Things 12 + 13

We now resume your regularly-scheduled programming...

The reason behind the radio silence is that I've gotten a new full-time position (hurrah!). Sadly, it is only temporary, but I am more than fully occupied in acclimating to my new work environment in order to 'hit the ground running' as much as possible.

Although it's still in the health sciences, this position is very different in that we're actually attached to a hospital, so doctors can come wandering over with clinical queries anytime they like. Which they have done several times already in my first week -- somehow managing to always catch me alone at the desk. Backup is only a phone call away, but I still suspect a conspiracy.

Anyway, to the topics at hand:

• (Thing 12) the utility of social media
• (Thing 13) online collaboration via Google Docs, Dropbox, wikis and more

For the first bit, I can agree that social media has put me in touch with people in the profession who I wouldn't otherwise have met -- but (you knew that was coming, right?) it still isn't at the level that I'd like to see for new members.

It makes sense that social media can't fully bridge that divide between 'professionals' and 'newbies,' since we are creatures of social habit and tend to interact within our immediate professional networks. So, to me, the groups seem to remain fairly separate and homogeneous -- the new librarians post their meetings and get-togethers; the more seasoned professionals socialize via the workplace or their groups of interest. There's exceptions in some cases, as always, but I don't know that these patterns can really be changed overall.

For the second topic -- I have had plenty of experience collaborating online, both academically and professionally, and the most challenging aspects have not been technological so much as social. Setting timelines, establishing shared expectations and goals, and being able to evaluate contributions are essential to successful group work -- and if you don't have these elements laid out at the beginning, it's even easier for people to 'fall off the radar' when you move online.

It certainly isn't impossible to do projects online -- it's necessary, now -- but it requires due diligence to the factors above in order for things to work. Plus, having at least one person on the team who's familiar with these online tools really helps for when troubleshooting becomes necessary (and it always does).

I've actually seen these two post topics -- online socialization and online collaboration -- playing out dramatically in my new position. Due to some HR hijinks, I am not yet 'in the system' -- which means that I don't have access to our library email, our shared wiki, and our blogs. People have been extremely welcoming and helpful, but I've found that I still feel cut off without these resources at hand -- I'm aware that there's another level of work and interaction going on that I am not yet engaged in.

All of which means that I'll be very happy to get my ID next week (fingers crossed!) so that I can fully participate in the workplace culture and numerous online projects at my new position.

Thing 11: Mentoring

Theodor Horydczak Collection (Library of Congress)

I've been incredibly fortunate in finding mentors thus far, so I'm glad the CPD-ers have mentioned the uncertainty and trepidation that can accompany such a venture.

I can actually describe two different processes of mentorship that I've experienced:
1) Put yourself out there
2) Get lucky and reciprocate like crazy

1) The first process happened with one of my professors in library school, who later became my academic advisor. But she nearly wasn't, because I almost lost my nerve standing outside her office that spring semester, my hand hovering in mid-air...

I was already 99.7% sure that she wouldn't be interested in taking on an advisee -- she was a dynamic force in the department, and all of her students either loved her or respected her thoroughly. And here I was, with just a semester and her whirlwind intro class under my belt, imagining that she'd want to talk to me.

We had already had contact during the class, since she made herself extremely available and I was extremely determined to make sure I understood the concepts. So I knew we had a pretty good rapport, and shared some interests.

But boy, knocking on that door was scary.

It turned out for the best -- my professor graciously became my advisor and offered guidance and support through several fraught application processes, including an overseas course and a fellowship.

Whew!

2) The second path consisted of finding a job with a supervisor who believes her professional responsibilities include fostering her employees' professional development. I have yet to meet someone so willing to give back to the profession by sharing with librarians new and experienced alike -- my class came to meet her on a 'field trip' and she soon had a group of eager students planning to meet up with her at an upcoming conference.

So I couldn't take much credit at all for this relationship, except in my reaction (i.e. reciprocation). Every opportunity she presented, in the forms of projects, classroom observations, meetings with vendors -- I jumped into with all my energy and effort. And I constantly expressed my gratitude and commitment in my work, looking for better ways to coordinate at the desk, noting cycles of student use, and generally using my position on the 'front lines' to gather information and suggest improvements in our library operations.

