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Dale Monobe
801: Reflective Journal
2/19/10: My Introduction to the Library Science and Cultural Awareness
My ideas about information, libraries, and the role of librarians/informational professionals have now
become more nuanced and multidimensional. It is fascinating to discover what lay behind what I
thought was a straightforward brick and mortar building consisting of tangible books, and enigmatic
library staff. Indeed, it reminds me that matter is more space than actual substance itself! I do
appreciate our professor, our textbooks, and our readings for being patient and understanding guides to
this fascinating (and for me, at times, enigmatic) world.
System and user, the importance of service, technological change, definitions of data, information,
knowledge, etc. have all changed my worldview of the profession as well as to a significant degree my
worldview in general. Multicultural awareness within the profession is one theme that resonates with
me. When I first heard and saw this mentioned, I was quite relieved since I did not see it in my cursory
overview of the field. Awareness of cultural bias--which very well might be without any negative intent
and which could creep into the system or into the service provided to the user—is now vital to any
recognized profession. I can remember when, in elementary school, after we had the minute of silence
for those who perished during Pearl Harbor, feeling strangely isolated and guilty, though I was born in
Los Angeles well after the war ended. We then took our seats and opened our social study books. After
thumbing through most of the book, which was on Europe and America, we stopped on the three
paragraphs on Africa and then moved to the couple paragraph on Japan. There was a drawing of what
was depicted as a Japanese family at dinner above the paragraph. This was odd, I thought for this didn’t
look at all like what I remembered of my visit to my grandparents in Japan. It reminded me more of a
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scene in a Japanese historical movie. What the drawing depicted was of a family in traditional kimonos
seated in a traditional house overlooking a Japanese garden. (Did I see a rickshaw through the garden
gate?) Looking carefully at the picture, I did not see the television and electrical appliances which
surrounded the table in my grandparents’ crowded apartment, which had several good views of other
grey-concrete apartments. (No rickshaws.) And though my grandmother often wore a kimono, my
other Japanese relatives did not on an everyday basis. Hindsight is 20/20 they say and this book
certainly needed an update.
Before the paragraphs on Africa and Asia, this same social science book discussed at length the
important contribution of Guttenberg. “He made the first printing press and now books were now freely
available to all. No more painstaking hand copying of manuscripts!” Until I was an undergraduate, I
thought all printing started with Guttenberg . . . until I learned about documents printed in China before
him. Resolving this incongruity, I discovered that printing and moveable type originated before
Guttenberg in China. My cousin’s wife, who was a librarian, summed it up with, “Guttenberg facilitated
the mechanization of printing, but printing developed in China . . . as well as paper.”
3/4/10: Guttenberg; and The Mummy
Reading Rubin, he appears to equate the Guttenberg’s printing press with the invention of printing. On
page 125 he talks about how information has become a commodity and compares this to the invention
of the printing press. He then goes on to say, “To equate this change to the invention of printing . . . “
What did I learn from my exploration of printing? I learned that all that is printed is not the final word;
and if one notices a discrepancy between what one knows and what is printed, seeking more
information would tend to help reduce one’s information anxiety—with which Kuhlthau, no doubt,
would concur.
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Anyway, in Rubin’s chapter on information policy, I found the sections of the Library Awareness Program
fascinating in how when the ALA was informed of the FBI’s library activities, the ALA led an investigation,
which led to congressional hearings. Regarding the later Patriot Act and its impact on libraries, I am
pleased to hear that libraries, I assume most?, will purge the lending records of a patron after the
borrowed book is returned—which certainly underscores how libraries value their patrons’ privacy.
The other day I saw The Mummy for the first time. Before I checked out the video, a student at the
reference desk said that her most favorite part was when the stacks of books toppled over each other.
She was watching the video with others in circulation and there was, she said, a collective moan when
this domino effect started. Regarding information transfer and change, I do not recall, in the video,
seeing any library patrons in the library—which was a blessing considering the shelving disaster. This
aspect of the film underscores, for me, how libraries have changed from a system oriented to a user
oriented philosophy. The disaster, in the film, seemed to be when the library materials were
compromised; whereas, I think, most librarians now would say that the disaster was that there were no
patrons.
