http://www.sivacracy.net/2008/06/a_dozen_things_to_tell_y...

'DOPA or the Deleting Online Predators Act was such a stupid idea that it seemed to require special words that went beyond merely calling it “stupid.” It was maroonic; it was betarded; it was stooptastic'

http://www.ariwriter.com/2008/08/us-bans-social-networkin...

'# Social networking enables sexual predators to stalk children across cyberspace. Legislators are collaborating with law enforcement officials to enforce actions in public libraries and schools.

# Social networking strains server bandwidth and presents operational risks for military websites, including the Department of Defense and Department of Homeland Security, which require lightning-speed algorithmic capabilities to combat the war on terrorism and other matters domestically and abroad.

# Social networking on the job decreases workplace productivity and employee morale, insist rhetoric from government agencies and corporate employers.'

Libraries fight to protect privacy
Ledyard King • Gannett News Service
August 23, 2008
http://www.statesmanjournal.com/apps/pbcs.dll/article?AID...

'Kirk's bill, the Deleting Online Predators Act, died in 2006 but gained new life this year. Kirk says that as more children flock to social networking sites such as MySpace and Facebook, 'we've seen a corresponding increase of online sexual predators' targeting those children.

But library officials say the legislation — while tackling a legitimate problem — takes the wrong approach in trying to keep kids safe from online predators.

Rather than outlawing certain sites, the American Library Association supports preparing kids and parents to deal with online threats at the library, home or anywhere else.'

Libraries fight to protect privacy
Ledyard King • Gannett News Service
August 23, 2008
http://www.statesmanjournal.com/apps/pbcs.dll/article?AID...

'WASHINGTON — Congress is considering a bill that would bar children who use computers in public libraries from accessing Facebook and other social networking Web sites without parental permission.

Rep. Mark Steven Kirk, the Illinois Republican who sponsored the measure, says the proposal would keep sexual predators from contacting minors who are using a library computer.

But the American Library Association says Kirk's bill is another attempt by the federal government to interfere with library users' privacy and free speech.'

http://www.andycarvin.com/dopa.html

Andy Carvin, DOPA Watch
'This webpage is a news digest of all the latest blog entries and news stories regarding the Deleting Online Predators Act (DOPA), which would force schools and libraries that receive federal Internet subsidies to block all interactive websites in the name of online safety.'

Josie Fraser posted a message on Twitter: “Resurrection of the mindless zombie that is DOPA has put me in a grumpy mood. After a really nice meeting with @sleepydog this afternoon too”
July 31 at 5:22 pm

@badgergravling part of reason that non solutions like DOPA keep getting peddled is that adults involved aren't digitally literate at all

http://twitter.com/josiefraser/statuses/873781535

http://icanhaz.com/dop2 DOPA back, like a bad dream. The reasons it needs to be killed are exactly the same though: http://icanhaz.com/dopa

http://twitter.com/josiefraser/statuses/873776081

Henry Jenkins, Director of the MIT Comparative Media Studies Program, contributed one of the key arguments to the debate, MySpace and Deleting Online Predators Act (DOPA), a discussion with Social Media Researcher danah boyd.

http://www.danah.org/papers/MySpaceDOPA.html

It's clear that withdrawing public access means that the least confident and most economically disadvantaged users - those who most need school and community networks to be able to get online - are the ones who suffer the greatest impact of blocking policies. However obvious or compelling the arguments seem to be to those of us who are familiar with social software, networks and tools, the lesson is - everything continues to be provisional. We need to continue to develop our positions and our strategies.

http://fraser.typepad.com/socialtech/2007/01/esafety_ongo...

However much evidence and experience we have of the importance of technology (particularly social software and user generated content sites and tools) for formal and informal learning, citizenship and participation ('voice and choice'), for creativity and innovation, DOPA pointed up the retrograde potential of one well placed moral panic.

http://fraser.typepad.com/socialtech/2007/01/esafety_ongo...

Andy Carvett pushed DOPA's death certificate into edublogland at the end of last year in an excellent overview of the political sea-change taking place stateside recently:

'Meanwhile, Rep. Fitzpatrick was finding himself in a close re-election race back home, giving him less time to lobby his Senate colleagues in support of DOPA. It turned out his efforts were futile - Fitzpatrick lost his re-election bid in November. He wasn’t alone. Three of DOPA’s co-sponsors - JD Hayworth, Sue Kelly and Curt Weldon - also lost their re-election bids.

