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<p class=MsoNormal><b><font size=2 face=Georgia><span style='font-size:10.0pt;
font-family:Georgia;font-weight:bold'>NFAIS Enotes, </span></font></b><b><font size=2 face=Georgia><span style='font-size:10.0pt;font-family:Georgia;font-weight:
bold'>June 30, 2010</span></font></b></p>
<p class=MsoNormal><b><font size=2 face=Georgia><span style='font-size:10.0pt;
font-family:Georgia;font-weight:bold'>Written and compiled by Jill
O’Neill</span></font></b></p>
<p class=MsoNormal><b><font size=2 face=Georgia><span style='font-size:10.0pt;
font-family:Georgia;font-weight:bold'> </span></font></b></p>
<p class=MsoNormal><b><font size=2 face=Georgia><span style='font-size:10.0pt;
font-family:Georgia;font-weight:bold'>Immersive or Interstitial </span></font></b><b><font
size=2 face=Georgia><span style='font-size:10.0pt;font-family:Georgia;
font-weight:bold'>Reading</span></font></b></p>
<p class=MsoNormal><font size=2 face=Georgia><span style='font-size:10.0pt;
font-family:Georgia'><br>
<i><span style='font-style:italic'>The Wall Street Journal</span></i> is
supportive of mainstream authors marketing their latest titles. Early in June,
it invited an essay from Nicholas Carr whose most recent work is <i><u><span
style='font-style:italic'>The Shallows: What the Internet is Doing to Our
Brains</span></u></i> and another from Clay Shirky, author of <i><u><span
style='font-style:italic'>Cognitive Surplus: Creativity and Generosity in a
Connected Age</span></u></i>. The two essays take opposing stands on the issue
of whether the Internet is making us dumber (Carr’s position) or smarter
(Shirky’s). Actually, neither essay actually responds to the question. Rather,
each author wends his way around to making a different point. Carr believes
that the ubiquity of Web access on mobile devices distracts us from the focused
attention and thought required in serious reading whereas Shirky writes that
the Web has restored acts of “reading and writing as central activities
in our culture.”</span></font></p>
<p class=MsoNormal><font size=2 face=Georgia><span style='font-size:10.0pt;
font-family:Georgia'>Carr: <a
href="http://online.wsj.com/article/SB10001424052748704025304575284981644790098.html">http://online.wsj.com/article/SB10001424052748704025304575284981644790098.html</a></span></font></p>
<p class=MsoNormal><font size=2 face=Georgia><span style='font-size:10.0pt;
font-family:Georgia'>Shirky: <a
href="http://online.wsj.com/article/SB10001424052748704025304575284973472694334.html">http://online.wsj.com/article/SB10001424052748704025304575284973472694334.html</a>
</span></font></p>
<p class=MsoNormal><font size=2 face=Georgia><span style='font-size:10.0pt;
font-family:Georgia'> </span></font></p>
<p class=MsoNormal><font size=2 face=Georgia><span style='font-size:10.0pt;
font-family:Georgia'>Of course, such debates don’t properly differentiate
between the varying approaches to reading that different work tasks require.
Current thinking suggests that these approaches break into four (somewhat
permeable) categories – (1) immersive (2) extractive or strategic (3)
pedagogical and (4) interstitial. That last may be unfamiliar, but it pertains
to the short spurts of reading managed in the small chunks of time available to
us in between larger obligations (see Arthur Atwell’s 2009 posting on the
New Cereal Box Moment at <a
href="http://arthurattwell.com/technology/49-interstitial-reading-the-new-cereal-box-moment">http://arthurattwell.com/technology/49-interstitial-reading-the-new-cereal-box-moment</a>.
Atwell credits Joseph Esposito (current CEO of Giantchair.com) with the
concept. See <a
href="http://toc.oreilly.com/2008/12/interstitial-publishing.html">http://toc.oreilly.com/2008/12/interstitial-publishing.html</a>).
