Instructions for Group Reports on Readings
Oral presentation skills and teamwork are essential in graduate school and in professional life. This assignment
provides necessary practice in these skills. The group reports are designed to:
- encourage personal discussion of the topics in the readings;
- give you an opportunity to critically analyze ideas and concepts in the literature that are important to the field;
- establish a practice of critical thinking;
- provide a forum for making informative presentations to colleagues on topics of vital interest;
- provide an opportunity to synthesize and package information for a professionally-oriented audience.
- Sign up for one group report. You may choose from among the dates and topics listed. Each presentation will be
done by two people. If there are an odd number of students in the class, one presentation may have three people.
- Your entire group report should take 15 minutes, plus 15 minutes for questions. Partners should have equal time in
the presentation and in the question session. Practice together to stay within the time limit. Successful groups meet
together at least twice to discuss the content and plan the logistics.
- Use computer presentations and handouts to assist the audience in following your presentation. Incorporate these
materials explicitly into your presentation. For example, when using an outline of what you will cover in a handout or
Powerpoint slides, tell the audience where you are on the outline as you go along.
- In general, spend some time in the presentation summarizing the content. For very long articles, select the most
relevant or interesting parts to summarize, not the entire article. You may read
some very brief key passages or terrific quotes that you want to comment on. Be
sure to note that these are quotes from the article.
- Critique the article for the class and share parts of your discussion. Give your
own opinions, interpret, relate to your own personal experience, and integrate
points from the other readings and lectures for that session or for another session.
Tie ideas from the unit readings together with the article or topic you are
presenting. If you have a viewpoint that differs from the author(s), share it with
the class and solicit their reactions.
- Establish rapport with the class by being creative, inventive, and flexible. Ask them questions; get them involved
with your topic. Make the article interesting for the audience. Be very clear so that the class members will learn
from you report on the material. Give students a chance to ask you questions at the end (or throughout), and pause long
enough until someone asks a question. About 15 minutes should be allowed for the question period.
- Use a clear voice that is loud enough for all to hear. Do not read your report to the class. Use good eye
contact. Make an effort to communicate with your colleagues. Handouts or Powerpoint slides should be clear, readable,
uncrowded, and directly relevant to your talk.
Audibility, eye contact, well-structured presentation, audience involvement, critique, integration with other
readings, information value, legibility of handouts and Powerpoint slides.
Preparation for February 2, 2016
Olsson, Michael R. 2009. Re-thinking our concept of users. Australian academic &
research libraries 40(1):22-35.
- Olsson, citing Foucault, notes that knowledge can be viewed as being an
"intersubjective social construct." What does that mean? What implications would
that view of knowledge have for our view of the user and information behavior?
- The author contends that in LIS research there is an inordinate emphasis on
"purposive information seeking and seeking." Why would that be so? Why would that
- Citing Talja, the author notes the possibility of viewing users as "knowing
subjects" and "cultural experts" rather than "uncertain people who need help." How
would that change the power relationship between librarian and library patron?
Imagining yourself as a library user rather than an information professional, how
would you envision your experience of a reference interview in which the
professional viewed you in this manner?
- Olsson talks about sense-making as a social interaction. How would that apply
to a reference interview? How does that apply to this group report?
Preparation for February 9 and 16, 2016
Types of libraries and information work
The sources listed in the course bibliography for Unit II can assist you in
creating reports on types of libraries, librarians, and information specialists.
You should also research your topic in LISTA (Library, Information Science & Technology
Abstracts)—databases that index articles on Library and Information Science.
These databases are accessed through the University of Hawai`i at Manoa Library
Click on Online Databases / Indexes, then search on
In addition, you will need to visit a library to explore its ambiance
and services, and interview a librarian in the type of library your group chooses
as the subject of your report.
For each type of information work (public library, school library, archives, academic library, special library, or digital library) a group will report on the aspects listed below. For groups reporting on special libraries, select one particular type. For
example, in previous semesters we have had reports on a prison library, a medical library, and the responsibilities of a corporate information manager for a large local bank. In addition to the above-mentioned resources consult the Web sites of the professional
organizations for that type of information profession, as well as Web sites of particular libraries or archives. Your interest group will prepare a fifteen-minute oral report, covering:
Role in society—What social functions (education, information
research & scholarship, recreation, cultural seem most important? Which
functions (educational, informational, research/scholarship, recreation/cultural)
does this type of library or librarian serve, and how?
