Wednesday, January 28, 2015

#ALISE2015 : SIG Program: Part-time and Adjunct Faculty

Jennifer Sweeney - Survey of Contingent Faculty in LIS: Preliminary Findings
  • Are they different than other adjuncts?
  • Using ALISE statistics, beginning in 2005, the number of adjuncts outnumbers the number of full-time faculty.  In 2010, nearly as many full time faculty as adjuncts.
  • Research Question: What are the characteristics of contingent faculty in LIS? 
    • Modeled on 2010 Coalition on the Academic Workforce survey
  • What do we mean by "contingent"? 
    • Employed for a specified time period
    •  Not tenured or tenure-track
    • Part time or full time
    • A variety of titles
  • Methods
    • Online survey opened in November 2014
    • Emailed invitation via many discussion lists,etc.
    • Target population: approx. 704 adjuncts teaching fall 2014
  • Respondents
    • 229 usable responses
    • Held from 32 ALA accreditated programs out of 58
    • 62% are part time at one or more institutions
    • 22% are full time adjuncts
    • Most are mid-career 
    • What is your primary occupation?
      • 33% teaching
      • 26% other non-academic
      • 16% other non-teaching academic
      • 9% librarian
      • 16% other, student, research, retired 
  • Other findings:
    • Students per course - generally 11-30
    • Compensation per course

      • Most $3000-6000 per course
    • 65% do not receive benefits
    • They receive a variety of resources from their employer
      • Teaching online and at a distance may be impacting this
    • Working conditions - positive and negative
  • Next steps:
    • Continue survey analysis
  • Continue to solicit survey contributions
  • Mine CAW dataset for comparisons
  • Interviews: deans, directors, chairs,faculty
  • Continue the dialogue
Sandra Hirsch - Non-Tenure Track Faculty Management Practices
  • SJSU, Students from 48 states and 17 countries - faculty also come from U.S. and international locations
  • At SJSU, all faculty receive the same level of teaching support
  • Role of nontenure track faculty
  • Enrich curriculum offerings
  • Contribute valuable perspectives
  • Enrich the schools teaching, service,  and research environment
  • Serve as a face of the school
  • Type Of contingent faculty
    • Approx 10 full time lectures
    • Approx 100 part time faculty
      • Teach on an as-needed basis
  • Recruitment is ongoing
    • Look for PhD or Masters with significant professional experience 
    • Online teaching experience preferred 
    • All receive training in how to teach online
  • Hiring
    • Salary is dependent on highest degree received
    • Most paid once at end of semester,due to union contract
    • No benefits currently
  • Expectations
    • Provide recorded content - must meet accessibilty standards
    • Be visible and engaged as instructor in classes
    • Respond within 24-48 hours.  Set expectations
    • Marian strong student ratings
    • Participate in at least one T3 session (teaching workshop) each semester when teaching in the school (Teaching Tips and Techniques)
    • Take teaching online course (new instructors) 
  • Support includes staff support and access to student peer mentors
  • Performances appraisal
    • Peer reviews
    • Student Opinion of Teaching Effectiveness
    • Self-Evaluation 
    • Annual Director/Dean Review
  • Communication 
    • Director's Forum for Instructors (new)
    • Information delivered via a variety of tools ne methods
    • Faculty email list
    • Blackboard IM (they are also using Canvas)
  • Part time faculty are represented on all school governance committees
    • May participate in unverisity level initiatives
    • Encouraged to participate in research
Linda Lillard - 
  • Clarion hires as many as 25-30 per semester at their peak. Right now about 10 per semester.  Is now a all distance program.
  • Governed by the union contract.
  • Part time faculty are selected by the full time faculty.
  • They recruit all the time. The department search committee works on this all the time. Go through the applications 1-2 per semester. They do phone interviews.
  • They do background checks.
  • They do peer evaluations.
  • If a person is hired for a single semester (at a time), then they cannot see the student evaluations.
  • Part time faculty do receive benefits.
  • Salary is governed by the union contract.
  • Part time faculty do not teach core classes.

