Chapter 8 Textbook

1.      Weinberger writes about context as both explicit and implicit, p. 150f: what are some examples of both explicit and implicit contextual messages found in libraries?

I think one of explicit contexts in libraries is how materials are placed. Last week, I went to my local library to find a Yoga DVD in Spanish. It could be placed in sports area, language area, or DVD area. It was on a language area. As we learned from this course, sometimes a material has its places, not necessarily its place. I believe there is and will be some explicit contexts in libraries especially how to place them.

Another explicit context would be that libraries keep providing physical environments for study. Most of libraries today do have study rooms or where users can freely sit down and study. I think there will be more digital libraries and some may not have physical libraries in the future. Then, there will be no physical place for users to study.

I think one of the main implicit contexts is that libraries are for people. I believe libraries will keep providing easy and equal access to information for everyone. It should never change.

Another implicit context would be that libraries will keep helping patrons to understand the research, teaching and learning needs of their users. This should never change either.

2.        In the section “Mapping the Implicit”, Weinberger quotes the GIS director at Rand-McNally that “we’re targeting maps for specific audiences” (p. 158). Adapt the sentence to read for librarians as “we’re targeting information products for specific audiences”. Think about your past experience and education and how to combine it with an MLIS degree to create information products for specific audiences. What products would you create, what audiences would you target, what would be your niche?

I would like to create an information product specifically for kids. I have always thought that many kids have learned how to use the Internet at home by themselves. I know that some schools started to teach their students how important to aware of risks. However, some schools struggle with budget cuts and cannot afford computers or teachers. I would create a product which is like a quiz. If kids use computer in a library, they have to pass the quiz in order to log in. If they do not know the answers, librarians would help them. I believe it is very crucial to teach kids the proper ways of using the Internet. It would be my niche.

3.        After reading the section “What Isn’t Said” with the four points about how the Web might overcome the volume of information to make useful connections, think about Kevin Kelly’s point about having to be transparent in order to benefit from The One. How has your position on transparency and information sharing changed over the past few weeks of this course?

I think that my position on transparency and information sharing have not changed much during this course. I have used social media such as Facebook and twitter over the years, but I mostly read others and not update on mine. The reason why is I am aware that it is my responsibility to protect my privacy. On my accounts, I have set my privacy very high, do not retweet or click “like”, and sometimes not accepted to be linked. The only change I had during this course was I updated status once on my Facebook when I was looking for a bike. By learning about social media through this course, I thought it would be worth trying it. One of my friends contacted to me that she was interested in selling a bike. After receiving that comment, I contacted her through email. I do know like to have a conversation where many other friends can read. I definitely learned the benefits of transparency and information sharing, but I think my attitude will remain the same.