By Jen, on August 16th, 2011%
This section talks about interview prep for academic library jobs in particular. The short version? Expect a really long day.
Continue reading Library job hunt quirks: the interview
By Jen, on July 11th, 2011%
Welcome to the first of a series of posts about my recent job hunting experience: this one covers some general background and then the things I think particularly helped my search.
(I don’t think I have all the answers, but I do hope some of this is useful. Comments and constructive ideas are welcome.)
You can see the full index of posts over here. And you might want to read the disclaimer note there.
Continue reading Job hunting retrospective
By Jen, on March 25th, 2011%
I’m spending the weekend at a gathering of my co-religionists, talking about fascinating things.
(Actually, I’m one of the people running the event, which after two years of planning is actually a real thing, and so wonderful: all our glitches have been small and fixable so far, but enough to convince me I am not in fact dreaming). But I’m also an attendee. We’ll come back to this.)
One of today’s talks centered around a couple of things that immediately made me go “Must blog about that on ModernHypatia!”
Stories we tell ourselves:
Cultures tell stories. More than that, we tell stories about how the world works, and those stories then shape how the world actually is. Because people listen to the stories.
I’ve been applying to a lot of jobs this year, and one of the things that has fascinated me about the process (and kept me going through the harder bits) has been looking at the stories places that are hiring tell about themselves. It’s particularly true in the independent school community (where the major part of my experience is), but it’s also true in the public libraries and the colleges and the other positions I’m looking at.
Some people call that a mission statement, or a vision statement. But those things are simply reflections of the story, reflections of the narrative, condensed down. Every time we say “This place welcomes diversity” and then act on that, we’re adding to the story. Every time we select books for a display or to add to the collection, we’re adding to the story. One of my library science professors talked about collection development – the art of deciding what to buy (and what not to buy) – as the relationships between an item, other items in the collection, and the people who use them. I definitely agree with that, but I think it goes further: it’s about the stories that become more obvious, when we put them in the same space.
Anyway, part of the talk tonight focused on the narrative of our culture, which is in large part the narrative of progress. That civilisation begins at some distant, dark, and probably unpleasant beginning, goes on through a bunch of stages, and then ends up with us, moving forward through us into some better, brighter, future.
It’s a story where each day must somehow be better than the last, or we’ve failed. It’s a story more and more people I know are less and less satisfied with. It’s lacking. Some see various points that cannot be sustained.
Circles:
It’s also not actually how the world works. Yes, things progress, but they also decline. We have lived in a world that has seen entire classes of beings rise and fall (dinosaurs, for example, or North American and South American megafauna.) And we’ve lived in a world that has seen empires rise – and fall again. A few of those falls have been rapid and catastrophic, but many many more of them have taken place over months, years, decades, centuries – even millenia.
And the world goes on.
I’ve been thinking about this a lot the last few days, because of some other reading. You see, I’m currently reading a mystery series by Frank Tallis, set in Vienna in the very early 1900s. It’s a time when my grandfather and his brother were infants in that same city, and when their father and mother were running a thriving business. It was also a time when the Austro-Hungarian empire covered a substantial portion of the map.
Times change, and that empire – and the glittering, rich, highly musical and artistic and creative and scientific life of the city has changed. But Mom and I travelled to Vienna and Budapest a few years ago: they are still lovely cities, rich in history and culture and feeling and wonderful things going on. They have not gone away, they have not failed, they have not ceased to exist. They have simply moved into another portion of their lives, as summer moves into fall. Fall will move into winter, which, yes, has some downsides (as anyone living in a city like Minneapolis that has had a high snowfall this year can attest). But winter moves on to spring, as well.
In other words, a circle. Not a line. A different way of being, not a failure.
One question that’s come up in almost every job interview is how I feel about ebooks, and their role in the modern library. My answer is simple: right now, the rights and the practical issues are still complicated. I expect that will get sorted out sooner than later: my bet is that the landscape 18 months from now will be substantially easier, from a user point of view, and from a library point of view. I think there’s wonderful things in these tools, including opening up a wider range of what it means to read, and how we read.
