We used to read release notes the way most people do: quickly, right before a meeting, and with mild dread. Then we tried something different.
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At the 2013 CUNY IT Conference, we demonstrated how affordable single-board computers like Raspberry Pi can transform academia through creative projects ranging from RFID pet feeders to classroom web servers...
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I installed Ubuntu but panicked when I couldn't install Adobe Digital Editions for my e-reader—until I discovered how to use Wine and Winetricks to get ADE working perfectly.
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Linking to Aleph OPAC searches requires removing session IDs from URLs and using specific parameters like find_scan_code—here's how to create persistent, proxied links.
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I enhanced EZproxy's needhost.htm with a Google Form that lets users report access errors—collecting browser data automatically and emailing me the results for quick troubleshooting.
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Migrating from Drupal 6 to 7, I hit a wall when user contact forms wouldn't follow my Pathauto URL patterns—until I discovered the Sub-pathauto module fixed it perfectly.
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Our library instructional videos turned out exactly as envisioned—short tutorials students can email to themselves, created through collaboration across campus departments.
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Reviewing 239 student citations revealed that 62.8% came from websites, not library databases—making me question whether we should teach Google skills before database searching.
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Four librarians used the campus film studio's teleprompter and green screen to create Google-style instructional videos—short, sweet tutorials under one minute each.
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After 3 weeks of design iterations, my RefWorks flyer is ready for campus-wide distribution—including 4 workshops scheduled at different times to accommodate all schedules.
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Leading my library's e-book project, I created a CUNY Academic Commons group and used my beloved whiteboard to storyboard a stop-motion promo video about heavy textbooks vs e-readers.
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Becoming RefWorks Administrator with only 3.8% faculty adoption, I'm planning workshops that start by auto-generating bibliographies from 50+ citations to show the tool's magic immediately.
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I finally get it—dressing professionally isn't vanity but necessity when you're younger than students, helping them identify you as staff who can actually help with research questions.
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Student feedback revealed they want more videos in my library workshops because 'they seem to catch my attention'—proving The Simpsons clips work better than I expected!
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Teaching terrifies me—my heart races facing all those blinking eyeballs—but students love my Simpsons clips for demonstrating critical thinking concepts in library instruction.
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