Little Big Read

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THE LITTLE BIG READ

To help jump-start conversation at WAAL 2019, we have The Little Big Read. Watch or read one of four items before the conference. Bring your thoughts on the item you choose and jump into the mix in Q&As where tables will be themed by article. Start your devices, please. Go to the Sign Up Genius to select your choice. Let the discussion begin!

Option 1

Video: TedxUWLaCrosse - "A librarian's case against overdue book fines"

Libraries have the power to create a better world; they connect communities, promote literacy and spark lifelong learners. But there's one thing that keeps people away: the fear of overdue book fines. In this thought-provoking talk, librarian Dawn Wacek makes the case that fines don't actually do what we think they do. What if your library just ... stopped asking for them altogether?

Option 2

Article: Angell, K., & Tewell, E. (2017). Teaching and un-teaching source evaluation: Questioning authority in information literacy instruction. Communications In Information Literacy, 11(1).

This study details the design of instruction sessions for undergraduate students that intended to encourage critical source evaluation and the questioning of established authorities, and appraises these instructional aims through a thematic analysis of 148 artifacts containing student responses to group and individual activities. The authors found a widespread reliance on traditional indicators of academic and scholarly authority, though some students expressed more personal or complex understandings of source evaluation, trustworthiness, and authorship. Based on the findings, recommendations are made for academic librarians interested in promoting learners’ senses of agency and authority.

Option 3

Article: Barr, P., & Tucker, A. (2018). Beyond saints, spies and salespeople: New analogies for library liaison programmes. In the Library with the Lead Pipe.

Academic libraries in the UK are placing an increased emphasis on engagement and partnership building with academics. Attempts to articulate what is meant by this engagement rely on analogies from the commercial world, notably from sales- driven environments. This language can prove counteractive to true faculty engagement. It retains a focus on a transactional approach to the detriment of partnership and often alienates academics (and librarians) reacting against their increasingly marketised and managerialised institutions. Therefore, we argue that it is necessary to abandon the technical vocabulary of sales and customer relations and develop better analogies to describe library liaison work.

Option 4

Article: Young, W.H., & Brownott, C. (2018). Toward a more just library: Participatory design with Native American students. Weave: Journal of Library User Experience 9(1).

This article provides a brief history of participatory design and an overview of its principles, followed by a discussion of participatory design as an apt methodology for building a more justice-oriented library. To illustrate the practice of participatory design, the article includes an in-depth description of a participatory design case study in which Native American students and a librarian co-created a new community outreach tool for a library at mid-sized public research university. The article concludes with recommendations for library practitioners who wish to implement participatory design practices with Indigenous communities.


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