Education Libraries - Special Libraries Association

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Heidi Blackburn is the Reference and Instruction Librarian for Kansas State University at Salina in Salina, Kansas. She has been working in libraries for approximately five years but this is her first year teaching information literacy and reference skills at K-State at Salina. Jumping into the academic library world at a young age, she worked for three years at the Circulation Desk at Truman State University before choosing librarianship as a career. She recently finished her Master’s of Library Science at Emporia State University in Emporia, Kansas, where she worked for two years in the Emporia High School library. SLA and the Education Division help combine two of her favorite topics; libraries and teaching people information literacy skills. Reading Education Libraries is critical for informing her of the challenges that other librarians in the field are facing and how they are overcoming these obstacles. Each issue brings to her attention emerging concerns for the overall profession and helps her become conscious of what is happening in the field across the country and around the world. Special areas of professional interest for Heidi include advocating for patron rights concerning freedom from library censorship and implementing new technology to meet patron needs. She also carries a hidden passion for reading fiction thrillers centering on church conspiracies. Heidi Blackburn Reference and Instruction Librarian K-State at Salina Library 2310 Centennial Road Salina, Kansas 67401 785-826-2637 hblackbu@k-state.edu http://www.salina.k-state.edu/library/ Pam Bower is a library assistant at the Kansas State University at Salina Library in Salina Kansas. She joined the staff in January 2008 bringing with her 10 years of library experience, including two years at the rival university – Kansas University's Spahr Engineering Library in Lawrence, Kansas. Her work currently includes archives, mainly in the form of creating finding aids for the archive items stored at the Salina campus library. SLA has resources that will help her find information about working with an archival collection. A special interest to her is developing creative ways to distribute copies of photos and artifacts to solicit help with identifying the items. Outside of work, she enjoys suspenseful mystery novels and spending time cooking with her family – her husband, three children, and a collie. Alysia Starkey is the Director of Libraries at K-State at Salina in Salina, Kansas. Prior to this appointment, she served as the Technical Services/Automation Coordinator for the K-State at Salina campus. Ms. Starkey received her Master’s of Library Science degree from the University of North Texas in 2002 and is currently working on a Ph.D. in Educational Computing, Design, and Online Learning at Kansas State University. Alysia’s professional interest lies in the areas of information literacy and online learning. Ms. Starkey actively collaborates with school librarians and 6 – 12 English instructors on designing and incorporating information literacy instruction into curricula. Education Libraries, Volume 31, No. 2, Winter 2008 38
Interview with Tamara Moats, Speaker on Visual Thinking and Use of Art Data By Cybèle Elaine Werts, Article Editor of Education Libraries NOTE: I met Tamara Moats when she was on a panel at the Special Libraries Conference in Seattle, WA this June. Her lecture/demonstration was entitled Visual Thinking and Use of Art Data. As I knew of our upcoming issue on digital, information, and visual literacy, I contacted her right away for an interview as a special addition to this issue. Visual & Media Literacy Tamara Moats was curator of education at the University of Washington's Henry Art Gallery for nineteen years where she organized programs for all ages, developed the museum’s teaching methods, and wrote extensive curricula. She now teaches art history at the Bush School Upper School and the Cornish College of the Arts, and visual thinking at the University of Washington Medical School. Moats holds a BA degree in art history from the University of Puget Sound and an MA in Asian Studies from the Claremont Graduate School. To help explain Tamara’s work, I’ve included this explanation of Visual Thinking: Visual Thinking is an inquiry-based method of teaching with original art works. It empowers viewers to trust their own observations, interpretations, and ideas about works of art. Facilitators ask students to articulate their responses and to find evidence to support opinions and reasoning. Student response drives all observations; the facilitator does not direct the discussion. Visual Thinking focuses on viewer response and interest. Using dialogue posed by the teacher or exhibition guide, Visual Thinking allows the viewer to guide the inquiry. In this sense it is not informationbased, but information is woven into the discussion as it is asked for. The process progresses from narrative artwork to more complex ones, exploring images that relate to but play off of each other. Questioning begins very simply by asking students “What is going in this artwork?” and allowing the discussion to follow a logical but creative progression. The idea is to reveal information about the work throughout the discussion, and guide the questioning to places that illuminate the artwork. This includes exploring composition, subject matter, medium, and artist, but the stress is placed on discovering meaning and deeper ideas. Visual Thinking builds critical and creative thinking skills that enhance the whole of the aesthetic experience. One of the things that strikes me first about your unusual vocation is that most viewers probably say that they don’t know anything about art, and therefore their thoughts and observations about it cannot possibly have value. How do you counter this widespread idea that only experts can understand art? My belief is that if under open and welcoming circumstances, most people cannot help but give their responses to an artwork, and if the works are well chosen, find something to talk about. The adult audience is a little more tricky, since older people usually do want to get some background before responding, but I have found that with the right, very brief, introduction, I can ask a question that the audience wants to answer. As for children, it is the reverse: all kids want to tell you what they see before getting any information on an artwork. They need little encouragement. Education Libraries, Volume 31, No. 2, Winter 2008 39
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Education Libraries - Special Libraries Association

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