In summary, I can't claim credit for either of these mentorships -- because they are reciprocal exchanges, after all. But I can say that if you find the right person and (*gasp*) take the leap, you'll get many rewards in putting in the time and effort to develop relationships with your fellow librarians.

Thing 10: Trained? Experienced? Qualified? (All Three?)

I was extremely interested to read the post on CPD23 about the UK's routes into librarianship, particularly in terms of the 'traineeship' component. I like the emphasis on practical experience, which I think is lacking in many US programs -- it doesn't seem to be 'built in' in the same way.

At my school, the archives concentration had a required internship, but the general librarianship track was left to fend for itself when it came to on-the-job experience. Before we'd even graduated, my classmates and I were facing the vicious Library Experience Cycle (don't have any = can't get any = don't have any).

While I was lucky enough to find a paid position, many of my friends went for internships that were already saturated with -- you guessed it -- library school students.

I think there is a growing awareness that this is not a viable educational model, as it fails to produce graduates who are actually versed in the 'real' operations of librarianship (it seems that not many employers are interested in theoretical expertise; how odd!). I do remember that a few faculty members were championing the establishment of a required internship for all library 'tracks,' but I haven't heard about progress on that front.

Of course, now that I have my MLIS, I'm facing yet another Experience hurdle. I have diverse library experience, and I'm fresh out of a dynamic program...but I'm also competing with professionals equipped with 20 years' experience or more. I'm staying flexible when it comes to location -- I would move anywhere right now, and I can afford to -- which is an important point as the 'local' market is already packed with recent MLIS grads.

I've heard and read more than enough about how library schools in the US are 'failing' new graduates, and it was a rude shock to enter this job market -- but, I admit, I have also been fairly naive about the whole process.

What I'm working on now -- and really struggling with -- is how to make connections professionally. I have been blessed with an amazing mentor (next post!), and I've gotten involved in some very interesting projects, but...it sometimes feels like there's a covert group of librarians hiding just around the corner, whisking out of sight when I pass by.

One resolution I will take from this experience: When I get a full professional position, I will make myself a resource to any 'newbie' librarian out there looking for help. Because it can be dark and lonely here sometimes, and I want to help make my profession a brighter place for everyone -- especially the newcomers.

Thing 9: Elephants! Or, Evernote

One of my professors was quite enthusiastic about this tool, so I've been excited to try it out in CPD23. I like Evernote's versatility and range, in that you can save not just 'web' content but also material from your computer. Of course, this has the potential to become quickly overwhelming, since I'm still wrangling with my massive load of photos on my Picasa account (but that's another story).

I was most attracted to the Web Clipper feature - especially as I am a very visual person, and sometimes a URL and some notes don't jog my memory enough. I've tried it out on a few pages and liked the results, although the formatting can go a bit wonky on graphics-heavy pages.

As for integrating this with facebook - I've done it, but I'm not sure how much I'll be using this feature, honestly. I'm on facebook enough that when I see a link that interests me, I'll share it then and there. I don't work on long-term projects via facebook that would require dredging up old articles or materials from my computer, and like I said earlier, Picasa has already eaten my photos. I'm far more likely to use the Google connect feature.

One final note: as I've been browsing the Evernote site and help section in particular, I keep getting odd 404's and broken link notices. This is frustrating, and I often have try several tracks to get at a particular link...for instance, a search for 'facebook' in the online help failed twice before I shifted pages slightly and tried again. Is anyone else having this problem?
It may be my sickly Internet connection (or my ancient computer, stranger things have happened), but I'm wondering if I'm alone in my difficulties.

Thing 8: Keepin' in Time: Google Calendar

by janussyndicate

I've had experience with this tool as well - as part of a class project, actually. It came in incredibly handy as we were digitizing a large amount of material and needed to coordinate with our archives department for use of their scanner (they only had the one available to us).

The Problem:

*Everyone in the class was responsible for a certain amount of scanning (I was on the committee for allocating scanning responsibilities, so I remember this well).

*Everyone in the class had different schedules/time preferences for when they wanted to scan their pages.

*The archive wanted to make sure that no one student could monopolize the scanner for more than 1.5 hours.

*The archive had their own hours, separate from the library.

The Solution:
(hint: It involves setting up a Google Calendar...oops, did I give it away?)

*Create a shared Google Calendar with open slots (limited to 1.5 hours max), set within the archive's open schedule.

*Share the calendar with everyone in the class and let them sign up (first come, first serve).