</span></font></p>
<p class=MsoNormal><font size=2 face=Georgia><span style='font-size:10.0pt;
font-family:Georgia'> </span></font></p>
<p class=MsoNormal><font size=2 face=Georgia><span style='font-size:10.0pt;
font-family:Georgia'>Esposito actually hones in on an important aspect of the
issue troubling Carr, “…<i><span style='font-style:italic'>interstitial
publishing is confused with having a short attention span, as though a moment
is somehow less valuable than an hour. The key to this new form of publishing,
however, is that it views the short period of each entry not as a watered-down
version of the "real thing," a long text, but as something built
perfectly for the space and time it occupies</span></i>.” Esposito’s
idea is that literary forms will gradually be adapted to fit our current
lifestyles and needs while Carr’s concern is that if we wire our brains
too much for this style of reading, whether on the Web (replete with
hyperlinks, another distraction in Carr’s view) or on mobile devices,
then those brains will be less capable of immersive or contemplative reading of
longer and more complex arguments and narratives. </span></font></p>
<p class=MsoNormal><font size=2 face=Georgia><span style='font-size:10.0pt;
font-family:Georgia'> </span></font></p>
<p class=MsoNormal><i><font size=2 face=Georgia><span style='font-size:10.0pt;
font-family:Georgia;font-style:italic'>Part</span></font></i><font size=2
face=Georgia><span style='font-size:10.0pt;font-family:Georgia'> of what
readers may be doing in that brief span of time noted by Esposito is something
called document or information triage, a concept that has been floating around
in research circles for a few years. As one scholarly paper I read noted, this
is something that “has traditionally been the province of analysts,
professional researchers and reference librarians,” but our awareness of
the practice is spreading with the rise in popularity of mobile devices and
access to digital content. It’s the mental process that we go through
when skimming or reading a document in order to evaluate its value or relevance
to our interest (see Soonil Bae, <i><span style='font-style:italic'>Patterns of
Reading and Organizing Information in Document Triage</span></i>, at <a
href="http://www.csdl.tamu.edu/~marshall/asist-reading-triage.pdf">http://www.csdl.tamu.edu/~marshall/asist-reading-triage.pdf</a>).</span></font></p>
<p class=MsoNormal><font size=2 face=Georgia><span style='font-size:10.0pt;
font-family:Georgia'> </span></font></p>
<p class=MsoNormal><font size=2 face=Georgia><span style='font-size:10.0pt;
font-family:Georgia'>Researcher Cathy C. Marshall of Microsoft (and a co-author
of the above referenced paper on document triage) examines those acts that make
up the research process -- reading, annotation, writing, and personal
information management and storage (See <a
href="http://research.microsoft.com/en-us/people/cathymar/">http://research.microsoft.com/en-us/people/cathymar/</a>).
In 2002, </span></font><font size=2 face=Georgia><span style='font-size:10.0pt;
font-family:Georgia'>Marshall</span></font><font size=2 face=Georgia><span
style='font-size:10.0pt;font-family:Georgia'> produced a paper for the ACM/IEEE
Joint Conference on Digital Libraries (JCDL 2002) that examined reading on
small form factor devices, specifically on the technology of the time -- the
Palm Pilot and the HP Jornada Pocket PC. She noted behaviors by students in how
they read and how they fit the activity into their lives: “[the student]<i><span
style='font-style:italic'> does not read linearly; she looks for paratextual
cues (like chapter headings) and uses these in combination with a search
facility. Second, when she is engaged with the text in a more linear fashion,
she is moving both forward and backward, alternating between skimming and
focused reading,…Most importantly she evaluates how much time she has,
and what ground she can possibly cover in this time.</span></i>” The use
of the device for purposes of reading was tied to contextual task, content structure,
navigational options, and time constraints (see </span></font><i><span
style='font-style:italic'><font size=2 face=Georgia><span style='font-size:
10.0pt;font-family:Georgia'>Reading</span></font></span></i><i><font size=2
face=Georgia><span style='font-size:10.0pt;font-family:Georgia;font-style:italic'>
in the Small: A study of reading on small form factor devices</span></font></i></p>
<p class=MsoNormal><font size=2 face=Georgia><span style='font-size:10.0pt;
font-family:Georgia'>Catherine C. Marshall, Christine Ruotolo at <a
href="http://research.microsoft.com/pubs/72887/p67-marshall.pdf">http://research.microsoft.com/pubs/72887/p67-marshall.pdf</a>).</span></font></p>
