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The opportunity to expand pedagogy is an especially good thing for library educators, particularly when library professionals do not have formal training as teachers and instructors. We have a responsibility to ourselves and our students to grow intellectually and share growth and new knowledge with others. We should be promoting and practicing critical self-reflection and thinking critically about and even critiquing the information we consume and the sources from which it originates. This is an ongoing and iterative process that requires that we consistently read and remain abreast of new and interdisciplinary ideas that can challenge and inform our practice. This perspective essay details my personal journey of critical self-reflection, or "conocimiento," that facilitated the strengthening and deepening of my critical library instruction and pedagogy.

In this autoethnographic article I reflect on my experiences as a now-tenured faculty member of color, which have been punctuated by incivility, bullying, stress, and abuse. As part of reconciling several acute events, I came to a distinct realization of what I had been going through; I was able to name it, and I was able to articulate the strategies I had been using to cope and thrive. This reflective piece is not meant to minimize the experiences of non-minority faculty, but it is absolutely meant to highlight and emphasize the specific challenges of being faculty member of color in library and information science, and in the academy writ large.

In a study of the information behaviors of graduate students enrolled in an online Masters of Library and Information Science (MLIS) program, it was determined that learners engage in threaded discussions not only for cognitive purposes but for affective reasons as well. The information sharing among students was particularly prolific during a session in which medical ailments and information were discussed. Data were collected from an asynchronous class in a graduate LIS program, and were examined through learner/context analysis and textual analysis. This study used syllabi, course construction, specific assignments and requirements, and other details that contribute to the totality of the learning environment. Specific attention was given to the threaded discussions assigned in the class. This data provided insight into the students' activities and learning during 15 weeks, and enhanced the overall context for the small world that develops within an online learning community. Students connected with their peers and instructor through copious exchanges of information during which a concerted and consistent effort was made to connect with one another by using personal names, engaging in humor and joke-telling, using emoticons, and expressing support and empathy.

Social networking sites cast a wide net, not only in the sheer number of sites that exist on the Internet but also in terms of their application and usefulness. The last column, in "PSQ" v.4 (3), examined sites that could assist professionals with outreach, networking, and collaboration. In this second column dedicated to social networking sites, the emphasis is on sites related to books, blogs, wikis, and Internet bookmarking. Public services librarians should be aware of such sites and open-minded to the possibility of offering traditional library services via these new online mechanisms. The sites reviewed in this column have been selected as quality examples of social networking sites that have great potential for use within libraries, enabling library professionals to better collaborate with one another and reach out to patrons. (Contains 2 notes.) [For Part I, see EJ877356.]

While not a brand new phenomenon, online social networking sites continue to be exceedingly popular and seem to be where students spend much of their time. Not only are participants blogging, texting, chatting, sharing files, gaming, and existing virtually online, they also are forming communities and new cultures and exhibiting new informational needs. While this may be intimidating, librarians, particularly those in public services, need to be aware of these sites and be open-minded to the possibility of offering traditional library services via these new online mechanisms. The sites reviewed in this column have been selected as quality examples of social networking sites that have great potential for use within libraries, enabling library professionals to better collaborate with one another and reach out to patrons. Specifically, the reviews address sites offering conferencing and general networking opportunities. [For part II, see EJ877364 .]

With the vastness of the Internet ever increasing, it is likely that busy, time-deprived librarians may not stumble upon valuable sites that may actually facilitate their organizational efforts and eventually save them time and energy, especially energy exerted prioritizing tasks and working in groups or other collaborative projects. This column reviews sites that have been selected as premier examples of online calendars, scheduling tools, and project management tools that will enable librarians to better manage and share their daily professional tasks and successfully collaborate with colleagues. (Contains 7 online resources.)

Even though distance education has a long and diverse history, dating back to 1840, in the last ten-to-fifteen years it has been completely transformed by the emergence of Web-based technology. This technology has had an enormous impact on all aspects of distance education (or distance learning as it is increasingly called). In addition to palpable changes in the teaching and learning processes, library and other support services are also being challenged by change. This paper will provide a brief account and analysis of the impact of Web technology on distance education, as well as its impact on the role of library services for distance learners. (Contains 28 notes.)