Professional Development

NC-LITe Round-Up

Friday, June 24, 2016 9:57 am

On Thursday, June 9th, we (Sarah Jeong, Kathy Shields, Meghan Webb) attended the Summer 2016 NC-LITe meeting at Duke University in the newly designed commons for Research, Technology and Collaboration– called The Edge. What Follows is a brief overview of this meeting and our take-aways!

In step with previous NC-LITe meetings, after some initial mingling and settling in, the group shared Campus Updates with information about recent and/or upcoming changes at each institution’s library. The meeting was well attended (approximately 20 attendees) and included representation from UNCG, Elon, NCSU, NCCU, Central Carolina Community College, UNCC, UNC-CH, East Carolina and Duke University libraries.

Next, the group broke out into small group facilitated discussions. Each attendee was able to select two discussion sessions that centered around the following topics:

Engagement Outside the Classroom (Meghan)
It was wonderful to hear all of the creative ways that our neighboring institutions are promoting library resources and services through outreach efforts. Some ideas that stuck with me include:

  • “pop-up library instruction” or “pop-up exhibits”: attempts to market research services and/or special collections materials through a more informal set-up in a public, more heavily-used space in the library (or even outside the library). I really like the idea of “pop-up library instruction” outside of the library/classroom. It could offer an opportunity to reach underserved students or students that are less aware of resources/services available to them. Just a matter of being in the right place at the right time.
  • low maintenance book club: One librarian has had good results with introducing a low-maintenance book club for undergraduate students, faculty and staff. They have experimented with various selections (short story collections, various titles selected around a similar theme or discipline, etc.)
  • digital outreach efforts: A few of the librarians were working with campus populations that are more commuter-based and have to design methods of engaging these patrons in an online environment. They are working to develop and improve upon online portals to encourage engagement with their community members.
  • walking club: an attempt to build community, network with campus affiliates, and promote health and wellbeing– one librarian shared her efforts to develop a walking club with planned routes around campus. She used this time to informally check-in with campus walkers and share library resources.

Assessment (Sarah)
Emily Daly (Duke) led a discussion of assessment of library instruction sessions. At some universities, it is up to each individual librarian to assess their library instruction. Some librarians refer to the Claremont Colleges Library’s “Start Your Research” Tutorial Quiz for pre-class instruction. Some librarians use the “3-2-1 Assessment” approach as a Qualtrics survey associated with a course:

  1. What are three things you learned?
  2. What are two things you still don’t understand?
  3. What is one thing you’ll do differently when you research? (Alternatively, some librarians assess the affective learning domain by asking: How do you feel at the end of this class?)

If students would like to ask questions privately, ask them to write their email address.

Curriculum-mapping (Kathy)
Hannah Rozear (Duke) shared a curriculum map that she created for her liaison department, Global Health. She was inspired by the curriculum maps that Char Booth and the Claremont Colleges libraries created and have made available through their institutional repository. Curriculum maps have numerous benefits, including helping to visualize connections between courses and research initiatives, to identify opportunities for outreach, and identify shared goals between the curriculum and library instruction. As a new liaison, I am really interested in how they can help me gain a better understanding of my departments. Hannah used Mindomo to create her map and had to purchase a pro account (although a free program called LucidChart was suggested as an alternative). She used the course catalog, departmental websites, and course syllabi to gather the content for her map. What I thought was really interesting was that she also added clubs and organizations that were related to the major, as well as research labs, initiatives, and other projects, as these are all potential targets for outreach. Hannah recognized that this wasn’t a giant checklist – there was no way you could provide outreach to every single group or course, but what it did do what help her see the areas where she could have the greatest impact. Hannah will hopefully share the map she created, but in the meantime you can take a look at the Claremont Colleges maps I’ve linked above for more info.

Critical Pedagogy (Kathy/Sarah)
Kelly Wooten (Duke) led a discussion of critical and feminist pedagogies for librarians. Our group was small (just 3 total) so we mainly discussed why were interested in it, what we had already done, and what we were hoping to do with #critlib. Kelly showed us how to make zines and shared some zines that she had created (Sarah and I grabbed the ones on Beyonce and Taylor Swift, if you want to see them). Zine creation is a fun activity to start off an instruction session and students get to take something with them that isn’t a traditional handout but still gets the message across. Kelly works in Special Collections, and she shared some ideas for how to get students engaged in using primary sources in a more critical way, which I’m hoping to incorporate in LIB210 this fall!

