Nora J. Bird

The Flow of Scientific Knowledge from Lab to the Lay Public: The Case of Genetically Modified Food

This article reports on a study of how scientific knowledge about genetically modified (GM) food flows to the American public, focusing on language and message genres in the scientific literature, newspapers, and popular magazines. A comprehensive search of these literatures from 1992 to 2002 revealed a publishing pattern of scientific communication that contrasted with that found in the lay press. Examination of this difference led researchers to a scientific study on the effect of GM corn pollen on the Monarch butterfly. The case study of the discourse surrounding this event demonstrates how press releases affect what is published in the popular press. The role of this event in generating subtle repercussions in the perceptions of U.S. consumers, similar to the ripple effects found in Kasperson’s social amplification of risk theory, is analyzed and reported.

Workplace Information Literacy: A Neglected Priority for Community College Libraries

Community and technical colleges have long been sites for educating two groups of students: those going on to baccalaureate education and those seeking degrees in vocational-technical fields. If there are specialized programs of information literacy instruction for these divergent groups, they have not been described in the literature. This article examines prior relevant literature and empirical evidence from focus groups and a survey to provide a brief outline of the vocational/technical information literacy programs in community college libraries and makes recommendations for reassessing the priority assigned to these activities.

Internship in LIS education: An international perspective on experiential learning

The value of internship as a form of experiential learning in library and information science education has been debated for many years in North America. To gain a global perspective, the current research examines whether such an experience is required and for what reasons and whether placements can be done internationally or virtually. Participants include national libraries, associations, and academic library and information science programs from 69 different countries around the world. Results indicate that outside of American Library Association accredited institutions, internship is more often required and that when it is not, participation rates are low. Further, there was much stronger support for international experiences. Despite the increasing use of online tools to deliver library and information science education, there is a decided lack of institutional support for virtual internships. Suggestions for further research are proposed that address the interdisciplinary, intentional, interconnected, and international model for an internship in 21st-century library and information science education.

Reporters See Indifference on Genetically Modified Food

Interviews with journalists indicate decreasing public opposition to genetically modified food and the perception that U.S. consumers do not understand these products. Journalists continue to be skeptical about sources and experts on GM food.

Building Relationships through a Digital Branch Library: Finding the Community in Community College Library Websites

This study evaluates whether or not community college libraries have in place the characteristics necessary to develop digital branch libraries to meet the expanding and changing needs of their publics. Using Hon and Grunig’s (1999) relationship building criteria as a framework, 98 community college library websites were analyzed to determine if they can be considered digital branch libraries (King, 2009). Digital branches go beyond offering mere functionality to embody relational aspects that are critical to the success of service-based organizations. That is, they provide at least the same level of services as their brick and mortar counterparts through real staff, real collection, real building, and real community. Findings indicate that while aspects of all of King’s criteria were present, representation was inconsistent and often weak; further, the emphasis was on functional features, suggesting a need for greater relationship building practices in order to engage with their publics. Collective results are discussed, and recommendations for improvement and areas of future research are offered.

Quantifying quality: Evolution of an instrument to assess website quality

The development of accurate, reliable instruments to judge the quality of intellectual works requires an understanding of genre, audience, communication, information organization, and design. In the case of Websites it can be useful to have an instrument to help determine the quality of a Website for any number of reasons: 1) Websites are now reviewed in order to be linked to an organizations own Website, and an assessment instrument can serve as a reviewing tool. 2) Librarians “collect” and catalog Websites as they do other materials, and they need quality standards. 3) Students and others need learning tools so that they can understand how to judge Websites to aid in assessing online information. 4) Novice web developers can use quality touchstones in order to create usable Websites. The presenters of this session have developed a Website evaluation tool that has evolved from a qualitative instrument to a quantitative one. They will show how the instrument developed and how it is used today.