But the final nail in DOPA’s coffin came with the switch of Congress from Republican to Democrat. Legislation that doesn’t get signed into law by the end of a congressional term has to start from scratch during the next term. In January, the Democrats will be in charge of both houses of Congress, and there’s no sign that they’re going to rush and re-introduce DOPA. Key DOPA critics in the House and Senate, including Reps Ed Markey, John Dingell and Sen. Patrick Leahy, will soon be in leadership positions. With the Republican losses in November, it will be harder for their caucus members to re-introduce DOPA, especially since Fitzpatrick is gone and they lacked Democrat co-sponsors in the first place.'

http://www.pbs.org/teachers/learning.now/2006/12/dopa_die...

Edublog Awards http://edublogawards.com/

Best Library/Librarian blog:

2007: A Library By Any Other Name http://alibraryisalibrary.blogspot.com/
Vaughn Branom (USA)

2006: Hey Jude http://heyjude.wordpress.com/
Judy O’Connell (Australia)

2005: Joyce Valenza’s NeverEnding Search http://www.schoollibraryjournal.com/blog/1340000334.html
Joyce Valenza (USA)

2004: Library Stuff http://www.librarystuff.net/
Steven M. Cohen (US)

Testimony before the subcommittee on telecommunications and the internet of the Committee on Energy and Commerce, Beth Yoke Executive Director, Young Adult Library Services Association (2006):

'Finally, with specific regard to “social networking sites,” young adults all over the country have begun to use these sites as a primary means of communication, whether with their peers or with young adult authors, musicians, artists, and with libraries. Some libraries are taking advantage of this by using some of these sites to stay in touch with their communities. For example, Sean Rapacki from the Wadsworth Public Library in Wadsworth, Ohio informed us that his staff has created a MySpace profile page FOR the library, allowing library staff to communicate with young adult patrons much more effectively.

Testimony before the subcommittee on telecommunications and the internet of the Committee on Energy and Commerce, Beth Yoke Executive Director, Young Adult Library Services Association (2006):

'There are countless positive uses for networking applications that are not necessarily related to formal education. Networking applications include support groups for teenagers with physical or emotional disabilities, forums for the exchange of ideas, and even tools to help kids become acclimated to new surroundings. For example, when teenagers leave for college they often use networking sites to find other students with similar interests.'

Testimony before the subcommittee on telecommunications and the internet of the Committee on Energy and Commerce, Beth Yoke Executive Director, Young Adult Library Services Association (2006):

'DOPA would restrict access to technology in the communities that need public access most. According to recent statistics from the U.S. Census Bureau the digital divide is large and does not appear to be shrinking. Currently, roughly one out of seven African Americans and only one out of eight Hispanics subscribe to broadband service at home. Meanwhile, 26.1% of whites and a full one third of Asians have broadband at home.5 Further, according to a Gates Foundation report on the role of libraries in Internet access, African Americans and Hispanics 'rely exclusively on the library computer for Internet access to a greater degree than their white and Asian counterparts,' with approximately a fifth of African American users and nearly 16% of Hispanic users exclusively relying on library-based computers. Also, nearly a third of those in the lowest income bracket who use library computers rely exclusively on them. These data indicate that public access computing in libraries is playing an important role in closing the digital divide.'

What is and isn’t OK to put on the web? What are the possible consequences of disclosing information? These are discussions that need to be taking place. Preventing young people from visiting sites is no substitute for, and is detrimental to, developing a whole-institution culture of education for e-safety and an environment where concerns can be raised.

http://fraser.typepad.com/blogfolio/2006/08/3_august_2006...

Henry Jenkins, boyd, danah and Henry Jenkins. 2006. 'MySpace and Deleting Online Predators Act (DOPA).' MIT Tech Talk. May 26.
http://www.danah.org/papers/MySpaceDOPA.html

“As a society, we are at a moment of transition when the most important social relationships may no longer be restricted to those we conduct face to face with people in our own immediate surroundings but may also include a large number of relationships which are conducted over vast geographic distances. Over the past decade or so, we have been learning how to live in communities which are grassroots but not necessarily geographically local. We are learning how to interact across multiple communities and negotiate with diverse norms. These networking skills are increasingly important to all aspects of our lives. Social networking services are more and more being deployed as professional tools, extending the sets of contacts that people can tap in their work lives. It is thus not surprising that such tools are also part of the social lives of our teens. Just as youth in a hunting society play with bows and arrows, youth in an information society play with information and social networks. Our schools so far do a rather poor job of helping teens acquire the skills they need in order to participate within that information society. For starters, most adult jobs today involve a high degree of collaboration, yet we still focus our schools on training autonomous learners. Rather than shutting kids off from social network tools, we should be teaching them how to exploit their potentials and mitigate their risks”