Support of New Literacies (Meghan)
Kim Duckett (Duke) led this small group discussion and participants shared a wide-range of instructional content areas/literacy needs related to library instruction. Common literacies discussed included:

  • digital content literacy: knowledge and appropriate use of digital content, including open access, open-education materials, and how to use media effectively in the classroom.
  • intersections of scholarly communication and information literacy.
  • project management: we discussed the observations of students, even graduate students, sometimes struggling with team-based projects or working together in research teams.

After the small group facilitated discussions, attendees were led on a tour of the Duke Library teaching and learning spaces (a full layout and more detail about the space can be found on the Duke University Libraries site):

The Fischer-Zernin Family Help Desk at The Edge.

The Fischer-Zernin Family Help Desk at The Edge.

View of available seating in the Lounge. Notice the writable wall space along the partition.

View of available seating in the Lounge. Notice the writable wall space along the partition.

 

The enclosed booths located in the Jones Open Lab area of the Edge are one of the most popular study spots for students (so much so that each booth was occupied and I was unable to steal a photo as the booths were turned to the windows).

The enclosed booths located in the Jones Open Lab area of the Edge are one of the most popular study spots for students (so much so that each booth was occupied and I was unable to steal a photo as the booths were turned to the windows).

This is one of the structural columns at The Edge, which doubles as a writable surface for student use. It was impressive to see spaces used in a very efficient, creative manner.

This is one of the structural columns at The Edge, which doubles as a writable surface for student use. It was impressive to see spaces used in a very efficient, creative manner.

Students (and university faculty and staff) can use stand alone touchscreens at the entrance of each meeting space to reserve the rooms (and check on availability). Project spaces can also be reserved online in advance.

Students (and university faculty and staff) can use stand alone touchscreens at the entrance of each meeting space to reserve the rooms (and check on availability). Project spaces can also be reserved online in advance.

 

Lightning Talks: What We Can Learn from Our Failures

After the tour, a Lightning Talk session on the F word (that’s right: failure) was held and colleagues had opportunities to share the shame *and lessons learned* from a teaching sessions, outreach events, technology demos or other work events gone awry. Here are some quick take-away lessons from these shared stories:

  • Communication matters and feedback transforms.
  • Students need to know WHY – context matters!
  • Good to plan for students’ individual differences.
  • It’s okay to let go of a project that’s not working out. (And learning from the mistakes makes it worthwhile!)
  • Every project needs a champion! Technology can’t solve every problem– owners/stakeholders need to care if a project is to succeed.

Kyle at NC-LITe at NCSU

Tuesday, July 7, 2015 11:52 am

On June 12, I traveled as the lone emissary from ZSR to NC-LITe, the twice-annual mini-conference loosely focused on instructional technology in libraries. We had it here in ZSR back in December, if you recall.

This time we gathered at the D.H. Hill Library at NC State, where they’ve recently undergone a few changes, the most notable of which is a brand-new makerspace. (We got a sneak preview the day before it opened!) This is a purpose-designed space to the left of their main circulation desk, and it is pretty fantastic.

David shows the group the new makerspace

David shows the group the new makerspace

Campus updates

As with most NC-LITes, we started with some campus sharing. Among the most notable updates:

  • NCSU’s Library Stories project is a great example of a library being ahead of the game in sharing ways they can help faculty and students enhance their teaching and learning.
  • NCSU continues to churn out their popular “Teach Yourself” tutorials. They’re really carrying a lot of weight for the entire library instruction field: we use the heck out of their videos, including in our online LIB100 course. They added a new one on source evaluation. There was much rejoicing.
  • A representative from Davidson College joined us for the first time! It was great to connect with her, as Davidson is the closest cousin to Wake in its emphasis on teaching. Davidson is also interesting in that they’ve been doing MOOCs with edX for a few years now. The library has recently been involved in developing a new course on Electronic Literature that starts in October (join me!)
  • UNC Chapel Hill just hired a new digital scholarship librarian, who will be teaching a series of digital humanities workshops out of the library.
  • Duke just opened a new commons for technology, research, and collaboration that they call The Edge (er.. sorry, this is the actual link).
  • Kim Duckett, formerly of NCSU, a founding participant of NC-LITe, and an all-around awesome person, recently took a new job at Duke as their Head of Research & Instructional Services.