*Resolve any conflicts through moderation between parties - everyone was quite civilized, so this wasn't a problem.

I came away from the experience with a hearty appreciation for Google Calendar in terms of its versatility and ease of use. I also discovered a few useful practices, such as always double-checking which calendar I'm adding an event to (a hard-won lesson, there).

So in my book, Google has done well with this tool, and I plan to continue to use it further in the future.

Thing 7: Getting Physical - Face to face networks

This will be a brief update, as I already belong to a prodigious amount of the organizations mentioned (hurrah for student dues!). ALA and MLA are the ones I've had the most direct experience with, attending conferences and networking with professionals.

I think these conferences are great opportunities to make connections, provided:

1)You come equipped with some focused interests

2) You've done your research about who's in the field

3) You have plentiful snacks/water

Networking is personally a bit daunting to me; I have to work myself up to it, and I'm usually flat-out exhausted for the next day or two after a conference. But it can be rewarding; the current research project I'm working on now is a result of meeting some lovely people at a conference.

So, online networks are well and good, but thus far they haven't replaced the physical and personal connection that attending conferences and joining organizations can provide. Reality still wins.

Thing 6: Online Social Networks

I liked this Thing activity as it reinforced what I already suspected about LinkedIn and Facebook: people use Facebook still primarily as a social/personal tool, while LinkedIn is more viewed as a professional/networking tool.

This was particularly interesting to me because I'm currently working on the early stages of a research project about online communities and health, examining how patients and health professionals interact with tools like Facebook and LinkedIn. And of course, there's Google+ to consider, designed to accommodate our natural instincts to organize (read: separate) our social groups according to purpose.

I've just gotten an invitation to Google+, so it looks like I'll be diving in there as well. We'll see how well it reconciles our desire to connect with our desire for privacy/control online.

In terms of other online networks, I'd never heard of LISNPN, LAT, or CILIP before (the last one, I imagine, because of the UK-based focus). I've joined LISNPN, and I'm intrigued by the bulletin board concept, as well as the downloadable resources.

More updates as I get set up further!

Thing 5: Reflective Practice

By d ha rm e sh at bestpicturegallery.com

Following behind schedule on CPD23, I'm interested in the implications of reflective practice for library students and those not yet professionally engaged.

I can imagine that the primary obstacle for reflective practice in a professional capacity is time; you have other competing demands and priorities on the job that make carving out a space for RP a daunting challenge.

On the other side of the spectrum, there are students and part-time workers, who may be more time-wealthy but may lack the professional projects - grist for the mill, I guess - that one usually reflects on.

I understand that this isn't a valid barrier to reflective practice, at least in the way I've understood it. You can reflect on many levels on various projects - anything from a school project to a reference interaction to your overall academic library career. So, in working on this Thing 5, I've been pondering my career path thus far: what I've done, how that has turned out, and where I'm planning to go from here.

The main result = uncertainty. I'm not unsure about my interests; health sciences librarianship engages my interests and skills fully, and I love being part of such a dynamic atmosphere at my library. I've had the opportunity to contribute to projects that have helped the library overall; working on the 'front lines' has shown me the importance of soliciting feedback from everyone on the staff - people at the Circ Desk get to see a lot that you may not.

However, in terms of professional growth...I know this is a harsh job market. I know that everyone is struggling. And I'm trying to keep my motivation and abilities sharp in an atmosphere that is often discouraging.

Some days are better than others.

CPD23 has been part of my efforts to keep this freshness in my library life, along with staying informed in career trends and skills. And it has certainly helped me to find new avenues - blogs, professionals, and projects to engage with. But as you can see, I am only on Thing 5 here. So I need to increase my own participation, set out the time and muster the motivation to sit and get it done.

That's my reflection, for now at least. We'll see what happens next.

Getting to Know You: Librarian-Faculty Collaborations

The King and I screenshot from tvtropes.org

In the Library with the Lead Pipe has two fantastic posts on librarian-faculty collaboration, a topic of particular interest in our field. Part I talks about why it's important for librarians to shake off the academia inferiority complex and how to go about making connections at the faculty level, and Part II provides more specific examples of projects and approaches at various levels of collaboration.