#ALISE2015 : Re-constructing Utopia: How LIS educators and practitioners can dismantle structural racism on the Internet and in the profession

They did the presentation at the Joint Confernce for Librarians of Color in 2012.


Stacie Williams -

#FactsOnlyLIS : 
  • More people using social media than ever before.
  • People are documenting events of historical significance.
  • 75% of people on social media at anytime are African American.
  • Social media is being by people who are underrepresented by the traditional media.
Sourcing:
  • Social media is also how people share the news.
  • What happens when sources use corrupted sources?
  • People use social media for agenda-setting.
  • Are people unknowingly using sources that are extremely biased - without knowing it?
  • Looking legitimate and being legitimate are two different things.
Legitimacy:
  • There could highly legitimate sources that are non-traditional.
  • Whose ideas are you using?  Has a legitimate source "taken" content from a source that is not well-known or regarded and saying it is their work?
  • Why do we legitimize certain groups over others?
Best Practice/POV:
  • Ta-Nehisi Coates blog - well curated
  • The Atlantic South Asian American Digital Archive
  • People writing out of their own lived experiences
Myrna Morales -
  • What does whiteness look like at on the Internet?
  • "Process is so much more important that the [end] product."
  • Gentrification and white flight online
  • Interesting that we (women) may work against our own dismantling of bias.
  • "Big data is our generations civil rights issue, and we don't know it" - article title
  • "American Slavery As It Is: Testimony" - two sisters went through newspapers looking at ads for runaway slaves.  
  • What is the information seeking behavior of those that will create tools for the rest of us?  Is their information seeking behavior biases?
Rebecca Martin - she spoke for herself and Heather McCann, who was unable to attend.

Racial inclusion:
  • Information ethics vs. Library ethics - our responsibility as community members versus our responsibility as librarians.
  • Freedom of expression vs.  Freedom from harm - What happens when we witness hate speech online? Should the First Amendment exclude hate speech?  This needs to be discussed more in the LIS classroom. We also need to discuss the manifestations of racism.
  • Equitable vs. Equal action
Anti-racism
  • White privilege - we tend to talk about multiculturalism and diversity, rather than racism.
  • Cultural competence - quoted 2011 research done by Renee Franklin Hill - now wide spread focus on cultural competence in LIS education.  LIS programs should include this into the curriculum and create a relevant certificate of advanced studies program.
  • LIS diversity course offerings - classes specifically addressing race and oppression are lacking.  
    • Study done at Univ. of Maryland focused on iSchools and found the topic of diversity lacking. Faculty think that have courses related to this,but students think otherwise.
  • Article "Tripping Over the Color Line"
Heather McCann
  • Are hate groups on the rise because of the Internet?
  • "Cloaked sites"
  • Racism is built into the Internet.
  • "Racial Internet literacy"
  • Librarians need to develop their own cultural competence, as well as understand their own privilege.
  • Librarians need to understand how people search differently and  what that means in terms of diversity.  
  • We need to rethink our collections.  We need to include more voices in our collections.
    • Community Change, Inc. web site is positive example. 
  • This also means we need a greater ability to search in languages other than English.
  • Students must be able to critically evaluate web sites and do more than just use a checklist.  The hierarchy of web site can be misleading.
  • Search engine rankings can be misleading.  Students need to understand that a higher ranking does not mean it is more reliable or more legitimate.
  • Teaching this needs to be ongoing and woven in across courses.

How can we use our current language to have a meaningful discussion?  LSCH headings, for example, may not help.

#ALISE2015 : Juried Panel: Improving teaching to improve learning: implementing a peer-to-peer and self-reflection program

The panelists were all from Simmons College:
  • Laura Saunders 
  • Monica Colon-Aguirre (presented using voicethread.com)
  • Lisa Hussey
  • Mary Wilkins Jordan
How to be a good observer...