Lightning talks

We also got a few in-depth looks at some recent projects. These had the greatest takeaways for me.

Katy Webb of ECU shared how their reference department went to Youcanbook.me and a shared Google Calendar for patron-driven scheduling all of their personal research sessions. Youcanbook.me presents users a calendar with available time slots, allowing them to select the time that fits their calendar, eliminates all the email back-and-forth, and pushes the “messy” end of scheduling to happen behind-the-scenes. They call the service “Book a Librarian” and it seems like a great enhancement to their user experience! Check it out.

Hannah Rozear of Duke talked about a collaboration she’s part of with their writing program, in which she’s integrating critical digital pedagogy to make her instruction more student-centered and inclusive of diverse voices, and to challenge students to think critically about the online sources they use.

Rebecca Hyman at the State Library of NC and I shared our experience with developing and running RootsMOOC. We were (and still are) a little exhausted from a year of running the project at full-steam, but the course evaluations are in and and I promise to give the project a proper write-up soon!

Ideas from breakout sessions

I didn’t take copious notes during our breakout sessions (they’re loose, informal discussions), but I did jot down some ideas I wanted to share.

I maintain that Open Educational Resources will be an increasingly important part of the higher educational landscape as the traditional textbook model breaks down. Several libraries are offering grants to faculty who are interested in OER–small ones for attending OER workshops, larger ones for developing their own OER or integrating OER into their classes. As an institution, I don’t think we’re quite there culturally, but I’m keeping my eye on this. See also UNCG, Emory

Lots of people shared frustration with boosting workshop attendance. (Can I get an amen?) I heard some great ideas:

  • co-develop workshops with other groups on campus (example: a “Designing effective research assignments” workshop through the TLC);
  • host webinars instead of f2f workshops (and record the content!);
  • send personal invites to known partners and influencers in the academic departments (even better if there’s a lunch or coffee)
  • rather than advertising the thing you’re going to teach (eg, Zotero), advertise the compelling use case (Hey, grad students, come learn how to do a lit review!)

Always lots of good ideas from NC-LITe. Looking forward to next time!

 

NC-LITe comes back to ZSR

Friday, December 19, 2014 5:14 pm

Have you ever thrown together a regional mini-conference in the short window between final grades and the holiday break? ZSR just did, and let me tell you, it was awesome.

NC-LITe, a semi-annual meeting of NC instructional-techy librarians, meets twice a year to talk about current happenings in instructional technology and libraries. This time we had about 35 folks from around the state, including representation from, I think, nine different campuses. This time we made some significant changes to the format, wanting to make the best use of everyone’s time. Feedback on the changes was really positive!

Campus sharing

Per tradition, we started with some informal campus sharing. This usually drags on (instruction librarians can be …wordy), but we cut this portion to 30 minutes and gave each campus 3 minutes. After that, they got the hook. Some highlights I was able to scribble down:

Breakout sessions

Sarah facilitates a breakout session

Sarah facilitates a breakout session

The next change we made was to the format of the breakout sessions, which have traditionally been interest-based and participant-driven. This sometimes worked, but every so often a room of people interested in makerspaces would realize that no one in the room had any experience with makerspaces. We wanted to change that, so we had dedicated facilitators at four different tables, and a different discussion prompt at each table. They were:

  • Blue sky: imagine everyone in your group is a member of your library’s instruction team. You have an unlimited budget. What roles do you assign to your ten-member library instruction dream team? What about positions that don’t exist anywhere yet?
  • Fill in the blank: _________ will be the most important instructional technology in the next 5 years. Discuss.
  • Everyone can agree that there are a lot of really bad online instruction videos. First, create a list of the undesirable qualities these videos have in common, then create a list of best practices for creating online tutorials.
  • You have an unlimited budget to design the library classroom of your dreams. What do you put in it? How is the room set up? What kinds of technology does it have, and what kinds of learning does that technology facilitate?

We had some great discussion, and everyone was able to contribute something to each conversation. It worked really well! When I get a chance to compile the notes from these discussions, I’ll link to them here.

Lightning talks

We wrapped things up with four awesome lightning talks.

  • Our own Amanda Foster talked about her experience using Google Glass in the LIB100 classroom
  • Dre Orphanides and Anne Burke from NCSU shared their process for creating the amazing new “Teach Yourself” platform of library instruction videos.
  • Karen Grigg at UNCG talked about an ongoing research study she and her colleagues are conducting to identify transfer students and evaluate their information skills so they can be more effective in reaching them.
  • Megan Johnson at ASU demonstrated their online linked library meta course–essentially a way for faculty in the disciplines to select online library instruction modules for their classes.