This means going beyond the one-shot research session or supporting a particular assignment and moving into actively partnering with your faculty members to shape the curriculum - which involves aligning goals and making adjustments on both sides. I'm glad that someone has acknowledged this point: when librarians and faculty work together, we each have to adjust our working styles and goals. Even though we are (hopefully) equals, we do work in different contexts on campus and in our professions.

What I found most refreshing about this two-part feature was its emphasis on the human element. Building relationships is at the heart of librarian-faculty collaboration, and that means connecting on a personal as well as a professional level.

I also loved the emphasis on specific strategies - a battle plan, if you will - that goes beyond attending departmental meetings and sending out email bulletins (which are likely deleted as soon as received). After all, the first question you need to answer when approaching someone on campus is, 'Why would I want to work with you?' In other words, 'Why should I care?'

Building these relationships is intensive in every way - it requires time, personal effort, and an ongoing commitment. But as the posts illustrate, the rewards are worth the effort; rich scholarly projects at the faculty level and a dynamic curriculum that cohesively addresses students' needs in their programs are the fruits of successful librarian-faculty collaborations.

Thing 4 Update: Pushnote

When I heard that this tool was endorsed by Stephen Fry (who openly disclosed that he has shares in this venture), I was inclined to be an instant fan. Because, after all, it's Stephen Fry.

I agree that the concept is intriguing as a method of ensuring transparency and adding a level of interactivity to websites -- the websites themselves have no control over who gets to comment, and this is another avenue for learning about relevant and interesting sites by following your friends' interests.

Having signed up and installed the application, however, I found the experience lacking. It may have been that I haven't reached the critical mass of friends, or I'm not looking at the 'right' sites, but I wasn't finding a lot of original, engaging discussion out there.

I do think this could be a great tool within established communities (hence the interlinking with Twitter), and therefore could also be an interesting classroom tool. Just as one of the professors I know uses Diigo to encourage students to critique and discuss certain web sources, Pushnote could be another avenue for critical discussion -- particularly on websites that don't invite this kind of engagement already through comments, etc.

Have you had a different Pushnote experience? Have you seen it employed professionally or in the classroom? Let me know!

Thing 4: Doin' the Social Thing(s)

I've been a bit behind in the midst of job interviews and family visits (note to self: not a good combination). Thankfully, for this Thing I'm already acquainted with 2 out of 3 of the services: Twitter and RSS.

My first experience with Twitter was at the MLA Annual Conference in Minneapolis, and it added a whole new layer of participation. There were monitors displaying ongoing tweets everywhere, and you could easily get distracted by the Twitter Monitor during a presentation. Sadly, the app I downloaded for my Android phone refused to play nicely with my Twitter account, so I spent more time punching buttons and cursing than actively tweeting.

However, I do have a fun Twitter story to share: I had been following Librarian Lizy's tweets for a good while (she's a solo hospital librarian rife with thrilling tales, and she gives a photo tour of her library here). We'd been trying to connect in the opening madness, to no avail. I was wandering the hotel lobby one evening and spotted two MLA-ers across the way. The Twitter description of a leopard-print scarf floated across my mind, and I took a chance at approaching complete strangers...yup, it was her. ;)

Moral of this story: Find me on Twitter! You can click on the link in the upper right, or search for K4Dag.

I'm working on setting up Pushnote now, but I've just signed up to Diigo and it sounds very similar to this. We'll see what the benefits/differences are...

Thing 3: Branding!

[Credit: Wikimedia Commons, Nevins Memorial Library]

Thing 3 is all about branding, which is something that I definitely need to work on. This has become clear as I peruse the other cpd23 and professional blogs out there who have done a fantastic job of communicating their professional and personal interests and strengths.

As I was looking at my own blog to see what was lacking, I decided to go back to basics and look at the key elements that appeared in other blogs. They were:

• *Consistency
• *Simplicity
• *Accessibility
  

Consistency

The first point refers not only to timely posting (which I've already fallen behind on), but also an overarching theme that unites your output. This includes everything from writing style to format, and it comes together to present a coherent online 'personality.' This doesn't mean that you can't have variety in your posts -- for example, Deanne's Curb Service covers everything from our professional image (think spectacles and hair buns) to electronic health records (a particular interest of mine as a health sciences librarian), but her posts all share the same core focuses: innovation, education, and access.

It seems that keeping true to your primary interests is a good strategy for maintaining consistency -- there's nothing wrong with a few 'look at this cool thing!' posts, but you're probably going to write more in-depth about the topics that really start your engine.