<p class=MsoNormal><font size=2 face=Georgia><span style='font-size:10.0pt;
font-family:Georgia'> </span></font></p>
<p class=MsoNormal><font size=2 face=Georgia><span style='font-size:10.0pt;
font-family:Georgia'>Many of us do not realize how much of this interstitial
reading occupies our day. We don’t think of checking email on a corporate
Blackberry or glancing at a Twitter stream as “reading,” but that
is because, as </span></font><font size=2 face=Georgia><span style='font-size:
10.0pt;font-family:Georgia'>Marshall</span></font><font size=2 face=Georgia><span
style='font-size:10.0pt;font-family:Georgia'> also notes, reading is not a
stand-alone activity but a hybrid one, accomplished in a larger ecosystem of
documents, technologies, and reading-related activities. </span></font><font
size=2 face=Georgia><span style='font-size:10.0pt;font-family:Georgia'>Reading</span></font><font
size=2 face=Georgia><span style='font-size:10.0pt;font-family:Georgia'> is essentially
an invisible practice (Is that woman with the Blackberry really reading her
email or is she assessing its priority on the To-Do list?). </span></font></p>
<p class=MsoNormal><font size=2 face=Georgia><span style='font-size:10.0pt;
font-family:Georgia'> </span></font></p>
<p class=MsoNormal><font size=2 face=Georgia><span style='font-size:10.0pt;
font-family:Georgia'>It is possible that the volume of what the user population
reads has actually increased based on the volume of tightly condensed content
that gets poured into different environments. </span></font></p>
<p class=MsoNormal><font size=2 face=Georgia><span style='font-size:10.0pt;
font-family:Georgia'> </span></font></p>
<p class=MsoNormal><font size=2 face=Georgia><span style='font-size:10.0pt;
font-family:Georgia'>I referenced two book titles in the opening sentences of
this piece. Recognizing that finding the time to read book-length treatments of
a topic may be an issue for NFAIS members, I also included links to two shorter
pieces that encapsulate the primary arguments found in those books. I might
further have condensed those URLs (using Bitly, see: <a href="http://bit.ly/">http://bit.ly/</a>)
and incorporated references to the content into a Tweet dispersed to 300
followers. Alternatively, I might have embedded video from YouTube or created a
link to dynamically search for similar content. These are forms that readily
fit into the context of these shorter reading experiences. Efficiency is a
watchword here. By presenting ideas in both short and long form, through text
as well as via the aural/visual delivery of video, the points being made by
those authors are not just disseminated more broadly – they are also
being presented to the user in a range of options that allows the user to fit
content ingestion into existing contextual and time constraints. </span></font></p>
<p class=MsoNormal><font size=2 face=Georgia><span style='font-size:10.0pt;
font-family:Georgia'> </span></font></p>
<p class=MsoNormal><font size=2 face=Georgia><span style='font-size:10.0pt;
font-family:Georgia'>During lunch recently, Maureen Kelly of Content Kinetics
challenged me to describe for her what a 21<sup>st</sup> century abstracting
and indexing service would look like. I didn’t get very far in my imagining
but, were I sitting down to my kitchen table to develop such a service, I would
design something that would incorporate the following: </span></font></p>
<p class=MsoNormal><font size=2 face=Georgia><span style='font-size:10.0pt;
font-family:Georgia'> </span></font></p>
<p class=MsoNormal><font size=2 face=Georgia><span style='font-size:10.0pt;
font-family:Georgia'> </span></font></p>
<p class=MsoNormal><font size=2 face=Georgia><span style='font-size:10.0pt;
font-family:Georgia'> </span></font></p>
<p class=MsoNormal style='margin-left:.5in'><font size=2 face=Georgia><span
style='font-size:10.0pt;font-family:Georgia'>A Twitter-like element (condensed
textual item information, speedily processed)</span></font></p>
<p class=MsoNormal><font size=2 face=Georgia><span style='font-size:10.0pt;
font-family:Georgia'> A Bitly-like element (condensed
identifier, access)</span></font></p>
<p class=MsoNormal><font size=2 face=Georgia><span style='font-size:10.0pt;
font-family:Georgia'> An #ask4stuff-like element (condensed
bibliography, search/context)</span></font></p>
<p class=MsoNormal><font size=2 face=Georgia><span style='font-size:10.0pt;
font-family:Georgia'> </span></font></p>
<p class=MsoNormal><font size=2 face=Georgia><span style='font-size:10.0pt;
font-family:Georgia'>I would combine human-readable content for rapid
processing and decision-making with machine readable content to facilitate