Clientele—Who are the users? Or, for whom is this activity
undertaken? What is the largest user group? Do these groups present any special
concerns or difficulties? Who might be the potential users?
Management/governing authority—To whom is this operation, or
kind of professional, accountable? How do librarians get promoted? What
professional organization supports this type and in what ways?
Ambiance—What seem to you to be the features that give this
particular type of library of information work its distinctive character?
Special aspects—What are the typical problems or challenges
that arise in this type of library or information setting? Are there remote users?
If so, how are they serviced? Are there outreach efforts?
Preparation for February 23, 2016
Campbell, Douglas. 2014. Reexamining the origins of the adoption of the ALA's Library Bill of Rights.
Library Trends 63(1): 42-56. Available through the LIS 610 Laulima site for this semester (when you reach the LIS 610 site click on "Resources") and from
the Library, Information Science & Technology Abstracts (LISTA) database, accessed via the University of Hawaii at Manoa Library website.
- What were the historical conditions that led to the Library Bill of Rights?
- What does this say to you about the Library and Information Science profession?
- Why is it important today to understand the nascence of the Library Bill of Rights?
Hitchcock, Leonard A. 2005. An examination of article two of the Library Bill
of Rights. Public library quarterly 24(2):1-18.
- What is the gist of Hitchcock's argument?
- In what, if any, ways would his approach to the Library Bill of Rights change
the way information professionals approach collection development?
- In terms of representing both sides of an issue, is it important that future
information professionals be exposed to Hitchcock's article?
How did you personally
react to Hitchcock's contentions?
Preparation for March 1, 2016
Echezona, R.I. 2007. The role of libraries in information dissemination for conflict resolution, peace promotion and reconciliation. African journal of library, archives & information science
- Consider what has been happening on the African continent recently. What role does the author see for libraries in some of the conflicts that have been reported in the international news?
- What would some of the obstacles be in performing such a role?
- Visit the new Library of Alexandria (Bibliotecha Alexandrina : http://www.bibalex.org/home/default_EN.aspx) site, then visit the National
Public Radio site (http://www.npr.org) and search for articles about that library. What do these
articles tell you about some of the challenges faced by libraries in places of conflict?
- Please do searches in LISTA and on the BBC News website (http://www.bbc.com/news/) for libraries in Africa. What are some of the problems being faced?
Preparation for March 8, 2016
1) Marcum, James W. 2002. Rethinking information literacy. The
library quarterly 72(1):1-26.
- How did the public library's involvement in and commitment to literacy changed
in the latter half of the 20th century?
- What do you see as the public library's role in promoting literacy in the 21st
2) Mackey, Thomas P. and Trudi E. Jacobson. 2011. Reframing information literacy
as a meta literacy. College & research libraries 72(1):62-78.
Based on Mackey and Jacobson's ideas, how would you define metaliteracy? Is this a useful construct? Why or why not?
Why do the authors think that the old definitions of information literacy are inadequate?
Mackey and Jacobson quote Peter Felton's definition of visual literacy as involving "the ability to understand, produce, and use culturally significant images, objects, and visible actions" (p. 66). Is this something new? What might be examples of visual
literacy that pre-date the existence of computers, the World Wide Web, and Web 2.0? How far back in time do you think such literacy is evident in human history?
Should Mackey and Jacobson's ideas influence the way we educate information professionals? The way we provide information literacy instruction in libraries? If so, how?
Preparation for March 15, 2016
1) Thomas, Margie J. and Patsy H. Perritt. A higher standard. School Library Journal 49(12) (Dec. 2003):52-57.
Dickinson, Gail. 2004. National Board effects on school library media education
- Thomas and Perritt note that "Thirty-six states--including
Colorado, Connecticut, Hawaii, and Idaho--require a classroom-teaching certificate, in addition to a master's degree or course hours, for media specialist
certification." From what you have learned from your readings and experience in the program thus far, why is this necessary for a librarian who intends to work in a
- Will the patchwork quilt of education and experience requirements for school library media specialists affect your career plans? If so, how?