How did I learn from this medium? Well, it certainly was a nice mix of entertainment and information
(which I think are not mutually exclusive). As for the accuracy of the information, I am wary for I do
know this is a Hollywood movie and that Hollywood movies are not generally known for exact historical
presentations. But they can tell us about the worldviews of their intended audience as well as the
worldviews of the writers, directors, and producers. More specifically, I think one can ascertain to some
degree views on gender roles, occupational and ethnic assumptions, tolerance for violence, etc. And
this is how I learn from movies.
What was it like to learn from this visual medium? Since I do not usually see movies, I was quite
impressed with the visual aspects of the film and struck with what I thought was a lack of dialog. I
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suppose I am used to PBS productions of classic novels, which have, what I consider, dense dialog. But I
know I should remember that film is, for the most part, a visual medium and we as humans are certainly
visual creatures. Overall, I enjoyed the movie.
What struck a special cord with me? There was more than one cord that was struck. First, I thought it
interesting how the traditional-looking librarian was changed, after diving into the waters (there is some
symbolism in this, but I will leave this for another day), into a glamorous heroine—which is indeed true
for the lives of librarians do, indeed, extend beyond the stacks. And second, I became intrigued by the
movie genres of action/adventure and fantasy of which this movie is a combination. I am noticing more
how there appears to be a certain formula to the plot as well as certain required characters. And
despite these formulas and plots being repeated with variations in various mediums, such a genre can
have fresh appeal. No wonder that public libraries seem to have a good amount of action/adventure
and fantasy material. Such stories (I would say to those who would dismiss them), certainly relate to
Jung’s theory of the collective unconscious and his concomitant archetypes. [In 802, I found out that I
am an INSJ.]
3/8/10: First Amendment Rights
From Rubin, I am pleased to read how the ALA has been and is continuing to protect our First
Amendment Rights. I enjoyed reading how when FBI Agents asked libraries if there had been foreigners
requesting information, these libraries, in turn, informed the ALA, who then were able to bring this FBI
activity to light. Way to go!
From Creer, I was intrigued to read of how the degree of access increased from K-12 libraries, public
libraries, and then finally to academic libraries; and how with a stronger educational background
librarians were less likely to restrict access.
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3/12/10: U.S. and Japanese Libraries
It was nice seeing Randy Silverman’s name mentioned in Creer (p.121). Since I have never worked in a
library, the mention of someone who I have been introduced to seemed to bring me closer into the
library fold. And then when I saw Heather Wade’s name in Rubin (p.140), it just felt uncanny. Of course,
your review of Guided Inquiry, which we read for 801, was my first welcomed experience in reading a
professional article by someone from Emporia’s SLIM Program.
Comparing my knowledge of library science when I first entered the program and now, I am very
impressed with how integrated the U.S. Library is with the community and with the basic philosophies of
the nation. Moreover, the fact that the library is an important symbol of all that the U.S. cherishes has
been underscored for me. Though I have always enjoyed visiting the library, my appreciation of it has
increased many fold since I entered the SLIM Program.
In Japan, the public, in general, views libraries as only repositories of books for people who cannot
afford to buy them. Even before reading the articles, which I posted in our general discussion area, I
had this feeling. Years ago when I was teaching English conversation in Japan, I asked my aunt if she
knew of any public libraries I could visit. It wasn’t in any of the words she said, but somehow it was
conveyed to me that such libraries are for people who can’t afford to buy books. “I rarely go,” she said
as if she were proud of the fact. A concept of the library as a symbol of free speech, as being the
public’s university, or as a place to create equal access to information regardless of economic status is
sadly anemic in Japan.
3/25/10: Breadth and Depth of Library Science
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Our group submitted our ethics case last night. It was quite an experience communicating via email and
telephone. Looking forward to the weekend class.
After finishing reading the textbooks and the articles, I am impressed at the breadth and depth of library
and information science. When I enter a library, it seems to be such a different place and I see all
aspects of it in such a different light. I have always appreciated public and academic libraries and now I
appreciate them more!
3/29/10: On the Nature of a Professional; and Man’s Search for Meaning
Regarding the Cannan article (Are Public Law Librarians Immune from Suit?) and after talking with you,
Dr. Dow, after class, I am intrigued with the concept that being sued for malpractice is a clear indication
that one has come of age or that one is now, in the public eye, a professional. When I did private
counseling, I recall grumbling about having to pay malpractice insurance; it never occurred to me this
was a public acknowledgement that I was in a profession. And yet, I have always thought librarians
were professionals.