navigation to the item and ensure the additional option of implicit search in
order maximize the potential reach of the user in getting to the useful
information (thereby reinventing the bibliographic citation). Speaking more
seriously, such a construct would readily fit into </span></font><font size=2
face=Georgia><span style='font-size:10.0pt;font-family:Georgia'>Marshall</span></font><font
size=2 face=Georgia><span style='font-size:10.0pt;font-family:Georgia'>’s
structure for reading on mobile devices: contextual task, content structure,
navigational options, and time constraints.</span></font></p>
<p class=MsoNormal><font size=2 face=Georgia><span style='font-size:10.0pt;
font-family:Georgia'> </span></font></p>
<p class=MsoNormal><font size=2 face=Georgia><span style='font-size:10.0pt;
font-family:Georgia'>If you don’t recognize the #ask4stuff element,
it’s a nifty bit of software engineering from OCLC, introduced at the American
Library Association this year (see Mike Teet’s blog entry at: <a
href="http://community.oclc.org/cooperative/2010/06/sometimes-the-internet-is-just-not-big-enough-for-me.html">http://community.oclc.org/cooperative/2010/06/sometimes-the-internet-is-just-not-big-enough-for-me.html</a>).
Not being technical, I truly cannot explain how it works, but the use of the hashtag
in a tweet with accompanying query terms such as “Lucy Maud
Montgomery” or “poliomyelitis causes” launches a search in WorldCat.
The system then returns a different tweet (within a matter of seconds) to the
user with a link. Clicking on the link vaults the user out of Twitter to a set
of WorldCat results. The OCLC intent was to bring the library into the
user’s immediate environment, heightening the library’s visibility,
but my satisfaction with the thing was due to its convenience and usefulness. It
was time-efficient without being overly fussy as to query terms or search
structure. I tweet this (<a href="http://twitter.com/jillmwo/status/18359512306">http://twitter.com/jillmwo/status/18359512306</a>)
and get back this (<a href="http://twitter.com/Ask4Stuff/status/18359513003">http://twitter.com/Ask4Stuff/status/18359513003</a>).
</span></font></p>
<p class=MsoNormal><font size=2 face=Georgia><span style='font-size:10.0pt;
font-family:Georgia'> </span></font></p>
<p class=MsoNormal><font size=2 face=Georgia><span style='font-size:10.0pt;
font-family:Georgia'>Does it replace my older methodology of using a published
bibliography to gather names of researchers working in this field? Not
perfectly – there were duplicate hits and some irrelevancies due to the
ambiguity of the word triage, but the idea behind #ask4stuff is sound. The
service is accessible on a wildly popular platform, one oriented towards
brevity and immediacy. The user isn’t even necessarily thinking of the
interaction with #ask4stuff as searching. Their next step will be some level of
assessment or evaluation of the results’ relevancy. </span></font></p>
<p class=MsoNormal><font size=2 face=Georgia><span style='font-size:10.0pt;
font-family:Georgia'> </span></font></p>
<p class=MsoNormal><font size=2 face=Georgia><span style='font-size:10.0pt;
font-family:Georgia'>When I access Twitter over my morning toast and coffee to
see what headlines and topics are currently engaging my network there, I scan
individual tweets for intelligence and/or interest and then star (bookmark) the
tweet for access later in my office. (I’m unlikely to scan a PDF or even
a news article on the screen real estate available to me on an iTouch.) In the
office, those items I’ve bookmarked are evaluated on a larger monitor by clicking
through on any tweet-incorporated links; if the piece looks like a closer read
might be required to fully grasp an author’s idea or argument, it can
then be printed for more concentrated review during my 20-minute train trip
home. Such a hybrid process is information triage in June 2010. </span></font></p>
<p class=MsoNormal><font size=2 face=Georgia><span style='font-size:10.0pt;
font-family:Georgia'> </span></font></p>
<p class=MsoNormal><font size=2 face=Georgia><span style='font-size:10.0pt;
font-family:Georgia'>In </span></font><font size=2 face=Georgia><span
style='font-size:10.0pt;font-family:Georgia'>Marshall</span></font><font
size=2 face=Georgia><span style='font-size:10.0pt;font-family:Georgia'>’s
1997 paper, Spatial Hypertext and the Practice of Information Triage, she makes
the statement that “<i><span style='font-style:italic'>Information triage
implies changes in reading and attention. Tools to support information triage
may change the nature of reading even more, by making quick, partial
interpretation of content possible and multiple readings the order of the day</span></i>.”
