would make the "leaders we need," or does it mean that they’re distrustful of people who claim to be leaders and don’t need much "leadership" themselves? After all, if I’m resilient, hard-working, resourceful, self-reliant, independent, innovative, incisive, humorous, adaptable, then how likely is it that I need leaders for much? And how likely is it that I would want to lead anyone who wasn’t as independent, self-reliant, innovative, incisive, hard-working, resilient, and resourceful as I am? If we’re going to make generational generalizations (which I really don’t like to do), why wouldn’t I tell my boomer elders they just need to suck it up and deal with a rapidly changing world, or my millennial colleagues that I’m too busy being innovative and self-reliant to give them the constant reassurance and feedback the media claims they need to succeed?

Alas, I fear that this generational generalization may be lacking. I’ve known plenty of Gen Xers who are helpless, dependent, authoritarian, timorous, dogmatic, humorless, or some combination of those traits. Maybe those Gen Xers weren’t latchkey children, though. Or maybe this is all spot on, and I’m just being too skeptical and incisive, and thus just the leader you need for today and tomorrow.

 

The Kindley “Big Brother”

Probably for the first time since starting this blog, I received an email from a publicity person touting a blog post that I actually thought worth reading. Others of you may have received this entry from the Oxford University Press blog: Amazon Fail 2.0: Bookseller’s Big Brother removes Orwell’s Big Brother from Kindles everywhere, by Dennis Baron. In full disclosure, I don’t really know Professor Baron, but I did take a seminar from him my first semester of graduate school – introduction to the teaching of rhetoric. I recall writing an essay arguing that the concept of plagiarism arose during 18th century intellectual property disputes and was inherently capitalist, and thus all the Marxist rhetoric instructors out there shouldn’t be bothered by the practice of plagiarism. But all this is irrelevant prelude.

Baron argues that we should beware giants such as Amazon and Google because even though they do much to promote literacy, they do so at the price of privacy and control of our information. I completely agree. The essay was inspired by the recent Kindle mini-scandal, where some Kindle users found bootleg copies of 1984 removed from their Kindles and their $.99 refunded. Probably no literate person has missed at least one headline in the past week or so linking Amazon to Big Brother. It seemed at least an irony too good to pass up.

As I’ve written before, I’m no fan of the digital rights management or intellectual property restrictions on the Kindle. Ebooks are great in many ways, and I read them regularly on various devices, but for library purposes Kindles are too controlled by the company to be reliable, and for personal use I still refuse to buy (perhaps "buy" would be better) a book that I can nether lend nor give nor sell to another person. Kindles have their uses, but they go against the grain of readership since the beginning of writing – if I may make so bold a statement – in that they deliberately and effectively deter the possibility of multiple readers of the same item. Besides which, it’s obvious that DRM is a finger in the dike preventing the free flow of digital information and will always be thwarted somehow.

However, despite my reservations about the Kindle and DRM in general, I can’t jump on the Big Brother bandwagon (nor am I accusing Professor Baron of doing so). The actions of the federal government seem to have more and more Big Brother characteristics these days, but it’s inappropriate to apply this description to something like Amazon.

First of all, we all have to be citizens of our state unless we opt out somehow and immigrate. However, we do not have to use Amazon or the Kindle. I am unaware of any situation in which someone was coerced into using the Kindle or giving up the history of their reading habits to Amazon. Amazon knows so much about us because we let it know so much about us. We willingly let Amazon see what we buy so that it can recommend yet more entertainment for us. This is much closer to the hedonistic and shallow Brave New World than it is to the dark dystopia 1984. Regardless of the contracts saying they’ll own a digital copy, Kindle users know how much control over the Kindle content Amazon has, and if they didn’t before they do now.

Contrast this with the music digital downloads from Amazon, freed by the music companies from the extremely restrictive DRM of the ebooks. I’m sure there’s some information embedded in the digital files saying I purchased specific songs from Amazon and that could be used against me if suddenly everything I purchased ended up on some file sharing site. Below that point, though, the files are mine, and Amazon can’t take them away from me. I can copy and back them up as many times as I like. I can give them to other people if I wanted, and they could play them without unlocking. Theoretically, I could even charge other people for these files, if I could find someone stupid enough to buy them from me. (Note to the Amazonian Big Brother: I would never do anything like this. Really.)

Despite the apparent irony of 1984 disappearing, there’s nothing Big Brothery about any of this. When it comes to Amazon, we are the victims of our own desire for easy shopping and entertainment. There are undoubtedly times when corporate malfeasance completely out of control damages our lives. Actually, that pretty much happens everyday somewhere. But this is not one of those cases. We willingly comply with Amazon, as we do with Google itself, handing over our privacy for the opportunity fondling their shiny baubles. Situations like this might erode our trust in Amazon, and thus we might be less willing to shop there, but that would still be our choice.

People who do anything on the Internet should know there is no guaranteed privacy anymore. The Internet is filled not with Big Brother, but with millions of little brothers gathering random details of our online life and using them for their own advantage. When this practice is ubiquitous, to pretend as some people have been doing that Amazon is in any way specially or specially evil is just duplicitous or naive. Or maybe it just makes a good headline.