Regarding Trisha Hansen asking what she should address you as, I recall receiving a recent request from
the American Psychological Association (APA) urging all members to use and to encourage the use of the
courtesy title of “doctor” to emphasize the professional nature and educational attainment by its
members.
Regarding our Ethics Project, I find it interesting that one of my group members thought that I should
approach the creation of the case with sobriety and that Dean Alexander’s words of the importance of
being a professional should not be forgotten. I had wanted to spice up our case with a good amount of
creative license and to add a more definitive ending, but this person thought it would not be
appropriate. After completing my doctorate and teaching undergraduate and graduate students for
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twenty years, I thought the situation humorous. Seeing that I was adding to this person’s obvious stress,
I relented. I think, however, I still exasperate this individual. Well, it isn’t the first person I’ve
exasperated and, no doubt, it won’t be the last! I can at least say I have empathy for those I exasperate!
I remember at the conclusion of my oral examination, one of my professors, surprisingly said that I
should display some “arrogance” since I had completed all the required courses, my dissertation, and
my written examination. Though the years, I have thought about his words and I have come to the
conclusion that what he meant was that I should display more confidence in my opinions since I have
had an educational experience that not everyone has had. And yet, I know that one can be schooled
and not terribly educated, but one can be highly educated—no small thanks to public libraries! (a
college for the public)--and not schooled.
I decided to read Man’s Search for Meaning, which I checked out from my local library. At the
circulation desk was one of my favorite library staff members who happens to hail from Iran and it
suddenly occurred to me to ask about the libraries in her native land—though she has lived in Utah for
about thirty years. She said that now the libraries have a side for men and a side for women and women
cannot check out books from the men’s side. She then added that before the Arabs entered their land
they had a wonderful and large library, but then the Arabs destroyed it. I wanted to ask her more, but
she had patrons to help. What she described reminded me of the article, “The Roles of Academic
Librarians in Fostering a Pedagogy for Information Literacy,” which discusses how power and knowledge
are inseparable. No wonder that in outside invasions or revolutions, the first institutions at risk are the
libraries and archives.
Reading some pages into Man’s Search for Meaning, I am struck at how the deliberate eclipsing of
knowledge can control and torture—which all the more underscores for me the importance of
informational professionals and librarians! I look forward to finishing the book.
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3/30/10: Man’s Search for Meaning Continued
I just finished Man’s Search for Meaning and I wished I had read this book before. Within my
introduction to psychology course, I usually refer to this work, but, I feel, there is a wide gap between
taking snippets and reading the book from cover to cover. Fostering a sense of humor, experiencing
beauty where you can find it, remembering that everything may be taken away except one’s freedom to
choose one’s attitude, and finally holding on to a goal are concepts that, indeed, may be applied to
anyone’s life. Finally, Frankl’s words that “. . . there are two races of men in this world, but only these
two—the “race” of the decent man and the ‘race’ of the indecent man. Both are found everywhere;
they penetrate into all groups of society. No group consists of ‘pure race’ . . .” struck a chord within me.
Not only were the prisoners denied information about their fate and the outside world, but also the
guards were kept in the dark. I am not trying to pardon their unpardonable behaviors, but these guards
were given and force fed the Nazi party line—that these fellow humans being they beat and kicked were
not human. There was no other view allowed. Information was suppressed and any other view was
anathema to the party. And though finding a “decent fellow among the camp guards” was found
“occasionally,” there existed, I believe, a correlation between such censorship and the brutish behavior
on the part of the guards.
Before entering the Emporia program, I did not viscerally feel how important the free flow of
information was. Now, I do.