The whole day went off without a hitch, and no small thanks to all the help from Joy, Hu, Amanda, and Kaeley, who helped with planning and wrangled, coffee, snacks, signage, and the logistics of taking 20 people to Shorty’s over break, and to Sarah, for volunteering to facilitate a breakout session.

NC-LITe at High Point University

Friday, December 20, 2013 2:35 pm

On Wednesday, Amanda, Hu, Joy, and I made the quick drive to High Point University for the winter meeting of NC-LITe, a small (but growing!) group of North Carolina librarians interested in learning and sharing about technology and library instruction. It’s a great opportunity for cross-pollination, and I’m starting to make some great professional relationships with people I’ve met through NC-LITe. I’m always excited for NC-LITe, but this time I think all of us were excited for one reason in particular.

One of the *many* decorated trees. This building smelled like cookies.

One of the *many* decorated trees.

Sharing

The turnout this time was great–there were about 30 librarians from universities all over North Carolina. Each campus shared some updates, then there were a handful of lightning talks, including our own Hu Womack, who talked about the very exciting pilot project of using a class set of Kindle Fire tablets in his LIB210 class. Here are some other highlights:

  • HPU has some beautiful and heavily-used new library instruction spaces. They’re currently partnering with their English department to integrate online information literacy tutorials into first-year writing seminars, and currently five librarians are teaching a one-credit “research in writing” seminar in conjunction with the English department. They’re also doing a lot of support for faculty who want to assign multimedia projects.
  • UNCG just went to a new team-based model for their liaison and instruction folks: the way I understand it, instruction and scholarly communication people work in functional teams that support the work of liaisons in subject teams. For example, there’s a team for instructional design that can work alongside a subject team that wants to do some ID work. They’re also expanding the services and spaces they offer in their Digital Media Commons–they now have a gaming lab, a small makerspace, and lots of support for multimedia assignments (sensing a theme yet?).
  • Duke is continuing their work with MOOCs. Right now, each Duke MOOC (DOOC?) is assigned a subject librarian. It wasn’t mentioned what kind of work they do for the MOOCs, and I didn’t get a chance to ask, but you can read more about it here.
  • NCSU recently opened some new spaces in the new Hunt Library (which we visited last time). Their media spaces are now open, and to get them just right, they brought in a rock musician, who is also developing multimodal courses at NCSU, as a consultant. They seem to be focusing quite a lot on integrating themselves into multimodal courses and multimedia production, so the library has loose support teams that spin up every time an instructor wants students to create, say, podcasts or websites as part of a course.

Useful Tools & Resources

One of my favorite things about NC-LITe is that I always come away from it with a few new toys to play with and resources to explore. Here are some of the best that came out of the breakout sessions:

  • Amanda mentioned Doctopus and gClassFolders, two scripts in Google Drive that make collaborative student work a breeze. I’ve been using Doctopus for a while now, and I think it’s the bee’s knees.
  • Edmodo, which is used heavily in K-12, is more of a social network for learning–quite far removed from our nearest equivalent, Sakai.
  • Socrative is a rapid-feedback response system that seems to be getting a lot of attention lately.
  • Of those libraries that are supporting multimedia projects, nearly all of them mention Penn State University’s Media Commons and the University of Richmond’s Digital Storytelling as those efforts they’re trying to emulate. Samantha Harlow at HPU did a great job modifying the PSU multimedia assignment guide for her faculty.

Campus Tour

HPU’s campus is pretty impressive. I’ll let the photos speak for themselves, but what you can’t see from the photos is that everything smelled like fresh-baked cookies. More photos here and here. Thanks, Joy and Hu, for taking pictures!

Kyle and Hu embarrassing Amanda

Kyle and Hu embarrassing Amanda

We caught up with Anna!

We caught up with Anna!

Joy, in her element.

Joy, in her element.

Kyle, in a moment of thought.

Kyle, in a moment of thought.

Hu: "This is my dream retirement gig."

Hu: "This is my dream retirement gig."