Child sexual abuse is a wide-spread, entrenched social problem which predates and supersedes abuse occurring on or facilitated through the internet. Research shows that the majority of child sexual abuse is not disclosed or acknowledged until the victim reaches adulthood, and never gets reported to the authorities. Statistically, far more sexual abuse is perpetrated by family members or by trusted others than by predatory strangers. Children who are currently or have previously been abused are also going to be amongst the most vulnerable populations when it comes to interactions with online abusers. It is important therefore to contextualise child sexual abuse which is facilitated online within the wider context of child sexual abuse – educating and equipping young people about all forms of sexual abuse and providing them with safe, effective reporting procedures.

http://fraser.typepad.com/blogfolio/2006/08/3_august_2006...

While the internet can appear to be a neutral, private, and safe imaginary space, especially to a young person accessing sites from the security of their own bedroom, the distinction between online and offline space is a blurred one, and there are plenty of examples, both positive and negative, of the overlapping consequences of actions in one space on the other. Like every other space in the world, the internet is neither neutral nor free of risk.

http://fraser.typepad.com/blogfolio/2006/08/3_august_2006...

The internet provides opportunities and spaces for socialising which are accessible, practical and enjoyable alternatives to offline spaces and both offline and other electronic activities. The proliferation of social networking sites enable users of all abilities to easily personalise web pages, interact with friends and strangers, and to try out identities. For many people, spending time online, whether working, researching, socialising, and shopping, alone or with others via social networking, instant messaging, online conferencing or with voice over internet protocols such as Skype, is now a common feature of their everyday life. The internet is no longer a place to just go and look at things – it’s now essentially a place to create, to interact and collaborate, and the proliferation of social network applications are just one more way of facilitating this.

http://fraser.typepad.com/blogfolio/2006/08/3_august_2006...

Cyberbullying can be defined as the use of ICT, particularly mobile phones and the Internet, deliberately to upset someone.

It is vital that schools understand the issue (see: www.digizen.org/cyberbullying/fullguidance/understanding), know how to prevent incidents (see: www.digizen.org/cyberbullying/fullguidance/preventing) and respond to incidents (see: www.digizen.org/cyberbullying/fullguidance/responding), and keep up to date on the legal issues surrounding this challenging subject.

http://www.digizen.org/socialnetworking/risks.aspx

Digital media literacy is not taught across all UK schools. While the new QCA secondary curriculum introduces e-safety as a compulsory topic in Key Stages 3 and 4, many other aspects of media literacy which cover issues of relevance to current uses of mobile and Internet technologies are absent or taught according to the interest of the individual teacher. In particular, there is currently no UK-wide agenda for technology, citizenship and social participation, or around data protection and data management issues, including those relating to copyright and file sharing.

http://www.digizen.org/socialnetworking/risks.aspx

Almost all state schools within the UK subscribe to a broadband connection and services through their local regional broadband consortia (RBC). Filtering and blocking policies are determined and varied by the RBC in consultation with their partner local authorities; educators and institutions can request that sites should be blocked or unblocked.

Colleges and some schools may also have internal procedures for requesting site blocking or unblocking. Many schools block social networking services, viewing them as either housing inappropriate content or being a waste of time, not recognising the ways in which social networking services can be valuable to students. This can make it difficult for staff to explore or experiment with sites, or to respond to reports of cyberbullying or other inappropriate activity by their learners taking place on such services.

Young people visit social networking services from home and other out-of-school locations. Many young people are also adept at finding ways around blocking and filtering software in order to visit the sites they find meaningful and useful.

http://www.digizen.org/socialnetworking/risks.aspx

Online spaces are social spaces, and social networking services offer similar opportunities to those of offline social spaces: places for young people to be with friends or to explore alone, building independence and developing the skills they need to recognise and manage risk, to learn to judge and evaluate situations, and to deal effectively with a world that can sometimes be dangerous or hostile. However, such skills can’t be built in isolation, and are more likely to develop if supported. Going to a social networking service for the first time as a young person alone can be compared to a young person’s first solo trip to a city centre, and thus is important for a young person to know how to stay safe in this new environment.

http://www.digizen.org/socialnetworking/benefits.aspx

Social networking services could be used to hone debating and discussion skills in a local, national or international context. This helps users develop public ways of presenting themselves. Personal skills are very important in this context: to make, develop and keep friendships, and to be regarded as a trusted connection within a network.