4/7/10: Ethics and Privacy
While visiting a local library, I had the good fortune to talk to Angela Igo, who works in the periodicals
section. Our conversation turned toward one of the ethics’ cases that was presented in our class,
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involving the social worker requesting contact information regarding a potential suicide. This was the
case that her group created; and as for how it was resolved in class, she did not agree. She said that
such information was confidential and that until there was a court order, it should not be given out. She
then recounted when a county deputy came up to the periodical desk, which also monitors computers,
and asked for computer log-in records. She said it was impossible and he was incredulous. It was a
fascinating story and I said that she should mention this incident to our classmates, which she later did
under our general discussions site. There, she also recounted how a man used a fake deputy badge to
obtain his wife’s address. These and other cases certainly underscore that librarians cannot always be
compliant—even when someone official and perhaps intimidating shows up at the desk. I do appreciate
your emphasizing information ethics in our class. It was most helpful!
4/26/10: The Difference Between Library Students With and Without Library Experience
Since I’ve never worked at a library, I was curious to find out if library experience influences one’s
perception of library school as well as how library school might influence one’s perception of the library.
Today, I visited the Weber County Library System and spoke to a MLS librarian who was working at
reference. She said that since she was already working at a library when attending library school, she
was most interested in the more theoretical aspects of library science; whereas, those with no library
experience found the practical aspects more useful and interesting. Specifically, she mentioned the
ethics and management components as being helpful. Did library school change her vision of the
library? No, she said. [As I mentioned above, it certainly has for me.] Since in our readings, there has
been such a focus on the user and away from the system, I asked if I was taking her away from her other
duties—as a test. She looked down at a staff scheduling form and said that she had “a little time,” but
that she had to get back to her scheduling duties. Since this was the reference desk, which according to
our readings seemed to be almost a sacred interface between the user and the system, I was a bit
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disappointed. I suppose the system had the final say today since I wanted to ask her more questions.
She was not alone. She had two other library assistants and the desk was not busy. I believe she
graduated at least ten years ago and perhaps the program she graduated from was more old school
than not. The surprising thing is that she provides in-service workshops on patron services.
Curious, I drove to another library branch where I know another librarian somewhat well. I asked her if
her view of libraries has changed since attending library school. And again like the previous librarian,
she said no. But she did add that while going to library school it felt as if her work day lengthened. For
her, it was library work, library school homework, and then four weekends per semester in library
school. She answered all my questions, including one about the new electronic check-out/in system
they were installing. And then she finally asked, “Is there anything else I could answer for you?” Brava!
4/27/10: Interview with My Cousin’s Wife; and Libraries in the Internment Camps of WWII
I just finished talking to my cousin’s wife, who was a medical librarian in Texas for several years. As with
the previous two librarians, I asked her if her view of libraries changed during or after library school. She
said no, though she added that it provided her the ability to articulate what the philosophy of libraries
were and that she had then later created her own philosophy from what she had learned in school. So, I
suppose her view of libraries had been modified, but not changed in an absolute sense. I wonder if such
modification generally occurs subtly or almost unconsciously for those who have already worked in
libraries before attending school. She then asked me how my view had changed and I mentioned that
though the system is important, the user is the life blood of libraries, that libraries in the U.S. are the
product of and preserver of the First Amendment and consequently are an important symbol of
freedom and liberty . . . I wanted to add more, but she had an appointment and asked me to call back,
which I will. If I continued, I would have said also that librarians have diverse backgrounds and work in
diverse settings, that they are more than just the location pointers: they are also teachers, counselors,
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and advocates for free speech and communication, that the library is more than books, CD’s, and DVD’s
for there are community programs and classes or, in other words, they should be considered valuable
community centers and tuition-free universities for all—no exceptions. In sum, the library should be the
pride of any community.
My father (who was a U.S. Citizen) and my grandparents (who were legal residents) were relocated to an
internment camp in Wyoming when the U.S. entered WWII. And though I would hope that most
Americans would look back at this event as unconscionable, I am somewhat heartened to hear that
libraries were built in these camps. I do not know what was included in the collections, but to be
reading a book in the internment library and then to look out a window and to see the internment fence
enclosing you must have been more bitter than sweet. And yet, the American philosophy that libraries
are an important component of any community was there. I don’t think any other country would have
considered building a library for people who were considered a threat to their national defense.
[As an aside, in our 801 class, there is student who lives near one of these internment camps. And
though he/she agrees that the camps were not a good thing, he/she thought that going to an
internment camp was almost like, in a way, going camping somewhere. He/she is young and I hope with
time, he’ll/she’ll understand the significant emotional, physical, and economic stress the JapaneseAmericans experienced.]
