Assignment 6 - website

Here's my website!

http://www.pitt.edu/~emb99/

Assignment 5 - Koha

Here's the link for my list:

http://upitt04-staff.kwc.kohalibrary.com/cgi-bin/koha/virtualshelves/shelves.pl?viewshelf=54

Assignment 4 - Working With Jing

For my screencaptures, I decided to show the basics of playing Minesweeper.

Here's the video (unfortunately, I don't have a microphone, so it's not very interesting):
http://www.screencast.com/users/celinra/folders/Jing/media/217cee61-e7a5-4906-b469-7f3f2010de36

And here are the images:
http://www.flickr.com/photos/42525296@N08/4008729875/
http://www.flickr.com/photos/42525296@N08/4009495262/
http://www.flickr.com/photos/42525296@N08/4008729931/
http://www.flickr.com/photos/42525296@N08/4008729955/
http://www.flickr.com/photos/42525296@N08/4009495308/

Assignment 3 - Personal Bibliographic Management Systems

http://www.citeulike.org/user/Celinra

My three main category titles are "parrots," "snakes," and "pandemic." My tags to show where I got the article from are "zoterogs" and "citeulike."

Assignment 2 - flickr

Here's the link to my digitization/flickr stuff:

http://www.flickr.com/photos/42525296@N08/

I have several pictures that show the different stages of a costume I'm making, plus a few of things around the house.

Assignment 1 - Week 1 - notes

OCLC report: Information Format Trends: Content, Not Containers (2004).

"Containers" are things like books, journals, and CDs - the 'unbundling' of these containers has changed how information is looked at (for example, a person can preview a book on Amazon rather than physically look through it before buying it). This, then, affects how libraries and sellers present the information.

Because things are now more readily accessible, the "container" is no longer the important thing - what is important is getting the content quickly and easily. This means not just computers in general, but also things like cell phones and iPods. Because of this, "microcontent," things like single songs or a cell phone wallpaper, is now commonplace and readily paid for.

People are also progressing towards "on-demand" content. Libraries must adapt to this trend - for example, more are choosing magazines that can be viewed online. Another example, in my experience, is the library offering audiobooks for the patron to download.

Last, because information is so readily available by way of search engines such as Google, it is no longer in context, as it would be if it were compiled in a book. Some search engines are trying to remedy this by bringing up search results by category.


Clifford Lynch, “Information Literacy and Information Technology Literacy: New Components in the Curriculum for a Digital Culture”

Gaining a basic knowledge of technology is good, but it is not enough. Skills must be taught that let the student adapt in the face of rapidly-changing technologies - for example, learning basic trouble-shooting skills, so they will know what to do if they encounter a problem down the line.

It is also important for the student to learn a broad view of technology, so that they can see how many things in society are connected.


Vaughan, J. (2005). Lied Library @ four years: technology never stands still. Library Hi Tech, 23(1), 34-49.

In a span of four years, the Lied Library system added more new technologies than they had initially installed. This paper shows what that requires. For example, time to swap the technology (such as when they upgraded the computers), and money for maintenance and licensing. There is also the matter of how to distribute their resources, such as how to allow students to do research when all computers are in use. The paper also addresses how they dealt with issues such as theft, space constraints, and software glitches.