Subsequent work by researchers both in the UK and in the US suggest that
interface design and document structure are key in supporting the level of
analysis and evaluation key to effective triage. Should you be curious, two
such papers are (1) Loizides, F. “An Empirical Study of User Navigation During
Document Triage,” Lecture Notes in Computer Science: <i><span
style='font-style:italic'>Proceedings of the 13th European conference on
Research and Advanced Technology for Digital Libraries</span></i>, Springer,
and (2) Bae, S., “Supporting Document Triage via Annotation-based
Visualizations,” <i><span style='font-style:italic'>Proceedings of the
American Society for Information Science and Technology,</span></i> Volume 45,
Issue 1, Wiley Interscience. Full text for the latter may be accessed at <a
href="http://www.csdl.tamu.edu/~shipman/papers/asist-2008.pdf">http://www.csdl.tamu.edu/~shipman/papers/asist-2008.pdf</a>.</span></font></p>
<p class=MsoNormal><font size=2 face=Georgia><span style='font-size:10.0pt;
font-family:Georgia'> </span></font></p>
<p class=MsoNormal><font size=2 face=Georgia><span style='font-size:10.0pt;
font-family:Georgia'>The fourth of Ranganathan’s five laws is that
libraries should save the time of the reader. It’s not about whether the
content is presented in a book, article, video, abstract or bibliographic
citation. Nor is it about whether the reader is using a tethered or untethered
computing device. We are perhaps prone to forget that (except, of course, for
purposes of writing marketing blurbs). It’s not just about discovery or aiding
current awareness; information services should also have as a primary focus
saving the user’s time – not only in gathering, but also in assessing
material. </span></font></p>
<p class=MsoNormal><font size=2 face=Georgia><span style='font-size:10.0pt;
font-family:Georgia'> </span></font></p>
<p class=MsoNormal><font size=2 face=Georgia><span style='font-size:10.0pt;
font-family:Georgia'>Nicholas Carr wrote a fantastic article for <i><span
style='font-style:italic'>The Atlantic</span></i> in 2008 when he gave us <i><span
style='font-style:italic'>Is Google Making Us Stupid</span></i>. Was his
decision to further explore his argument in <i><span style='font-style:italic'>The
Shallows: What the Internet is Doing to Our Brains</span></i> necessary to move
the discussion forward? How has he saved the time of the user? Or to pose the
question differently, which would you as a busy professional be apt to read
first?</span></font></p>
<p class=MsoNormal><font size=2 face=Georgia><span style='font-size:10.0pt;
font-family:Georgia'> </span></font></p>
<p class=MsoNormal><font size=2 face=Georgia><span style='font-size:10.0pt;
font-family:Georgia'>When <i><span style='font-style:italic'>Publishers Weekly</span></i>
covered the annual meeting of the Association of American University Presses in
</span></font><font size=2 face=Georgia><span style='font-size:10.0pt;
font-family:Georgia'>Denver</span></font><font size=2 face=Georgia><span
style='font-size:10.0pt;font-family:Georgia'> in June, there was terrific
uproar at a panel on demand-driven library acquisition. “<i><span
style='font-style:italic'>Yankee Book Peddler’s Kim Anderson drew gasps
from attendees when he stated that the University of Kansas now drops a new
title from its catalog if it isn’t requested within the first six months.
“What?” an audience member exclaimed, “when journal reviews
don’t appear for three years?</span></i>” (see <a
href="http://www.publishersweekly.com/pw/by-topic/industry-news/trade-shows-events/article/43600-facing-the-facts-university-presses-in-the-digital-age.html">http://www.publishersweekly.com/pw/by-topic/industry-news/trade-shows-events/article/43600-facing-the-facts-university-presses-in-the-digital-age.html</a>]).