Joy, Kaeley, Roz, and Kyle at NC-LITe

Tuesday, May 28, 2013 5:22 pm

On Tuesday the 21st Joy, Kaeley, Roz, and I ventured to Raleigh to participate in the summer meeting of NC-LITe, the twice-annual meeting of NC librarians who are interested in library instruction and instructional technologies. It’s a very informal group and always a fun time with lots of idea-sharing. This year’s summer meeting was at the shiny new Hunt Library at NCSU, which was a sight to behold. Like all NC-LITe meetings, this one followed a familiar format.

Campus Sharing

Each campus got some time to share updates. Some of the most interesting were:

  • UNC-CH: A transition to a required ENG105 course in which librarians cooperate with instructors to create assignments and integrate information literacy learning outcomes into the curriculum

  • UNC-CH: A live-action Clue game held in their special collections department (which would be a good opportunity for both outreach and some light instruction)

  • NCSU: figuring out how they can integrate their new makerspace into their instruction beyond the traditional STEM applications

  • NCSU: moving past outdated LOBO tutorial by rethinking learning goals and producing high-quality animated “Big Picture” videos (Kaeley thought the best title was “Picking a Topic *IS* Research!”)

  • Duke: librarians assigned to every MOOC taught through Coursera, where they might develop libguides or help course developers find open educational resources to support the course

  • UNCG: just finished a 3-day Power-UP workshop for faculty who want to develop online or blended online courses

Lightning Presentations

Five of us (including me and Joy!) gave quick talks about bigger projects we’d tackled recently. Joy talked about the awesome LIB100 template and I struggled to condense our ZSRx mini-MOOC experiment into a 7-minute talk. Other things:

  • Emily Daly at Duke told us about their user-centered library website redesign (to be completed in the fall)

  • Kathy Shields at High Point told us about some information literacy modules they built in Blackboard

  • Kerri Brown-Parker at NCSU’s College of Education media center showed us Subtext, a very cool iPad app for guided literacy and social reading

There was also a rather interesting debate that sprung out of Joy’s presentation on the LIB100 template: what is the role of the library in preventing or educating students about plagiarism? Lots of opinions, but most felt that the library was central in this role, although a focus should be on educating students about the responsible use of ideas, not on “how to avoid plagiarism.”

Building Tour!

If you haven’t been to the new Hunt Library at NCSU, make sure to visit! It’s truly an amazing space that is probably only possible at a place like State. It’s hard to put into words, but the entire library was a lab for technology-enhanced and -facilitated learning and creation. Still, despite the impressive architecture and the awe-inspiring spaces, from the MakerSpace and the Game Lab to the Next-Gen Learning Commons and the BookBot, the thing we (and most others) found most impressive were the lockers with outlets in them. There were literally audible gasps, I kid you not.

Joy said it best, though: “it seemed to me that the star of yesterday’s show was the jaw-dropping Hunt Library. Words like ‘unbelievable’ and ‘incredible’ keep racing through my mind as I ponder this blow-your-mind building. To me, this experience made our library feel like Hagrid’s cottage in Harry Potter–cozy, warm, and a bit disheveled. While we might not have a Creativity Studio or designer chairs that cost thousands of dollars, we are greeted by Starbucks and Travis Manning when we come in the door. I’m very proud and glad to call ZSR ‘home.'”

If you’re interested in going to the next meeting or just keeping up with what’s going on with NC-LITe, we have a shiny new website and a Google Group you can join. We’d love to have you join us next time!

 

NC-LITe comes to ZSR

Monday, January 9, 2012 12:43 am

On Friday we were fortunate to have the pleasure to host the semi-annual NC-LITe event. NC-Library Instruction TEchnology is a group that has been steadily growing and evolving since it’s beginnings in March 2008, when Steve Cramer reached out to us so that UNCG and WFU could share the interesting work we were doing with instructional technology.

Each time we meet we add a few more people and institutions, and the event gets a little more formalized. You can read the detailed information about this winter’s event on the wiki.

We started the day with a general mix and mingle in Starbucks and moved to 204 once it was time to get started. In 204 Lynn gave the group a warm welcome (and I think the first from someone outside of an instructional unit with a library, so a big thank you for that!), and we proceeded with updates from each institution there. As you might guess, with a diverse group of schools (App, Duke, ECU, Greensboro, High Point, NCSU, Salem, UNC-G, and WFU), there were very different reports. However, in general it seems like most of us are thinking about transitioning to online, accreditation, teaching more classes with less librarians, and learning objects.