4/28/10: Interview with My Cousin’s Wife Continued; and Anonymous Librarians
I called my cousin’s wife back and was able to spend a little more time with her than yesterday. I asked
her where she thought the future of libraries lay. Her first response was in technology and in how it can
facilitate the library profession. Our conversation then turned toward the usefulness of having an MLS
in that the skills of assessing, cataloging, and making information available were transferable to many
professions outside of the traditional library science domain. (This reminds of Erik Ashby, who is a
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graduate of Emporia’s SLIM program and who now works at Weber State University as a Coordinator of
Student Programs. He was the first person to tell me of the versatility of an MLS degree.) Next, I asked
how after retirement has her education and experience in library science influenced her second career
as a fiber artist and jewelry designer. Considering how much she appeared to love librarianship, her
answer was not too surprising. She has not truly retired from information science for she is the
librarian/historian for the Fiber Artists Association of San Antonio. And finally, we discussed how
librarians could gain greater public acceptance as a profession. I brought up how the general anonymity
of librarians could be one factor; whereupon, she told me of how her boss, the head librarian, would
continually hide in her office. “And for name tags, they would be absolutely terrifying for her.”
The Weber County Library system does not employ name tags or desk placards, but only generic staff
badges, so that no one, unless you are an insider, knows who is who. Even on their website there is no
listing of staff as a college of university would do. Moreover, it doesn’t even list the library director’s
name. Before considering entering a library science program, I didn’t know, when in a library, who
were the librarians. For all I knew, they all were, including those who placed the books on the shelves.
According to Angela Igo, there are library staff who are worried that the consequence of wearing name
tags would be stalking and sexual harassment.
One of our required journal readings in 802 talks about the anonymous librarian and how true!
Regarding the concept that only when librarians are sued than the profession has come of age; may I
suggest that with public recognition of any profession come benefits and, unfortunately, challenges.
4/29/10: Recap; and the Practical Student vs. the Idealistic Student
I’d like to recap some of the things I learned in 801:
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-Libraries are more than a repository of materials; they are tangible symbols of our U.S. democracy. If
our libraries were closed, including on-line libraries, our democracy--as we know it--would, indeed, be in
jeopardy.
-Libraries are community centers for educational and recreational programs. In other words, they are
like traditional town squares: gathering places for the community.
-Librarians are instrumental in the transfer of knowledge to the ultimate use of that knowledge.
Specifically, librarians can provide value added service to electronic searches.
-Librarians are also educators, researchers, and counselors, who value innovation, diversity, free-speech,
privacy and information ethics—and all the values that are incorporated in the wonderful video that you
created.
-Librarians from the very beginning have evolved and will continue to evolve to better serve the
information wants and needs of their patrons.
-Librarians are active and involved members of the community who work for equal information access
and understanding for all.
I just had the opportunity to talk to another two MLS librarians, who had also worked in libraries before
entering library school. There was no “movie moment” or epiphany for them during their studies, but
one said that she came to understand the rational for aspects of library service. Regarding library
experienced and non-experienced students, the same librarian suggested that the non-experienced
students tended to be idealistic; whereas, experienced students tended to be practical in their approach
to the subject [which is interesting considering that the first librarian that I talked with on 4/26/10 said
that non-experienced students are interested in the practical aspects and experienced students, the
theoretical; one can, no doubt, be ideological or practical and still be interested respectively in
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pragmatics or theory]. “One of my classmates who had no library experience said that she would
without hesitation publicly displayed the Kama Sutra in her library,” she said,” but I know the
practicalities of doing that and I don’t want the battles that come with it.” She added that one could still
check it out in her library, but it isn’t displayed. “I really think there should be a library class called
Patron Relations,” she continued, “where we would discuss the practicalities of the job, such as dealing
with patron complaints, children who throw up, damaged books, and the homeless.” She then showed
me a book that was greatly water damaged by a patron.
I liken the difference between library-experienced and non-library-experienced students to an adult,
who knows the practicalities of life, versus an adolescent, who is overly idealistic.
Though the librarians with whom I interviewed had no “aha!” moment, I certainly did. Thank you so
much, Dr. Dow, for helping me see libraries and librarians in a different light!
My worldview has changed.