Social networking services can provide young people with opportunities to learn how to function successfully in a community, navigating a public social space and developing social norms and skills as participants in peer groups.

http://www.digizen.org/socialnetworking/benefits.aspx

Social networking services can provide an accessible and powerful toolkit for highlighting and acting on issues and causes that affect and interest young people. Social networking services can be used for organising activities, events, or groups to showcase issues and opinions and make a wider audience aware of them.

http://www.digizen.org/socialnetworking/benefits.aspx

Managing relationships online and managing your online presence are key to having fun with and using social networks safely. However, the speed of the development of social networking services may mean that young people are more likely to have developed personal strategies or learnt from peers than from formal instruction and support from adults.

http://www.digizen.org/socialnetworking/what.aspx

Social networking services are changing the ways in which people use and engage with the Internet and with each other. Young people, particularly, are quick to use the new technology in ways that increasingly blur the boundaries between online and offline activities.

Social networking services are also developing rapidly as technology changes with new mobile dimensions and features. Children and young people within the UK, who have grown up taking the Internet and mobile technologies for granted, make up a significant segment of the “beta generation” – the first to exploit the positive opportunities and benefits of new and emerging services, but also the first to have to negotiate appropriate behaviours within the new communities, and to have to identify and manage risk.

http://www.digizen.org/socialnetworking/what.aspx

There is no doubting the ever growing popularity of social networking sites: MySpace has over 78 million registered accounts and attracted over 50 million visits during May 2006 (comScore Media Metrix Releases May Top 50 Web Rankings and Analysis). What is doubtful is that young people will be prevented or discouraged from accessing social networking sites by blocking and filtering procedures. Many young people are adept at getting around blocking and filtering, and new sites appear every day.

http://fraser.typepad.com/blogfolio/2006/08/3_august_2006...

Within DOPA social networking sites are broadly defined as websites which enable users to interact with one another and share information about themselves. This is a broad definition which could include sites such as eBay which require registration, encourage users to comment on their experience of transactions, and provide user forums. Other examples of social networking sites that fall under DOPA’s broad definition include Friends Reunited, where communities are structured around schools, colleges, universities and workplaces; Flickr, a photo storing and sharing site; and LastFM, where the community is organised around shared taste in music. They also include the tween, teen and young adult dominated sites such as MySpace, BeBo and LunarStorm.

http://fraser.typepad.com/blogfolio/2006/08/3_august_2006...

Blocking and filtering sites does not encourage a culture where young people are supported to take responsibility for their own actions and to equip themselves for dealing with unwanted encounters with materials or people. We see the role of this sector as clear in this regard – open discussion, education, and clear, accessible routes for reporting will always be the most effective way to combat child sexual abuse.

http://fraser.typepad.com/blogfolio/2006/08/3_august_2006...

In addition to commercial ownership, the bill defines social network sites as those which elicit personal information, include a personal profile, support blogging or journals, and enable communication amongst users. This includes many sites which are effective in supporting learning and teaching, and are currently being used across all education sectors to support engaging, creative and effective learning– including Blogger, Flickr, and Yahoo! Groups.

AoC NILTA is alarmed at the extent to which DOPA fails to recognise the value of online interaction and the current state and benefits of e-learning. The legislation also fails to recognise the reality of current and future social and economic activity. The enactment of DOPA will disadvantage learners, educational professionals and the communities supported by educational and library connectivity.

AoC NILTA recognises that this legislation will particularly impact on those in the population who are in most need of access – learners and connectivity users who do not have private internet access. We do not believe that this legislation will effectively protect young people. On the contrary, we are troubled at the disadvantage this legislation presents to all learners and at the step backwards in social and educational terms this approach to the internet represents.

http://fraser.typepad.com/blogfolio/2006/08/3_august_2006...

3 August 2006: DOPA, social networks and keeping young people safe

In responce to the news of the level of support given by the House of Representatives to the Deleting Online Predators Act (DOPA), I wrote this release which was then issued by AoC NILTA to the press:

On July 27th The US House of Representatives voted on the ‘‘Deleting Online Predators Act of 2006’’, an amendment to the Communications Act of 1934 proposed by Congressperson Fitzpatrick. The Bill is designed to protect minors from child sexual abuse by blocking online community sites and requires “recipients of universal service support for schools and libraries to protect minors from commercial social networking websites and chat rooms,” - effectively withdrawing funding from institutions which fail to censor designated sites. DOPA was passed by a majority of 410 to 19 and now goes forward to the Senate.

http://fraser.typepad.com/blogfolio/2006/08/3_august_2006...