But that doesn’t mean the books are going away, any more than Vienna or Budapest somehow faded from the map when there was no more empire. The books we have will still be on the shelves. Some kinds of books work better than current technology allows, for at least some uses. (And I don’t know about you, but as a committed reader-in-bathtubs, I’d much rather drop even a $30 hardcover in the tub than a device costing many times that much.) Some people prefer them, for all sorts of reasons. I welcome the new tools and options, but I think there’s still a place in the world for the older ones.
Circles. Cycles. Keeping the best of the old, but being open to what new stories, what new narratives, may come along. And asking questions about our old stories, and how well they’re actually serving us.
The question of schools
One thing I got asked this week was “Why schools”. I’ve been thinking about my answer quite a bit, in part because it comes back to this in a weird way: I love the opportunity to watch students grow up, grow into the selves that are most magnificent and glorious and amazing in offering their particular insights to the world.
But at the same time, while that’s a progression, at least in terms of age, I also see it as a circle: it is a chance every year to begin at a (fairly arbitrary, honestly) point, and to try some new things, and to do some old thing that are loved and tried and tested and helpful, and to see what happens this time. I love the sense of self-reflection that can bring.
And yet, having known many bright and wonderful people for whom ‘the best college’ was not the best goal, I desperately want a narrative that encourages these people to find the things they’re brilliant and magnificent at and share it with the world – something I think our society at large desperately needs. If we move from a model of the straight line of progress, to the curves of a cycle, more people can be more brilliant at more things – and maybe the things we don’t know we need yet, as a culture, a community, and a world.
The last thing:
The last thing from this particular round of conversation is that so much of this begins with the individual.
My goal, not just as a librarian, as an educator, as a sharer of nifty things, but as a human, is to help people find information that makes their lives better, that helps connect them to options and possibilities in a way that’s meaningful to them. Sometimes it’s just standing there waiting to be helpful if I’m needed. Sometimes it’s problem solving and answering questions.
But I think a lot of it is really about my willingness and interest in improving the world, one question at a time. I’m not perfect at this: like everyone, I mess up, or get sidetracked, or have a bad day. But I try always to move along a circle that’s about more choice, more information, more options, in a way people can manage to deal with.
Two years ago, I started going “Hey. We could do this thing. I think it’d be cool and useful and meaningful.” to the board of the organisation running this conference. After about six months of that, they finally said “Well, I think we can do it.” Eighteen months later, we’re here, with amazing people, having great conversations. And it’s only Friday night.
This is not all about me: this event would not exist without the work of dozens of people (just the same way that a school, or a workplace, or anywhere else, should never be about just one person.) But right now, I’m really pleased that I started out, those months ago, saying “Hey, could we, I think it’d be awesome if…”
We all have the chance to nudge the stuff along that we care about – whether it’s by taking on a big project, or whether it’s by chiming in, sharing a quick thought, showing up for something, passing along a resource. That’s what I do my best to work towards at work, and in my personal life, and all the times that are neither and both.
What I want, the next place I work, and the places I live, and the places I share my friendships and thoughts, is a chance to be part of a circle, part of a cycle that honors the rise and the fall, that can explore new things without rejecting the older truths that still work, that takes time for reflection and conversation, and choice. And one that offers people different ways of being within the community, of offering the things only they can offer, as well as those things many people can do. That’s hard (there is nothing quite like running a volunteer-run event to remind you of that!). But it’s worthwhile. And I know those places are out there.
Where do you find them?
By Jen, on March 12th, 2011%
I got an email from a friend a couple of days ago going “Hey, wanna do something social? Haven’t seen you for a while, and I’d like to.” After kicking around a couple of ideas, she mentioned that she’d been interested in going to see Christopher Marlowe’s Dido: Queen of Carthage by the Theatre Pro Rata, and was I interested?