Meaning no disrespect to any particular discipline or community, does a review
emerging three years after the fact seem like it would be saving any
user’s time? </span></font></p>
<p class=MsoNormal><font size=2 face=Georgia><span style='font-size:10.0pt;
font-family:Georgia'> </span></font></p>
<p class=MsoNormal><font size=2 face=Georgia><span style='font-size:10.0pt;
font-family:Georgia'>As a side note, you might want to make time to read the
text of Joseph Esposito’s plenary address at that same AAUP meeting
regarding Stage Five Book Publishing and where libraries fit in that
environment (see <a
href="http://www.aaupnet.org/programs/annualmeeting/2010/esposito.html">http://www.aaupnet.org/programs/annualmeeting/2010/esposito.html</a>.
His slides are available at <a
href="http://www.slideshare.net/aaupny/stage-five-presentation-working-copy">http://www.slideshare.net/aaupny/stage-five-presentation-working-copy</a>.)
</span></font></p>
<p class=MsoNormal><font size=2 face=Georgia><span style='font-size:10.0pt;
font-family:Georgia'> </span></font></p>
<p class=MsoNormal><font size=2 face=Georgia><span style='font-size:10.0pt;
font-family:Georgia'>Philip E. Bourne of the Skaggs School of Pharmacy and
Pharmaceutical Sciences contributed an article to PLoS <i><span
style='font-style:italic'>Computational Biology</span></i> entitled “What
Do I Want from the Publisher of the Future?” In it, he asked, “if
we move away from the traditional PDF to something more dynamic that integrates
data, rich media, and that includes interactive access, what do I as a scientist
want from publishers at that point?” He points out that “the final
published work does not map well to the workflow of the scientific endeavor
used to create it.” Bourne’s ideas about publishers’ assuming
responsibility for capturing his total workflow are somewhat vague, but he
recognizes quite clearly that the presentation and scope of content need to be
altered to satisfy his needs. The elements of context, content structure, and
navigation as they currently exist (print or platform) aren’t adequately easing
the time constraints that hamper his investigations (see <a
href="http://www.ploscompbiol.org/article/info:doi/10.1371/journal.pcbi.1000787">http://www.ploscompbiol.org/article/info:doi/10.1371/journal.pcbi.1000787</a>).</span></font></p>
<p class=MsoNormal><font size=2 face=Georgia><span style='font-size:10.0pt;
font-family:Georgia'> </span></font></p>
<p class=MsoNormal><font size=2 face=Georgia><span style='font-size:10.0pt;
font-family:Georgia'>In June, the Association of College and Research Libraries
(ACRL) published a report “Futures Thinking for Academic Librarians:
Higher Education in 2025” by David J. Staley and Kara J. Malenfont. The
report was intended to be an aid in strategic planning for academic librarians seeking
to underscore the library’s value to parent institutions. It was
interesting to read the 26 different scenarios offered and which outcomes the
library community seemed to think most likely. I will draw your attention to
just two of them. One of them was the need to provide a form of “third
space,” a location where students could separate from the noise and
distraction represented by 24/7 access through mobile devices in order to bring
to bear the mental concentration necessary to immersive reading and study. The
second scenario of interest mirrored Nicholas Carr’s concern, “<i><span
style='font-style:italic'>With our brains no longer making neural pathways to
understand written language, we sharpen other skills like sensing and intuition
to understand how to relate to others and share ideas</span></i>.”
(Download the ACRL report from <a
href="http://www.ala.org/ala/mgrps/divs/acrl/issues/value/futures2025.pdf">http://www.ala.org/ala/mgrps/divs/acrl/issues/value/futures2025.pdf</a>).
