1. TEACHING DISCOVERY THE UNIVERSAL LIBRARY & THE ECONOMICS OF DISCOVERY Cody Hennesy | ALA SF 2015 | chennesy@berkeley.educhennesy@berkeley.edu RSS Discovery Services Discussion Forum

2. INFORMATION HAS VALUE “Information possesses several dimensions of value, including as a commodity… Legal and socioeconomic interests influence information production and dissemination.“ ACRL Framework for Information Literacy for Higher Education. http://www.ala.org/acrl/standards/ilframework http://www.ala.org/acrl/standards/ilframework

3. INFORMATION LANDSCAPE HELPING STUDENTS NAVIGATE THE Complex, for legal and economic reasons… but to many it doesn’t appear complex

4. http://www.google.com/about/company “Google’s mission is to organize the world’s information and make it universally accessible and useful.”

5. THE WORLD’S INFORMATION is not available online is not universally accessible and it never will be

6. BUT DISCOVERY: Tries to provide a “Google-like” experience Great for the students we don’t get to teach Reinforces the notion that a researcher has access to a universal library Goal: unpack the Google-like experience of discovery

7. UNDERSTAND THE GUTS Not just how it works Not just what is and isn’t in there But why is it in there And why are a lot of things not in there

8. PUBLISHING WORLD Discovery VendorsProQuest, EBSco $ DataBASE Vendors ProQuest, Ebsco $ (Databases) (Academic Search Complete) PublishersOxford Univ Press$ (Journals) (Journal of Modern Literature) Authors Faculty, Graduate students $?

10. IMAGE CREDITS The Borges Labyrinth (2010), Randoll Coate. Via artstor.org Dubai Metro; Jumeirah Lakes Station (2009), Systra, Mitsubishi Heavy Industries, Obayashi and Kajima corporations. Via artstor.org Conical Intersect (1975). Gordon Matta-Clark. Via artstor.org