Wikipedia entry for USA Patriot Act:
http://en.wikipedia.org/wiki/USA_PATRIOT_Act

'Though it was not targeted directly at libraries, the American Library Association (ALA), in particular, opposed this provision. In a resolution passed on June 29, 2005 they stated that 'Section 215 of the USA PATRIOT Act allows the government to secretly request and obtain library records for large numbers of individuals without any reason to believe they are involved in illegal activity.'[57] However, the ALA's stance did not go without criticism. One prominent critic of the ALA's stance was the Manhattan Institute's Heather Mac Donald.'

American Library Association, Resolution on the USA PATRIOT Act and Libraries, enacted June 29, 2005
http://www.ala.org/Template.cfm?Section=ifresolutions&Tem...

So this is the format my slam took in the end:
A volunteer (Thanks Helen!) was asked to publicly browse through a projected slide deck (the one you've got here), made up of images posted on Flickr under a CC License (http://creativecommons.org/). I picked pictures that interested me that illustrated different aspects of internet access in public libraries across the world. If your picture is included here, many thanks for contributing! Helen was asked to look through at her own pace and take as long or a short a time as she wanted on any image. At the same time, I delivered an intro on my experience of the public library service, followed by a diatribe on the perils of restricting internet freedoms in public spaces, particularly focusing on the impact of the US's Patriot Act, and the threat posed to library patrons by the initially unsuccessful but now back from the dead proposed Deleting Online Predators Act, which along with being a horribly thought out and misconceived policy attempt is notable for stretching the credulity of acronyms everywhere to beyond breaking point.

So my slam settled on the importance of freedom of information and exploration for children and young people, to our duty to make sure that people using the library have access to the communication channels that they chose and enjoy.

Everyone in my city takes internet access for granted. My son has recently started secondary school and his stupidly massive homework schedule relies on him being able to use Google and Wikipedia. Kids without access at home are expected to use their libraries, or can access school PC's in their lunch or after school hours. So library access is critical to both informal learning, inquisitiveness and self-development and to formal learning.

Last year my session explored the limits of social search technology via a live dating session with the single members of the group (or at least the ones who told me they were single). This year I wanted to get even more romantic with our theme of 'The Digital Divide', and my initial idea was some kind of love poem to the public library service.

As a kid, I was really dependent on my local library for entertainment, education and following and discovering new interests. I spent a lot of time working out how to check books out of the adult section, and I'm still grateful to some of the more broadminded librarians for allowing me some excellently lurid literature at such an early age.

The library service in the UK is the same but also very different from the one I spent so much time in as a girl. The fiction, non-fiction and reference sections are still there, but now you can also get hold of graphic novels, CDs & DVDs for a couple of pounds, and of course, free internet access, usually in blocks of an hour. I'm very jealous of the opportunities this opens up for todays kids, and hugely proud of the service available in the cities I've lived in.

I'm still rubbish at getting my books back on time though, so internet reissues have saved me literally thousands of pounds.

These slides are the visual & text version of the slam I presented at the 'Learning About the Digital Divide' workshop, run by Frances Bell, Helen Keegan, Christina Costa & me at this years ALT-C in Leeds (http://www.alt.ac.uk/altc2008/).

Our session built the experience of our first slam workshop the year before, which encouraged participants to create and perform what we are calling slams (after the style of Poetry Slams http://en.wikipedia.org/wiki/Poetry_slam), that time around their experience of engaging with web 2.0. Our slam are really shorthand for a rapid, creative approach to creating a performance and/or object which engages with, and encourages others to engage with, an aspect or description of a topic. In this way we're seeking to do a few things. The approach is designed to support innovative, conversational and light weight content creation, acting as a counterpoint and compliment to traditional academic processes and methods. The performance and curation is very democratic, with the line between audience and facilitators becoming a mobile distinction. The slams are experimental, not meant to be 'finished work', but to contribute to and stimulate thought and discussion. What we are aiming for is an exploration of definition, meaning and understanding of broad and easily taken for granted topics - the creation of a patchwork quilt rather than the wet blanket of consensus. :)

Amsterdam Library
W e n d y: http://flickr.com/photos/wenflickr/2192861577/

Information Commons
kev_walsh: http://flickr.com/photos/kev_walsh/2144556982/
Toronto Public Library