Simplicity

This point struck me as I looked at the designs featured on other blogs and decided what appealed most to me: clean, simple layouts that showcase your online personality and professional philosophy. This is more than 'just' an aesthetic issue; the right layout can go a long way towards making your posts attractive and accessible (leading into my third point…)

Accessibility

The best blogs I've seen have been visually appealing and easy to navigate, which encourages me not only to read what they've written but also engage with them personally. I also enjoy seeing a listing of other blogs that they're interested in -- so that I get not only a great blog to follow but also a network of other professionals who share my interests. I think this 'portal' function helps your blog to act as a platform for exchange, instead of the one-way 'broadcast' model of previous media.

So far, I'm not doing so well on the 'branding' front, but these points have at least given me a place to start. In terms of simplicity, I've changed my blog theme to something that looks 'cleaner' and more open. I'm planning to rebuild my bloglist, since the last redesign wiped out my widgets. And I'm going to work on how best to convey my key interests: global exchange, collaborative learning, and practical ways to make library services as ubiquitous as the tech platforms we use everyday.

Please let me know your thoughts: what is your approach to branding? What do you see as keys to success? What have you found most challenging about the process?

Thing 2

This has been a challenging one, mostly because I could get lost in the blogosphere for a very long time. I've been impressed and delighted to see so many interesting blogs from global perspectives and diverse professions.

What I hadn't expected was to be learning so much quite this soon -- already, I'm bookmarking furiously about DIY librarianship from InfoGlut and conceptions of professionalism from Undaimonia and tips on writing a questionnaire from Lucy Librarian...
Not to mention meeting people (already!) like Erin at Growth of a Librarian, who was lovely and left my first comment.

I'll have to tear myself away from the computer eventually - this may be a more dangerous project for my Internet addiction than I had anticipated!

Thing 1 (No, Not a Dr. Seuss Reference)

Thing 1 is all about 23 Things, of course, the free online professional development course that one of my amazing former professors sent out.

So for this first Thing, I'm talking a bit about why I'm participating and what I hope to get out of this course. There are a few....um, things.

1) Get More Involved
I love the idea of being a part of an online community where we help each other grow professionally. Having just graduated, I'm shocked by how much I miss that interaction, and I hope this can help to keep 'plugged in.'

2) Try New Stuff
As a newly-minted librarian, I'm eager to get my feet wet, my hands dirty, and any other metaphors you can think of for tackling new tools and projects. I may have already done some of the Things on the list, but I think it's important to keep practicing, to find out what works for me, what doesn't, and how I can improve.

3) Revitalize My Blog
This has sadly fallen by the wayside during my studies, and I'm hoping 23 Things will provide plenty of grist for the mill in terms of my blogging presence. #1 should help too, as I'm slightly cheating and checking out everyone else's awesome blogs before my first post is done.

Those are the big three...hopefully I'll discover more reasons and rewards as I continue through this course!

Please feel free to ping me; I'm happy to talk!

Students: The Forgotten Stakeholders?

I've been reading more about copyright recently, and many of the discussions have focused on the problems of proliferating stakeholders and outdated legal frameworks in the e-access era. For a concise examination of these issues, I highly recommend Dorothea Salo's article Who owns our work?, as referenced by Duke University's Kevin Smith.

The idea of the many 'players' in the realms of copyright and access led me to thinking about who might be getting left out of the discussion. There has been plenty written (and drawn) about how institutions and authors suffer when copyright is applied to restrict access and re-use, and I am painfully aware of the impact on librarians...but how about those humble readers?

That is, the students.

Maybe it's because I've been out of the undergrad world for a while, but I don't remember hearing much about open access in the student realm. And even at my graduate school, while there was a dedicated team of librarians promoting open access in the GSLIS program, that effort never seemed to transfer over to the 'rest' of the college programs.

And that's a shame. I think it's important that we get students involved in OA, for several reasons.

First, I'm approaching this from the paradigm of colleges/universities as institutions that 'produce learning.'^

Sure, 'learning' may not be at the very top of every undergrad's priorities list, but let's say there's a good number of students who want to investigate and grow and contribute in their fields of interest (bless them!).

Even on the most basic level, the copyright/access bind causes a problem. Because Joe Awesome may want to write a fantastic research paper on the ethical implications of genetic testing for hereditary disease, but his results are limited by his resources. To use a recipe metaphor: if your ingredients aren't top quality, you're probably not going to be winning America's Top Chef.