A Potpourri of Research and Opinions

The articles in this issue feature a potpourri of writings that discuss issues facing two-year college libraries. From information literacy instruction to the new phenomenon of librarians working to build collections of Open Educational Resources (OER) for use in classes, this volume of the journal covers various topics that librarians in two-year college libraries face every day. In addition, there are two strong opinion pieces. The second, by Mark Coltrain, is about our long held but unacknowledged role in advocating for instructional technology with faculty. The first bears a longer introduction. In a recent discussion on the Community and Junior College Section listserv, a list closed to non-ALA/ACRL members, there were some strong opinions expressed about the adoption of the ACRL Framework for Information Literacy and the discontinuation of the standards for information literacy. One of the most articulate voices in opposition to the new framework was expressed by Heather Craven from the County College of Morris in New Jersey. I asked Heather to write out her opinions in a more formal style so that they could be shared in this more public forum. Heather’s commentary, “ACRL and Community College Libraries: We’ve Been Framed” is only one side of the story. Some writers on the listserv suggest that community and junior colleges might band together to create our own standards, as was done by Science and Technology Section (ALA/ACRL/STS Task Force n.d.). Others suggest that a group such as the National Council for Learning Resources (an affiliated council of the American Association of Community Colleges) might be a good venue for the articulation of standards that are skill based. If you have a different opinion or would like to advocate for one of these, the editor would welcome your submission. Information literacy is merely words if the faculty whom librarians work with are unsupportive of the goals that we are trying to reach. “Educating Faculty Members on the Importance of Requiring High-Quality Information Resources at a Community College,” by Beth Auten, Dana Glauner, Grant Lefoe, and Jo Henry, speaks to the importance of collaborating with faculty on designing strong assignments that can show critical thinking about authority and quality in information sources in their article on one-hour instruction sessions. Hopefully, their insights will inform your work in different situations. In the end, we must assess whether what we do is effective. Scott White and Hong Cheng used a natural experiment caused by Hurricane Sandy to test the impact of their instruction. Their work should be helpful to you in your own work.

Introduction to My First Issue

The new issue of CJCL, the first that I have curated as editor, covers a range of topics as eclectic as the institutions and librarians that are represented in the title of this journal. I hope that you will find something of interest to you and, perhaps, even something that will have an impact on your work. Wayne Finley’s article “Graphic Novels in Community and Junior College Libraries” should be accompanied by apologies to both the author and my predecessor, Wendell Johnson. During the handover of the reins, this article was lost. It was meant to be published with a special issue on popular culture that was published as Volume 21, Issue 1-2. If you are interested in other articles like this one, you should see that special issue. The article by Carlos Arg€ uelles, “Information Literacy Instruction and Assessment in a Community College: A Collaborative Design” provides a case study of a road map for implementing the process of designing a new course. One of the important points in the article is that one of the motivating factors was an accreditation process. It is important to monitor departments that are up for accreditation and have librarians involved in both issues of collections and curriculum design. Many accrediting bodies have incorporated information literacy goals into their curricular standards (though they may use different terms), so librarians must be at the table to offer their expertise. A similar note was sounded in a short piece by Mark Coltrain in Volume 21, Issue 1-2, in a piece entitled “Collaboration: Rethinking Roles and Strengthening Relationships.” Another article that completes the report of something from a previous issue is the article, “Utilizing Web 2.0 Technologies for Library Web Tutorials: An Examination of Instruction on Community College Libraries’ Websites Serving Large Student Bodies” by Barbara Blummer and Jeffrey M. Kenton. They offer a quantitative look at how libraries are utilizing their websites for sharing tutorials. This is yet another argument for community college libraries to better utilize their websites. One final piece that is offered, “Professional Identity Development among Graduate Library and Information Studies Online Learners: A Mixed Methods Study” by Rebecca A. Croxton, looks at the growing phenomenon of online professional education for librarians and how it can be strengthened by participation in professional conferences and internships or practicums. If you are in a position to offer internships in your institution, you might be surprised to find out that there are library students living in your community and ready to work with you.

Connecting to Community: Best Practices for Designing a Digital Branch

In this article the authors provide an overview of the concept of a digital branch library and the manner in which it can be used to enhance academic library community engagement. As the front door to the branch, the librarys Website is key to going beyond service provision toward sustaining relationships with faculty, students, staff, and community. The authors provide a rationale for increasing interactivity based on the public relations theory of relationship building. A report of research on the characteristics of community college library Websites illustrates the challenges of creating a digital branch. Subsequent conversations with and a survey of Web managers has provided a list of recommendations for implementation strategies that can be employed by academic libraries of all types.