I was, but after saying that, had a moment of “Boy, is it possible to major in Medieval/Renaissance Studies in college and have gaps in your knowledge” – I’ve never actually taken a class that taught Marlowe’s work, and I’ve only read his Faustus (and that a very long time ago.) And Elizabethan drama was not something my father, the theatre professor, gravitated to (he was much more likely to aim at Molière, a longtime fascination of his, or various other French playwrights, if he was not focusing on his primary interest, ancient Greek (and by extension, classical era) plays.
[In contrast, I've read all of Shakespeare at one point or another, and seen most of it in performance in some form, often multiple productions. And I'm familiar with Dido's story both from the Aeneid, and from both listening to and performing in Purcell's Dido and Aeneas, which premiered in 1688.]
All of this combined, it seems a good time to do a refresher in Marlowe, and on this play in particular. And at the same time, I want to balance that with experiencing the play as a play, rather than a written work. Because it’s actually sort of rare that I go to see things without knowing a fair bit about them in advance.
So, my decision is to do some reading and learning about Marlowe and general background before I go, but not to actually read the play. (Though I may see about rereading the relevant section of the Aeneid again.) However, because we’re going Saturday, I don’t have time to get books from the library in time, so my focus is of necessity online materials.
And, because I figured it might amuse, I thought I’d share how I go about that.
Production information and starting points:
Biographical notes:
People mostly agree that Marlowe wrote Dido relatively early in his career – some people think it was the first play he wrote, some people think it was the second. The most common date given for it is 1584 (based on dates for the troupe that’s recorded as playing it in the first publication), when Marlowe was still at Cambridge.
Marlowe was born in 1564, as the son of a shoemaker in Canterbury. His parents had 9 children (6 of whom survived into adulthood: Marlowe was the second child, but his older sister Mary died when he was four.) His intellectual gifts were recognised quite early, and he eventually gained a scholarship to the King’s School (the choir school associated with the cathedral) which focused on a heavily classical education.
He then went to Cambridge, finishing his BA in 1584 (and his MA in 1587), again, focusing on the classic Latin authors – he wrote at least one play (now lost) before Dido. Marlowe went on to have an even more exciting life as an agent of the Queen (plus the circumstances around his death), but I’m skipping those right now as not relevant as background for this play.
The story:
The story of Dido, Queen of Carthage comes out of the core of the Aeneid, when Aeneas leaves Troy, and has not yet reached Italy. Carthage was a small country to a small empire in Northern Africa (what is now Tunisia). Dido is also known as Elissa (perhaps a variant on the Phoenician Elishat – Dido as a name may be related to the Phoenician word for wanderer.)
At any rate, the basic story is that Dido and her brother Pygmalion were children of the king of Tyre. After the king dies, Dido and Pygmalion were supposed to become joint heirs to Tyre. By this point, Dido had married (Virgil names her husband as Sychaeus), a man who was wealthy and powerful. Pygmalion attacks and murders Sychaeus to gain his wealth, Sychaeus appears to his wife in a dream, and tells her both where his wealth is hidden, and to flee Tyre. She does, and ends up founding a new city-state, Carthage.
Virgil’s take on the rest of the story is that as the Gods are shooing Aeneas off away from Troy, so he can eventually go found Rome. He lands in Carthage, and he and Dido fall in love, aided by the interference of Juno and Venus. Another king (Iarbas) is jealous (Dido having previously turned him down), and he prays to Jupiter to make Aeneas go away. Gods being Gods, this is what happens (and Aeneas does not handle it well), leaving Dido alone. She cannot bear to live, and kills herself (in Virgil, she builds a massive funeral pyre, stabs herself with a sword Aeneas left, and swears eternal enmity between Carthage and the descendents of Troy (foreshadowing the Punic Wars.)
Marlowe’s work is based heavily on Virgil, but he adds a number of elements – a subplot of Anna (Dido’s sister) and Iarbas, and Aeneas’ first attempt to leave Carthage.
