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Wednesday, September 23, 2015

What I'm Reading Now - Toxic Charity



What I’m reading Right Now: Toxic Charity by Robert D. Lupton


Why I’m reading it:
Lupton’s follow-up book Charity Detox came to my attention as I was putting up a New Books display. When I went later to look it up in the catalog, I got the name wrong and found this book, which came before it. I decided to start with this one.

What I think of it:
Lupton’s style is the familiar “let me tell you a story, then explain my point” sort of narrative, which is easy and fast to read. However, it is also a painful read at times. The idea that charitable efforts may actually be hurting people rather than helping is unpleasant. This is partly wounded ego “I’m helping people. See what a good person I am” and partly recognition of “wow, I’ve done that very thing,” whether it be thoughtless money-in-the-bucket or a semi/sub conscious feeling of superiority. I don’t like to consciously consider that I might be fostering dependency in someone, and taking away their dignity and agency to improve their life. But if I am, my duty to honest almsgiving means I should critically consider what I do and how & why I do it.

Will I finish it?
Yes, I will. Chapters seven through ten are Lupton’s suggestions on how to be a charitable giver in ways that really help – or in the words of the Hippocratic Oath which he quotes several times, “First do no harm”. Lupton melds this idea into the Oath of Compassionate Service:

Never do for the poor what they have (or could have) the capacity to do for themselves.

Limit one-way giving to emergencies.

Strive to empower the poor through employment, lending, and investing using grants sparingly to reinforce achievements.

Subordinate self-interests to the needs of those being served.

Listen closely to those you seek to help, especially to what is not being said – unspoken feelings may contain essential clues to effective service.

Above all, do no harm.

Would I recommend it?
Absolutely. I know lots of people who are actively supporting charitable causes. Neither I nor Lupton want to suppress the desire to help others – it is a Christian as well as an American virtue. If we’re going to help, we should actually, well, help. This book points the way.

Gimme a quote:
Dambisa Moyo, in her best-selling expose Dead Aid, writes about assistance to her native Africa: “The reality is aid has helped make the poor poorer and growth slower. Aid has been, and continues to be, an unmitigated political, economic and humanitarian disaster most parts of the developing world.”

Tuesday, September 1, 2015

What I'm Reading Now - Fundamentals for Liaisons



What I’m reading Right Now:
Fundamentals for the Academic Liaison, part of the ALA’s Fundamentals series. Written by Richard Moniz, Jo Henry, Joe Eshleman


Why I’m reading it:
A big part of my job is to serve as liaison between the library and several academic departments. This academic year liaison work is getting more attention and priority from the library administration.

What I think of it:
It is well written, and each chapter covers a distinct aspect of the liaison librarian’s job. The chapters I’ve read so far all have a lot of useful information and suggestions, and very little fluff.

Will I finish it?
Yes. This is information I can put to use right away. One of the advantages of working for the library is that I can always renew or extend my book borrowing. Which is good, as I get to read this about 1/3 of a chapter a week.

Would I recommend it?
Yes, I would, particularly for new librarians. I don’t recall my MLS program covering liaison work, and if yours hasn’t, this book really is a must.

Gimme a quote:
“As a library liaison, prepare to become a master of communication. Communication is the key to establishing faculty relationships and those relationships lead to success as a liaison.” Chapter 3, p. 35

Friday, July 24, 2015

Educational Technology - Toys or Tools?

Probably it's some of both.

Stephen Bell discusses EduTech in his latest From the Bell Tower post. I'll be here when you get back from reading it.

Engage rant mode. 

Our library has its share of whiz-bang new technology. Our main library classroom, for example, has a  set of large monitors spaced around the room. Students can sit around the table by the monitor, and wirelessly connect their device to the monitor. The point of this is that when working on a group project, they can all be working on the same copy of the video, the document or picture, instead of emailing copies around the group and losing track of who's got the 'official' or 'final' version of the project.

At the front of the classroom are the big projection screens, attached to the monitor at the instructors stand. That computer has the same software as the big monitors, so that any group can pass their screen up to the projected screen and let the whole class see it. Multiple documents can be displayed at one time. 

That's great, but after two years with this stuff, I have yet to hear of any of the librarians using this technology in an Info Literacy or Reference Instruction session. It's not that we haven't been shown how to use the software; what hasn't happened is the opportunities for us as librarians to incorporate it into what we're trying to teach. A lot of us have very limited opportunity for teaching between faculty who don't ask very often, and faculty who ask us to cover only specific things.

Forgive me for sounding like an old Luddite, but I'm going to, a little. Why do we need this group project software in the library?  That's not where most classes meet, and certainly not on a regular basis, so the classes that are doing group projects don't get to use this very clever technology. 

We had a fellow from our campus Information Technology department come in to give us a lecture/presentation about using ed tech. His biggest point, which I could easily appreciate is that whatever level or amount of technology your library has available, the technology is still just a tool for the people doing the educating. People teach, technology assists. Technology does not teach anyone. This, I understand from an article Bell links to, is known as the Law of Amplification.

His second point was that when using ed tech, we should teach the method or process instead of  'how to use this device or software'. When I speak to classes about library research, I talk about the concepts that all database search interfaces share, not how to find articles in EBSCOHost.
"it’s a move away from an “I need the latest bright, shiny ed tech” mentality."
 Exactly.  In perusing the online literature and discussions of higher ed, I see/read a lot of searching for magic bullets, and an unhealthy dose of wanting to sound socially progressive and 'relevant' which often means uncritically embracing every new edu-fad and shiny technology that comes along.

I have listened for years to various higher education types both in and out of the library talk about the 'inevitability' of e-books overtaking and replacing print books. I'm still not convinced it's going to happen, and that it's going to happen within a generation. Perhaps I can point towards a few articles that show the continued viability of print, like this 
http://www.theamericanconservative.com/olmstead/save-the-print-library/

and this
http://www.infodocket.com/2014/10/18/winthrop-university-the-book-vs-e-book-e-book-survey-report/
  Or you can just take my word for it. This is of course far from conclusive, but at least it is clear I'm not alone in thinking that the techno-utopians who sigh for the death of the print book are going to be disappointed for some time to come.

Luddite moment over, everyone can relax.

Tuesday, July 14, 2015

What I'm Reading now - The Meditations



What I’m reading Right Now:
The Meditations of Marcus Aurelius, the Penguin Classics edition from 1964, translated by Maxwell Staniforth

 
Stoic philosopher, Roman Emperor

Why I’m reading it:

A friend of mine who teaches classics at a local private school suggested that I read it.