Before the class:
  • focus on logistics
  • be a good listeners
  • work with the faculty on which classes would be best to observe
  • for a three-hire class, which part of class will you observe?
  • inform the students 
  • they use an intake form (which will be available through the ALISE web site) - helps the observer know what to look for.  Also have a class observation rubric.
During the observation:
  • arrive at the class promptly
  • know that it is okay to interact in a limited way with the class.  Remember that you are really there to observe and give constructive feedback.
  • take notes while you're in the class.
Afterwards:
  • follow up promptly
  • They have a debrief form, which helps to structure the feedback
  • include questions that you might have about how the class is taught
  • include specific suggestions
Observing online:
  • Can't just observe one week.  You need a larger view, in order to understand how people are engaged in the class.
  • We all tend to construct our online classes differently, which takes a while to understand.  You may need to look at the class using the eyes of a student, rather than with the eyes of an instructor.
  • Look at how the class is constructed.  Does it make sense?  Is it easy to navigate?
  • Are students being overloaded or underloaded?
  • It is okay that classes are constructed differently.  The key is does it make sense.  
Using the feedback from peer assessment:

  • Get passed the fear of being judge.  Peers are highly unlikely going to tear your class apart.
  • Understand that peer review is helpful because it is different that student evaluation.
  • Plan to incorporate the feedback. 
  • Incorporate 1-2 pieces of feedback immediately.
  • Look to incorporate more of the feedback the next time you teach the class.
In addition:
  • Informally talk to others about how they are teaching and learn from them.
  • Talk to people who teach other sections or similar topics.
  • Take classes/workshops on teaching (e.g., a MOOC).
  • In can be helpful to observe the same person more than once, over several semesters.
Self-reflection: The teaching diary
  • Search voicethread.com for her name, in order to view her presentations.  (Sadly, I lost my notes on this.  Sigh.)
Other comments:
  • The evaluator needs to spend time upfront getting organized and understanding a bit of the class.  
  • Get feedback from students on your syllabus.
  • Their rank and tenure committee is considering moving to this model and altering how often they do their current process.
  • Peer evaluation gives your content evaluation that you need. Different people will see/comment on different things.

#ALISE2015 : Opening Plenary Session: The space between us: a conversation with association leadership about the future of LIS education

Panelists (key LIS association leaders):
  • Tula Giannini
  • Sandy Hirsch
  • Clara Chu
  • Ronald Larsen
  • Barbara Di Eugenio
  • Courtney Young
  • Samantha Hastings
  • Amy Cooper Cary
  • Diane Rasmussen Pennington
Hirsch (ASIS&T):
  • Silo-ization on of our field. 
  • Associations are experiencing declining memberships.
  • Current initiatives:
    • People from academia and practice. More from academia.  
    • Strategic planning initiative for the association.
    • Want to broaden and attract a wider range of people, including students.
    • Next conference theme geared to bridge the divide between practitioners and academics.
    • Task force on the perception of what information professionals do.
    • Engaging in new initiatives to communicate what our field does.
    • Globalization of our field - eliminating artificial boundaries.
Chu (ALISE):
  • What can we (the association's) be doing together?
  • Need to open up our vision/perspective.
Larsen (iSchools):
  • Purpose of the iSchools
  • Emergence of the iSchools in 2003
  • Currently 59 members with universities on four continents
  • Eights years of job posting trends from indeed.com (non-scientific)
    • In traditional employment areas, the trends are flat or declining
    • In the data area, trends seem to show some growth
    • There is a decrease in the "librarian" job postings, although thosep jobs could be advertised differently.
    • Computer and IS degrees - there is a workforce demand
    • For LIS - more supply than demand
Di Eugenio (representing computer science):
  • Computer science is not programming.  Programming is a tool.  It is a way of solving problems.  Computational thinking.
  • Inherently interdisplanery.
  • Natural language processing is pervasive in our tools/society.
  • Computer science is accredited.  
Young (ALA):
  • ALA has two hats: accreditation and professional development
  • ALA members put a high value on ALA accreditation and the quality standards it provides.  They also value legislative advocacy.
  • The revised standards are going to ALA Council during this midwinter meeting.
  • Librarians are affected by rapid and disruptive changes, as is LIS education.
  • ALA wants to make the profession better for everyone, including practitioners, students, and academic programs.
  • ALA is a collaborator, like what it is doing with SJSU on ecourses.
  • Currently doing a strategic plan.
Cooper Cary (SAA):
  • Archives are not a silo
  • Archival education has its own challenges
  • Expectations in job postings: digital/technical skills are increasingly important
  • More online delivery of coursework
  • Archival degrees are in high demand. Job market is shifting.
  • Drop in program enrollments
  • Theoretical preparations vs. Practical training - bifurcation 
  • Students need practical experience
  • Traditional jobs are close to saturation.  
  • Students need to be coached to think creatively and broaden themselves to be more marketable.
  • The job market needs to tell programs what shift is needed in education.
  • SAA is 25% student members.
Rasmussen Pennington (CAIS):
  • CAIS focuses on information science research.  A Canadian association, but an international association.
  • 8 ALA accredited LIS programs in Canada.
    • Focused on the information professionals.
    • Web sites talk more about information than libraries.
    • Again a bifurcation - traditional and new areas
    • The expectations of students who have no library experience vs those with library experience, who may understand the breadth of skills, etc., needed.
    • What skills will set a student apart?
    • Do we need to think about who we are recruiting?  Do we need to recruit students who already have skills that will make them competitive?
    • How are our schools/programs different?  Do prospective students truly care about those differences?
Questions/Comments:

  • What are you going to do next? (Ken Haycock)
  • Does accreditation need to broaden to include more "fields"? (Haycock)
  • We need to remember that there are different viewpoints and not focus on just one. (Bharat Mehra)
  • Reaching out to the Computer Research Association and computer science departments.  CRA advocates in DC. Computer science ha smoked more into areas that are familiar with us.  (Larsen)
  • Economically speaking, we're all in competition with each other. (Suzy from Tennessee)
  • The perspectives of those who teach LIS may also need to involve and change. (Suzy from Tennessee)
  • Need to consider the PhDs that we're producing.  They want to teach.  Do we need that many new teachers? (Suzy from Tennessee)
  • Could we band together on advocacy?  (Hirsch)
  • We need to broaden what employers think and who they want to hire. This is a place where we could work together.  (Hirsch)
  • Social justice ist thread through everything that we do.  (Someone also from Tennessee)
  • Coalition to Advance Learning - libraries, archives and museums.  Funded through IMLS and Gates Foundation through 2015.  What can we leverage from the three diffrent areas in terms of professional development.  First course will be on project management. Check their web site for more information.  (Chu)
  • We need to address diversity across our fields.  (Chu)
  • Trying to build collaborative connections.  For this purposes of accreditation, these alliances don't matter and may hurt. (Interim director at Rhodes Island)
  • Inclusion is different in different associations,e.g., need for women in computer science.  (John Dove, former CEO of Credo)
  • Could there be collaboration in terms of education best practices? Could we dive in for a focused period of time on a problem?  (John Dove, former CEO of Credo)
  • We need to question ourselves about the masters degree being the only accreditated degree.  Some of the needs are for people with specific BS/BA degrees. We ignore that library tech degrees and the people with those degrees.  There are different levels of education that we need to acknowledge.  (Nora, UNC)
  • One group that is not here are (scholarly) publishers and editors.
  • All have the information item cycle in common.  

Tuesday, January 20, 2015

Blog post: Can you copyright a tweet?

Andrés Guadamuz has written a blog post about whether tweets can be copyrighted and done so from a European perspective. In his conclusion, Guadamuz writes:
...it is my firm belief that a large number of tweets in Europe are protected by copyright...
 That tidbit should be enough to get you to read the entire article!

In terms of the difference in how the U.S. and EU view the copyright on short works, he recommends "How much is too much? Copyright protection of short portions of text in the United States and European Union after InfoPaq International A/S v. Danske Dabblades."