- Dickinson talks about a disconnect between what the NBPTS assesses in its Library Media area certification and what LIS programs teach. What is the nature of that disconnect?
- What implications does that disconnect have for an LIS program? For SLMS students?
2) Winston, Mark D. and Deborah Fisher. 2003. Leadership education for young
adult librarians: a research study. Public library quarterly 22(3):23-35
According to Winston and Fisher, why is leadership education important for young
How well do library schools in general perform in preparing young adult librarians
for leadership roles, according to Winston and Fisher?
Preparation for March 29, 2016
1) McGuigan, Glenn S. 2011. Crisis of professionalism in public services:
addressing challenges to librarianship from a public administration perspective.
Library review 60(7):560-574.
McGuigan on page 562 describes a crisis of identity faced by librarianship as a profession. What is the nature of that crisis? And what, in the author's view, is the cause of that crisis?
- The author talks about perception of value. Why is that problematic for librarians and other information professionals?
- McGuigan proposes a number of recommendations. What are they? Applying your own critical thinking skills, do these recommendations sound reasonable in light of the crisis the author describes?
- The author criticizes the American Library Association's code of ethics. Do you agree with his criticisms?
McGuigan talks about "brand identity" for librarians. Did this make sense to you? Putting on your creative-thinking hat, what would "effective public relations" look like?
Preparation for April 5, 2016
Hess, Amanda Nichols, Rachelle LaPorte-Fiori, and Keith Engwall. 2015. Preserving Patron Privacy in the 21st Century Academic Library. Journal of Academic Librarianship 41(1): p105-114.
Available through the LIS 610 Laulima site for this semester (when you reach the LIS 610 site click on "Resources") and from the Library, Information Science &
Technology Abstracts (LISTA) database, accessed through the University of Hawaii at Manoa Library website.
- According to the authors, what are the expectations of patrons concerning privacy in the library?
- Why is providing privacy in the digital environment difficult?
- Please examine the privacy statement on the Oakland University Libraries website at http://library.oakland.edu/policies/privacy.html. Does the policy seem
adequate to you? Is it easy to read? Is it clear what the libraries do or do not do to preserve the privacy rights of the patrons?
Preparation for April 19, 2016
Guidelines for Reports on National Libraries:
Select one of the national libraries listed on the sign-up sheet or
propose another national library. Your profile should describe the origins,
development, present size, and services of the library. Give any
current information you have uncovered.
The Encyclopedia of Library and Information Science (Z1006 .E57 2003 in
Hamilton) provides useful information about national libraries. An older sources
(useful for history) is the World encyclopedia of library and information
services (Z1006 .W67 1993). Also, be sure the visit the Web site of the
As with other group reports, allow 15 minutes to present your library and 15 minutes
to involve the class in discussion.
Preparation for April 26, 2016
Gregson et al. 2015. The future of knowledge sharing in a digital age: exploring impacts and policy implications for development.
- The authors wrote of the danger of a "growing knowledge divide influenced by technology access, threats to privacy, and the potential loss of diversity of knowledge." Based on the report, please expand on these concerns.
Present ways in which libraries in the United States and in other countries can help ameliorate this knowledge divide.
- In the United States we live in an affluent nation. However, based on your readings thus far in the course as well as this report, do we already have a knowledge divide? If so, what does this look like? How can we
help to bridge this divide?
- On page 16 the authors wrote: "There are big questions related to who our knowledge networks serve, whose knowledge is shared and valued, and how knowledge can be truly open and inclusive of poor people, who often lack the
means or know - how to engage in the systems created for them. Yet, if significant efforts are not made to address this, it is hard to see how such systems and related research processes will produce knowledge that is relevant to
the real needs and interests of people living in poverty." They talk about researchers not being incentivized to accurately study the needs of the poor and how those needs could be fulfilled. What might be a role that
libraries could play in this?
- When reading about poverty and a global knowledge divide, why should we care? What are our obligations, not just to our local community, but to the global community? What roles might you see yourselves playing during your
career as knowledge professionals in regards to these obligations?
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