So, restricted access means a lower quality resource pool, which impacts the student 'output.'

More devastating, I think, is the impact on the student's attitude towards research and scholarship. I cannot stand that moment when I'm at the Reference Desk with a student, and they see that perfect article, and they click on it only to find -- No Access. Subscription Required. And to have that happen again and again....*

It seems that instead of the 'instant access' playground that the e-publishing model promises, most students are being thrown into an online obstacle course that saps all motivation and patience.

This is especially painful as students, along with everyone else, are markedly short on Time and Money. There may be a perfect source behind that access wall, but many students aren't willing to Wait or Pay, and so the opportunity is lost (and some resentment is likely gained).

This exclusion is also damaging in a more subtle way; blocked student access to research hinders our attempts to get them involved in our scholarly communities on campus and in departments. Instead of opportunities for creation, assignments become taxing exercises producing student work that, too often, ends up tossed out at the end of the semester or quietly degrading in the corner of a hard drive.

An alternative model, with engaged students actively creating content that is then hosted and preserved by the library, shared and re-used among departments and throughout successive classes -- that seems like a much closer step towards the 'community resource' that these library repositories are supposed to be. Professors and researchers may be reluctant to deposit their work for various professional and/or monetary reasons; students may lack these mental roadblocks. And with access to quality research to draw from, there's no reason that they can't produce some really fantastic projects and papers that will enrich the whole community.**

So that's why I was encouraged to discover groups like the Right to Research Coalition, and unsurprised (yet also delighted) to see that the largest organization of medical students in the world has teamed up with them. Because medical students definitely value timely access to quality research.

I'm hoping to see more examples of this on specific campuses, and would love to hear of any movements/groups for OA on the student level. My comments are always open!

_________________________________________________________________________________________

^See Robert B. Barr and John Tagg's "A New Paradigm for Undergraduate Education"

*A caveat: Thanks to our Amazing Interlibrary Loan Librarian, this does not happen very often at all. And in the medical field, where prices are steep and budgets are flat, that is impressive.

**Within reason of ability and academic experience - I'm not saying you should expect thesis-level work from Joe Awesome the Freshman (no matter how Awesome he is).

Georgia and Copyright Conniptions

So the Fantastic ILL Librarian at my institution was kind enough to forward me a link about the Georgia State University copyright case (because I've apparently been living under a rock. Or, graduating).

And I'm still trying to figure out one thing: What are these publishers thinking?

For example, here are a few samples of the original injunction in 2008 (courtesy of UNC Charlotte's Blog [their emphasis])...

First, GSU has to agree to follow a set of copyright guidelines written back in the 1970s - which are obviously still completely relevant and not at all outdated or anything...

Further, the court must make sure that GSU be prohibited from ever again: "creating, reproducing, transmitting, selling, or in any manner distributing, or assisting, participating in, soliciting, encouraging, or facilitating the creation, reproduction, download, display, sale or distribution in any manner of copies, whether in hard copy format, digital, or electronic computer files, or any other format, of any and all Works without permission"

Oh, and also, GSU must:

"• Give a copy of this order and the old guidelines to all faculty and staff involved with any online teaching;
• Ensure that the order and guidelines pop-up every time anyone (faculty, staff, etc.) attempts to upload any copyrighted material to a GSU website (eReserves, uLearn, faculty web pages, etc.)*
• Provide with the report a list of all materials on E-reserves during each semester, including the course reserve page for each posted work and how many “hits” each work got during the semester;
• Provide access each semester to GSU’s computer systems, including online courses, to plaintiffs so they can ascertain compliance for themselves"

And more! Including follow-up programs for monitoring, 'educating,' and generally making sure this sort of sharing never happens again.

But, as noted by Peggy Hoon and others, cost and some fairly significant legal issues make it impossible to actually enforce all of these guidelines.

So why issue such a set of draconian, incendiary demands? Why, when Elsevier has agreed to allow open access self-archiving by authors, would these publishers take such a drastic step in the opposite direction?

I'm not informed enough about the publishing game and the profit models to understand, but I'll be watching this case closely (along with many other librarians, I'm sure).

_______________________________________________________
*I can imagine this will be a such huge hit with anyone ever using GSU computers. I can hear the cursing now...