In some versions of the story, part of the reason for Dido’s suicide is that Iarbas has enmity toward her in specific (because she wouldn’t marry him, but would love Aeneas), and so removing herself from the stage (so to speak) will be better for her country.
The play:
The Marlowe Society has lots of nice background. The actual date of the play is unclear: people are currently seeming to settle on 1585-86ish, but it might be 1584, or it might be later. Some people think it must have been written after the less proficient (in terms of stagecraft) but better known Tamburlaine, which was probably written in 1587.
- Sources
- Plot summary
- Dramatis Personae
- Themes (notably the pettiness of the Gods, unrequited love, Marlowe’s challenging of convention about how relationships are negotiated, and the contrast of the romantic plot against a moralistic plot where you see very different takes on the characters.)
That last bit has a lot in it that’s reminiscent to me of Euripides, who does the same thing. (More specifically, who has an interesting trick of spending half the play making you think sympathetically of a character, and then turning that on its head.)
One other interesting note is that on the 1594 quarto, one Thomas Nashe is given credit along with Marlow for writing Dido. Again, the Marlowe Society has lots of details.
Okay. Now I think I’m ready to go take in the play, without feeling like I know exactly what’s going to happen.
By Jen, on March 11th, 2011%
Hello, welcome to this week’s links-that-intrigue-me.
First: Marianne had some great comments about the copyright videos I linked to last week. One of my other browser windows currently has a bunch of open tabs where I am looking for more varied perspectives (in video form). I hope to get that posted sometime early next week. (I was hoping for this week, but forgot about the part where it takes me more time to watch videos than it does to scan most webpages for the useful bits.)
Changing world:
There continues to be a lot of discussion in various online spaces about ebooks, ebooks and libraries, technology and education, and much more. This fails to surprise me, somehow. This week has brought:
21 things that will be obsolete by 2020 covers.. well, 21 things in the world of education that may not be here. I disagree with a number of points (I’m pretty sure print books will continue to be around, in part because it’s not like the existing print books we have now are suddenly going to vanish in a puff of smoke or anything), but it does raise some interesting issues about the assumptions behind our current educational models, and what could change, what should change, and what might be really amazing to explore.
Banned Library has a post on 5 Reasons Libraries Should Not Use eBooks … Yet. There’s some vociferous disagreement in the comments that makes further interesting points. (Me, I agree that there are some very real technical, practical, and funding challenges there, especially for public libraries, and that it makes sense not to put too much weight on any one solution or option until some things settle more.)
Brian, at Swiss Army Librarian, has a roundup of links and conversation about the current ebook situation and Harper Collins. [ETA: I realised when making another edit I forgot to mention something here: my understanding from folks I know in the publishing industry is that most of the costs in publishing remain for ebooks - it's just the shipping/distribution bits of the cost that disappear, which are not as big a part of an individual book's cost as you might think at first glance. I'll see if I can dig up some useful discussions of this.]
Steve Lawson and Iris Jastram have the beginnings of a plan for libraries and ebooks: it’s articulate, thoughtful, and addresses a number of specific frustrations and issues. It also can continue to grow, so they’re looking for feedback. Jenica and Marianne both also have additional excellent comments on the plan. (I’m still thinking about the questions Marianne raises.)
Interacting online:
The other major theme in my reading this week was some interesting approaches to interacting online.
Mark Thompson, at Poynter, has a great post called “A 5-minute framework for fostering better conversations in comments sections” that looks in particular at the challenges of figuring out a better way to do that for NPR’s comment threads, that includes links to a lot of different examples (both of what works, and what fails).
Library Journal Online had a piece on whether incremental or major website redesigns are better for libraries (and there’s some discussion in comments). My own take is that it depends very much on what you’re using on the back-end: sometimes a big leap into a new scaffolding is the best way to be able to be more flexible and incremental in the future.