</span></font></p>
<p class=MsoNormal><font size=2 face=Georgia><span style='font-size:10.0pt;
font-family:Georgia'> </span></font></p>
<p class=MsoNormal><font size=2 face=Georgia><span style='font-size:10.0pt;
font-family:Georgia'>To me those two scenarios are tied. If information is
presented in more readily consumable forms (video, audio, text, etc.) that are
easier for users to absorb and use, then finding the zone of quiet in which to
follow a concentrated process of thought may be as simple as finding an empty
room and an adequately comfortable chair. The function a library serves in that
scenario becomes very different. Interstitial forms of reading will likely seem
more natural and useful to some research professionals, while the kind of
immersive reading that Nicholas Carr values (and which others may find to be
cognitively burdensome) will be left to those for whom that form of intake is
most conducive. For the information community, the question should never have
been whether the Internet was making us smarter or dumber; the question is how
the Internet should best be leveraged in order to save the time of the reader
while giving them the information that they need!</span></font></p>
<p class=MsoNormal><font size=2 face=Georgia><span style='font-size:10.0pt;
font-family:Georgia'> </span></font></p>
<p class=MsoNormal><b><font size=2 face=Georgia><span style='font-size:10.0pt;
font-family:Georgia;font-weight:bold'>Mark Your Calendars: </span></font></b><font size=2 face=Georgia><span style='font-size:10.0pt;font-family:Georgia'>August 4,
2010</span></font><font size=2 face=Georgia><span style='font-size:10.0pt;
font-family:Georgia'>: NFAIS Webinar on <i><span style='font-style:italic'>Google
Wave - An Innovative Collaborative Workflow Tool</span></i>. For more information
go to: <a href="http://www.nfais.org/page/276-google-wave-webinar">http://www.nfais.org/page/276-google-wave-webinar</a></span></font></p>
<p class=MsoNormal><font size=2 face=Georgia><span style='font-size:10.0pt;
font-family:Georgia'> </span></font></p>
<p class=MsoNormal align=center style='text-align:center'><b><font size=2
face=Georgia><span style='font-size:10.0pt;font-family:Georgia;font-weight:
bold'>2010 SPONSORS</span></font></b></p>
<p class=MsoNormal align=center style='text-align:center'><font size=2
face=Georgia><span style='font-size:10.0pt;font-family:Georgia'>Accessible
Archives, Inc.</span></font></p>
<p class=MsoNormal align=center style='text-align:center'><font size=2
face=Georgia><span style='font-size:10.0pt;font-family:Georgia'>American
Psychological Association/PsycINFO</span></font></p>
<p class=MsoNormal align=center style='text-align:center'><font size=2
face=Georgia><span style='font-size:10.0pt;font-family:Georgia'>The British
Library</span></font></p>
<p class=MsoNormal align=center style='text-align:center'><font size=2
face=Georgia><span style='font-size:10.0pt;font-family:Georgia'>CAS</span></font></p>
<p class=MsoNormal align=center style='text-align:center'><font size=2
face=Georgia><span style='font-size:10.0pt;font-family:Georgia'>Copyright</span></font><font
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size=2 face=Georgia><span style='font-size:10.0pt;font-family:Georgia'>Center</span></font></p>
<p class=MsoNormal align=center style='text-align:center'><font size=2
face=Georgia><span style='font-size:10.0pt;font-family:Georgia'>CrossRef</span></font></p>
<p class=MsoNormal align=center style='text-align:center'><font size=2
face=Georgia><span style='font-size:10.0pt;font-family:Georgia'>Data Conversion
Laboratory</span></font></p>
<p class=MsoNormal align=center style='text-align:center'><font size=2
face=Georgia><span style='font-size:10.0pt;font-family:Georgia'>Defense</span></font><font
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size=2 face=Georgia><span style='font-size:10.0pt;font-family:Georgia'> </span></font><font
size=2 face=Georgia><span style='font-size:10.0pt;font-family:Georgia'>Center</span></font><font
size=2 face=Georgia><span style='font-size:10.0pt;font-family:Georgia'> (DTIC)</span></font></p>
<p class=MsoNormal align=center style='text-align:center'><font size=2