Use our LARGE TYPE COMPUTERS
Newton Free Library: http://flickr.com/photos/newtonfreelibrary/2824521163/

Terminal 37
Mag3737: http://flickr.com/photos/mag3737/195518793/
Internet terminal #37 at the Literature and Social Sciences department, 3rd floor, Vancouver Public Library

Internet below
Mag3737: http://flickr.com/photos/mag3737/2527223958/
Seattle Public Library

Text Tee for Teens
mclib dot net: http://flickr.com/photos/mclibdotnet/2228681031/
trying this new tshirt from Reactee for our Teen Team to wear and spread the word about Live Homework Help @ their library's internet branch
visit mclib.net and click the link
available with your McCracken County Public Library card!

600 internet computers
The Shifted Librarian: http://flickr.com/photos/shifted/2355412313/
Amsterdam public library

Comparison
The Eggplant: http://flickr.com/photos/eggplant/10440573/

The Internet for Beginners Class
Missouri River Regional Library: http://flickr.com/photos/mrrl/2494860143/

new Children's Quiet Study room
Canton Public Library (MI): http://flickr.com/photos/cantonpubliclibrary/1288171124/

Iowa City Public Library
Annethelibrarian: http://flickr.com/photos/annethelibrarian/2744357140/

Flint Public Library ist selbst gepwnt
Crazytales562: http://flickr.com/photos/crazytales562/2529316146/

Working at SIBL (the Science, Industry, and Business Library) today
Amit Gupta: http://flickr.com/photos/superamit/481762321/
NYC

Computer 13
Annethelibrarian: http://flickr.com/photos/annethelibrarian/2751896474/
Iowa City Public Library

guest access to the Internet
Annethelibrarian: http://flickr.com/photos/annethelibrarian/2751896426/
Iowa City Public Library

SSL20941
Nicobec: http://flickr.com/photos/nickobec/313468738/
internet books at the WA State Reference Library

Using YouTube for research in the library
Ewan McIntosh: http://flickr.com/photos/edublogger/1529121346/
Christschurch School in Christchurch, New Zealand

Jenny and Games. In the library?
Libraryman: http://flickr.com/photos/libraryman/1794929740/

Computer Workstations
Chelmsfordpubliclibrary: http://flickr.com/photos/chelmsfordpubliclibrary/2210633668/
Massachusetts

Iowa City Public Library
Annethelibrarian: http://flickr.com/photos/annethelibrarian/2744357004/

net access
Dolanh: http://flickr.com/photos/reneeanddolan/444157873/
San Francisco public library

Mobile Library
Karenwithak: http://flickr.com/photos/moonrising/2370830038/
Yorkshire Dales

Apia,Samoa,Internet
Libraryman: http://flickr.com/photos/libraryman/5964682/

First floor
The Shifted Librarian: http://flickr.com/photos/shifted/192284211/
'Internet Express' stations at Princeton Public Library, New Jersey

It´s time to start
Lecasio: http://flickr.com/photos/lecasio/266930394/

printer + internet success!
Jessamyn: http://flickr.com/photos/iamthebestartist/565608228/
Ubuntu installs at public library in Washington

Children's Library : Dalian, Liaoning Province, China
Elizabeth Thomsen: http://flickr.com/photos/ethomsen/24797077/in/set-566417/

Dalian Children's Library
Elizabeth Thomsen: http://flickr.com/photos/ethomsen/24797095/

Guest Pass
Annethelibrarian: http://flickr.com/photos/annethelibrarian/2751896536/
Iowa City Public Library

Rover help at Web station
Canton Public Library (MI): http://flickr.com/photos/cantonpubliclibrary/1397527896/
Mitchigan

Sign at Bromley Library
Kikishua: http://flickr.com/photos/28445735@N00/2278192128/

wifi diagram, pulled from the pages of Recipes for a 5-Star Library MaintainIT Cookbook
The MaintainIT Project: http://flickr.com/photos/maintainitproject/2590832103/
If you want to read the rest of this chapter on Setting Up Wireless at your library, visit www.maintainitproject.org/node/240#CB2 and check out Chapter One!

Libraryman WoW lvl62 crop
Libraryman: http://flickr.com/photos/libraryman/2362086722/
This photo also belongs to:
WoW Libraries and Librarians Guild Photos (Pool)

signage at Mendocino County Library, Ukiah
The MaintainIT Project: http://flickr.com/photos/maintainitproject/1394452048/