Next up NCSU gave a presentation about a scavenger hunt that sounds absolutely engaging, and educational in a number of ways. Students use iPods to take pictures and get text answers along a scavenger hunt, sending answers back to a librarian team in a classroom, as they complete the challenges on the scavenger hunt they learn about the library, learn that librarians are friendly, and also learn how to use cloud computing tools to record information. Great project, and one I’d love to experiment with here.

Next up was a WFU panel, organized by Giz, on Embedded Librarianship. Sarah, Bobbie, Roz, Susan, and Giz all gave examples of embedded experiences, showing that embeddedness can take on many forms and explained what it looked like on the librarian end of the project. This was well received and there were many questions from the audience.

After the panel we broke up in small discussion groups to discuss online learning, face-to-face learning, and teaching and technology project workflows, and then returned back to the group to discuss our overall themes. We concluded with a lunch at Deacon Tower where the conversation continued.

A big thanks to Giz who really did as much of the planning as I did, Lynn for her introduction, Kaeley for posting signs, Roz, Bobbie, Susan, Sarah, and Giz for their panel, and Roz for giving folks who wanted a tour an understanding of our space. I’ve heard from several people that they really got a lot out of the event and that folks are already looking forward to the next one. Let’s hope we find the next host soon! :)

NC-LITe at NCSU

Wednesday, May 4, 2011 9:02 am

Yesterday Mary Beth, Mary Scanlon, Sarah, Kaeley, Barry, and I went to NCSU for an NC-LITe meeting.

from nc-lite

This gathering has evolved quite a bit in the past few years. The first meet up was at UNCG, when Steve Cramer got in touch to see if we wanted to share information about some of the new and interesting work happening at both our libraries. Over time it’s evolved and grown and now includes representatives from NCSU, UNC-Ch, Duke, UNC-G, High Point, and WFU. Each time we get together we experiment with different approaches to the day, but we generally share information about Library Instruction & Technology.

This year’s was the most well attended with about 25 participants. We started the day with a round robin where we heard a bit about what different institutions are up to. UNC-G has created an instructional technology toolkit and a new tutorial, High Point is moving to OCLC Web-scale Management, Duke is about to host a retreat for librarians on data in the classroom, UNC is looking to move from Library à la Carte, NCSU has a new elearning team within their instruction unit and are looking at redoing their tutorial (that I remember taking a version of when I went there!). There was also a theme around new spaces as NCSU has a new building and grant for next generation learning spaces and UNC-G has a new Journal of Learning Spaces. All in all, it was a very informative round robin!

Next up, we heard more in-depth from UNC about their assessment strategies for their library instruction for first year english classes. They have 60-80 session for just these classes, and 4 full time librarians and 10 library school students to teach them. Given the scale, they are able to do a lot of custom training for these classes and want to make sure the experience is similar, so they talked about getting feedback from instructors, the value of qualitative feedback, and how to share the feedback they got. One of the most practically useful tips of the day for me was about an online stickies service. They highlighted how you can use this to get anonymous feedback or in active learning exercises. I look forward to experimenting with it!

UNCG went next, sharing about their PATH tutorial. I am generally not sold on library tutorials in this format unless academic faculty ask for it and build it into their classes. At UNCG, though, that is exactly the case. And if you’re going to make a tutorial like this, PATH has all the right elements: multimedia and text, varying quizzes (so you can’t just click each answer until you get it right), information and humor. It’s a really nice product. They also addressed possible ways to improve it over time. And since faculty have requested this, there is a way to email a professor after you’ve completed it (or along the way). This makes it really easy for any professor (think: first year seminars, introductory english, etc) to assign the tutorial as homework at some point in the semester and then they are able to mark the assignment as complete when they get the notification email.

Next up we broke up into groups: one on technology lending, one on teaching, and one on spaces. I was torn between the first two, and when I saw how big the teaching group was I went with technology lending. Maybe others who attended can speak up to the other group discussions. Barry and I were part of a small group that included someone from UNCG, High Point, and NCSU. We talked about using data (often quantitative from circulation records) to make decisions about technology purchases, about ebooks (together andseparatefrom readers), and the future of the book. The future of the book was about multimedia and text blurring with Our Choice as an example (thanks for the tip, Kevin!):

Al Gore’s Our Choice from Push Pop Press on Vimeo.

We stayed for a late lunch, but had to miss the technology tour to be back by 5:00 for various obligations. It was a great day and NCSU did a great job hosting. We’re up next, and they set the bar high!!


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