Tyler Tevo0ren had an interesting guest post at Zen Habits on creating a mindful digital life. I particularly am mulling over the advice to “Choose the traits you like about yourself, and exemplify them online.” and the idea of a digital home versus embassies.
There have been a series of posts by various people on the concept of a “YA Mafia” – namely, the idea that YA authors are using their power to ruin up and coming authors, and that’s turned into a more general discussion about cliquishness, friends, and social connections in the publishing industry.
Holly Black’s initial post on this summarises the flaw with the first part very simply: as she says
“But even if there was a YA Mafia, I very much doubt that they’d be able to ruin your career because writers are basically lazy and impractical people. We live in our heads a lot and we can barely get it together to do anything. Seriously, it took me until after 3pm yesterday to get myself a sandwich.”
She’s got a further link round up in a later post, and the DearAuthor site has some thoughts, links to past discussions related to the romance community, and links to other notable posts related to the bigger discussion of interactions between readers, authors, and reviewers.
And finally:
Sarah, at Librarian in Black, has a fascinating if distressing post talking about the results of a survey around book challenges. I find it distressing, but not precisely surprising that there are more challenges than get reported, and that many challenges are not handled in accordance with the actual policy.
By Jen, on November 1st, 2010%
I’ve offered to help a friend out with a project for her daughter’s school. Her daughter attends a charter school in the San Francisco Bay area which has no library, and no space for a physical library. My friend has a lot of experience with formatting electronic material for reading, and wants to put together an electronic library for students and teachers to use. I’ve made some suggestions to her (and she’s really familiar with ebook resources in general), but there are also parts of this that are outside my own experience, so I thought I’d ask and see if anyone else had ideas.
The basics:
- The school is about 300 high school students (grades 9-12)
- 75% Latino.
- The school has computers with internet access: they filter some sites.
- Students are expected to have a flash drive as part of their school supplies.
- She thinks most students do have at least some computer access at home. All of them have access during school hours.
- She’d expect most of them to be reading on computer, not on an ereader or handheld device.
- Books must be available for free (with clear legal permissions) and without DRM. She’s willing to see about getting permissions from publishers for specific titles that are clearly a good fit.
Other notes:
- School assignments are sometimes ‘read this book’ (with students expected to track down a copy) and sometimes ‘read one of these five books’. The teachers are potentially open to filling those with ebook options if suitable titles are available.
- She’d like to include a wide range of titles – some fiction, some non-fiction, some books aimed for class reading, some books to encourage kids to read for pleasure, etc.
- She’d expect the books to live on a school server, and be downloaded to individual drives (in case the site hosting them goes down), but is glad to look at other options.
Particular questions:
Places to look for books? She’s familiar with general ebook resources (as she says, she’s checking out anything listed at the http://wiki.mobileread.com/wiki/Free_eBooks page), but she’s particularly interested in finding books that reflect the ethnic and cultural background of the students. Books in Spanish are especially great, but she’s more interested in recent works than classic literature.
Best way to organize titles? She’s looking at starting with a collection of about 500 titles, and build that up to 2000-3000 over time, but is trying to figure out the best way to allow browsing of the collection.
A pre-existing solution that works smoothly with minimal upkeep would be ideal – she’s got great computer skills in the areas of document formatting, but not so much at messing around with database installs or upkeep, or scripting, so something like Koha or Evergreen would be a bit much. A solution that allowed for tagging and full text searching of at least the records would be great. (She doesn’t need a solution that includes circulation, since a given book can be used by as many people as needed.)
Thanks!
If you’ve got thoughts, feel free to leave a comment here, or you can email me at modernhypatia at gmail dot com, and I’ll pass things along. I’m also glad to put you in touch with her directly if you’d like.
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Hi, I’m Jen Librarian, infovore, and general geek, likely to write comments about books, link collections, and other thoughts related to how we find, use, and take joy in information.
Newly hired as the Information Technology Librarian at the University of Maine at Farmington.
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