face=Georgia><span style='font-size:10.0pt;font-family:Georgia'>Getty Research
Institute</span></font></p>
<p class=MsoNormal align=center style='text-align:center'><font size=2
face=Georgia><span style='font-size:10.0pt;font-family:Georgia'>H. W. Wilson</span></font></p>
<p class=MsoNormal align=center style='text-align:center'><font size=2
face=Georgia><span style='font-size:10.0pt;font-family:Georgia'>Information
Today, Inc.</span></font></p>
<p class=MsoNormal align=center style='text-align:center'><font size=2
face=Georgia><span style='font-size:10.0pt;font-family:Georgia'>Office of
Scientific & Technical Information, DOE</span></font></p>
<p class=MsoNormal align=center style='text-align:center'><font size=2
face=Georgia><span style='font-size:10.0pt;font-family:Georgia'>Philosopher’s
</span></font><font size=2 face=Georgia><span style='font-size:10.0pt;
font-family:Georgia'>Information</span></font><font size=2 face=Georgia><span
style='font-size:10.0pt;font-family:Georgia'> </span></font><font size=2
face=Georgia><span style='font-size:10.0pt;font-family:Georgia'>Center</span></font></p>
<p class=MsoNormal align=center style='text-align:center'><font size=2
face=Georgia><span style='font-size:10.0pt;font-family:Georgia'>ProQuest</span></font></p>
<p class=MsoNormal align=center style='text-align:center'><font size=2
face=Georgia><span style='font-size:10.0pt;font-family:Georgia'>Really Strategies,
Inc.</span></font></p>
<p class=MsoNormal align=center style='text-align:center'><font size=2
face=Georgia><span style='font-size:10.0pt;font-family:Georgia'>Temis, Inc.</span></font></p>
<p class=MsoNormal align=center style='text-align:center'><font size=2
face=Georgia><span style='font-size:10.0pt;font-family:Georgia'>Thomson Reuters
Healthcare & Science</span></font></p>
<p class=MsoNormal align=center style='text-align:center'><font size=2
face=Georgia><span style='font-size:10.0pt;font-family:Georgia'>Thomson Reuters
IP Solutions</span></font></p>
<p class=MsoNormal align=center style='text-align:center'><font size=2
face=Georgia><span style='font-size:10.0pt;font-family:Georgia'>Unlimited
Priorities Corporation</span></font></p>
<p class=MsoNormal align=center style='text-align:center'><font size=2
face=Georgia><span style='font-size:10.0pt;font-family:Georgia'> </span></font></p>
<p class=MsoNormal align=center style='text-align:center'><font size=2
face=Georgia><span style='font-size:10.0pt;font-family:Georgia'> </span></font></p>
<p class=MsoNormal align=center style='text-align:center'><font size=2
face=Georgia><span style='font-size:10.0pt;font-family:Georgia'> </span></font></p>
<p class=MsoNormal align=center style='text-align:center'><font size=2
face=Georgia><span style='font-size:10.0pt;font-family:Georgia'> </span></font></p>
<p class=MsoNormal align=center style='text-align:center'><font size=2
face=Georgia><span style='font-size:10.0pt;font-family:Georgia'>***************************</span></font></p>
<p class=MsoNormal align=center style='text-align:center'><font size=2
face=Georgia><span style='font-size:10.0pt;font-family:Georgia'> </span></font></p>
<p class=MsoNormal><font size=2 face=Georgia><span style='font-size:10.0pt;
font-family:Georgia'> </span></font></p>
<p class=MsoNormal><font size=2 face=Arial><span style='font-size:10.0pt;
font-family:Arial'> </span></font></p>
<p class=MsoNormal><font size=2 face=Arial><span style='font-size:10.0pt;
font-family:Arial'> </span></font></p>
<p class=MsoAutoSig><font size=2 face=Arial><span style='font-size:10.0pt;
font-family:Arial'>Jill O'Neill</span></font></p>
<p class=MsoAutoSig><font size=2 face=Arial><span style='font-size:10.0pt;
font-family:Arial'>Director, Planning & Communication</span></font></p>
<p class=MsoAutoSig><font size=2 face=Arial><span style='font-size:10.0pt;
font-family:Arial'>NFAIS</span></font></p>
<p class=MsoAutoSig><font size=2 face=Arial><span style='font-size:10.0pt;
font-family:Arial'>(v) 215-893-1561</span></font></p>
<p class=MsoAutoSig><font size=2 face=Arial><span style='font-size:10.0pt;
font-family:Arial'>(email) jilloneill@nfais.org</span></font></p>
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12.0pt'> </span></font></p>
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