They Have No Shame

According to IHE, Elsevier was offering people $25 gift cards for Amazon or Barnes and Noble if they would leave positive reviews of one of their textbooks on those sites. After the fake medical journal scandal, one doesn’t even have to ask. Clearly they have no shame. They only fake it when they’re found out. I wanted to write more on this, but it’s just so obviously disreputable there’s not much to say.  Of course they disavow responsibility. It’s always an overzealous employee. But overzealous employees are created by the corporate culture. I could probably retire on what the top two or three research libraries pay Elsevier each year, and I’m not that old.

Two Schools of Instruction

Fortunately that time of the year isn’t here yet, but I’m still thinking already about teaching of all kinds in the fall, including library instruction. Though there are busy times, even busy seasons, when I coast on my experience and skills, I try to be a reflective instructor when I can. A conversation with a friend the other day centered around library instruction. We were arguing about (discussing?) a couple of different schools of instruction, which I might call Kitchen Sink and Minimalist.

The names both explain themselves and hint at my own preferences. The Kitchen Sink approach wants to turn students into little librarians, though the Kitchen Sinkers would say "independent scholars." As a long term goal I have some sympathy to this approach. Within certain parameters, we should want students to become independent scholars, or maybe independent "scholars." The problem comes in the practice, and in the definition of scholar.

For example, I have seen good librarians spend 45-50 minutes explaining the intricacies of the OPAC to freshman in a composition course preparing to research a 10-page essay. I’m not sure if you’ve ever read a 10-page research essay by a freshman, but I can tell you from experience there’s just not that much an essay like that can cover. To do the research for an essay like that, freshman don’t need to know every nuance of the OPAC, or even every nuance of searching. Spending that much time on any one activity is a mistake, but I’ve seen it happen over and over.

Just at the technical level, I’ve seen the similar activities with online indexes and databases. Some librarians go through several in a session, as if there was any great difference in technique among them. For the purposes of search, a database is a database is a database.

The Kitchen Sinkers approach more theoretical applications in the same way. They want every student to come out of every one-shot with a mastery of the ACRL Information Literacy Competency Standards for Higher Education. I guess the thinking is, I’ve only got this one hour, I’m going to make it count!

Needless to say, I’m not a Kitchen Sinker; I’m a Minimalist.  A former colleague (who hated most things about me professionally and personally, I should note) said that I should go into a BI, hand out my business card to students, and suggest they take notes on that. She meant this as a rebuke, no doubt, but it was an accurate enough description of my library instruction then and now. There’s only so much one can do in an hour (or 80 minutes, which is our typical freshman instruction session length). Even with 80 minutes, I might spend only half an hour on formal demonstration. The rest of the class I let the students start researching and I wander around consulting.

And in that half hour, I still try to minimize what I do. I certainly don’t cover every nuance of the OPAC, and typically I might demo one other database. Instead I emphasize what I call the geography of information. If you want this kind of thing, you look in this kind of place. It’s all abstract, but similar to some reference training. After all, if I know there’s such a thing as an historical atlas, I know all I really need to know about that topic to answer reference questions.

Search technique is easily enough dispensed with. I usually mention five things to do with a database:

  1. Search by Keyword
  2. Search by Subject
  3. Limit by date, language, etc.
  4. Mark the records you want to save
  5. Email citations/articles to yourself

How much more do students need to get started? I also discuss approaches summarized from Thomas Mann’s Library Research Methods:

  1. Keyword searches in online and print sources.
  2. Subject searches in online and print sources. 
  3. Citation searches in printed sources. 
  4. Searches through published bibliographies (including sets of footnotes in relevant subject documents). 
  5. Searches through people sources (whether by verbal contact, e-mail, electronic bulletin board, letters, etc.).
  6. Systematic browsing, especially of full-text sources arranged in predictable subject groupings.

Again, if students master the basic theory, do they need to be completely "information literate"?

There are a couple of possible objections to my approach. First, one might say I really am trying to get the students to be little librarians. Thomas Mann? He’s the reference librarian’s reference librarian! There’s some truth to that. But what I give students in a very brief time are guidelines. I don’t attempt to reinforce them all with extensive searching in a joint demonstration. Another possible criticism is that the students don’t leave with much. It’s true. They don’t. And they don’t leave with much in other classes, either. That’s because there’s only so much students can absorb in one class. They leave with enough to get started, to solve some problems, and to build from there.

The Kitchen Sinkers are motivated (I suspect) by the crisis of time. Unlike professors in a class, librarians don’t have much time with students. (I suppose there are those semester long information literacy courses, but those aren’t very common, which might not be a bad thing.) One doesn’t learn how to research quickly or abstractly, though. It takes not only time, but practice. This is the difficulty we all face. We can try to pack everything into one session, thus ensuring not only that the students won’t learn much but that they’ll be bored in the process. Or we can hint at the complexities of research in the class and get them started, with the hope that if they need more skills later on they’ll develop them through practice. Maybe we’ll be there; maybe we won’t. But there’s nothing we can do about it in a one shot class.

Research skills are learned over time with practice, even for librarians. Would we consider a new graduate student equal to a senior professor in research knowledge in a field? No. Nor would we consider a new library school graduate equal to a very experienced reference librarian, especially one who had also done her own research.

The good news is that most students will never need to be little librarians, or even big professors. Most students will need the sort of minimal research skills necessary to navigate their way through life, which outside academia rarely requires long research projects. Most students won’t ever be real scholars, nor do they need to be. The bad news is that in a lot of schools, there’s no guarantee that as the students progress, the librarian’s help will be consistently offered or sought when needed.