Tuesday, September 01, 2026

New Webinar: "10 Great Ways to Use AI for Writing Well" with Crystal Trice

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10 Great Ways to Use AI for Writing Well
A Library 2.0 AI Workshop with Crystal Trice

OVERVIEW

Library work runs on writing. Newsletters, signage, social posts, board reports, grant narratives, and the delicate email to the patron who is having a hard day: it all has to get written, usually by someone who has eleven other things due. AI promises to help, and it can, but its default voice is generic, and readers can spot unedited AI text from across the room.

This workshop offers ten writing strategies that keep you the author. Rather than treating AI as a ghostwriter, this session positions AI as a drafting partner, an honest editor, and a tireless reviser, while your voice, your judgment, and your name stay on the work. Participants will see real examples and leave with techniques they can use on the next thing they write.

Good writing takes judgment, and that judgment stays with you. Used well, AI can break the blank page, offer a menu of options instead of a single take-it-or-leave-it draft, and take the drudgery out of trimming, adapting, and polishing, so your writing time goes to the thinking only you can do.

LEARNING OBJECTIVES:

  • Apply ten specific AI strategies across the writing process, from first draft through revision, adaptation, and final polish
  • Evaluate AI-generated text for accuracy, tone, and the telltale signs of machine-made writing
  • Implement techniques that preserve your library's authentic voice across every AI-assisted piece
  • Adapt one strong piece of writing into multiple formats, audiences, and reading levels

ACTIONABLE WORKSHOP ELEMENTS:

Over 60 minutes, participants will move through ten focused applications, each illustrated with a real example or a quick demonstration:

  • Break the blank page. Turn your messy notes into a rough draft built only from your own ideas, so the hardest sentence is already written.
  • Ask for options, not answers. Request five versions instead of one, and put your judgment back in the editor's chair.
  • Hire AI as your editor. Get honest critique of your draft, with no rewriting, so the words stay yours while the weak spots get found.
  • Cut it in half. Trim to a hard word count for signage and blurbs, with a built-in check that nothing vital was lost.
  • Write for every reader. Restate policies and announcements in plain language at a target reading level, and flag the jargon.
  • Teach it your voice. Build a reusable style note from writing you're proud of, so drafts sound like your library instead of every library.
  • Write once, publish everywhere. Turn one strong program writeup into a newsletter blurb, social posts, and a press release.
  • Shift the tone, keep the message. Deliver overdue reminders and policy changes with warmth, so the message lands without scolding.
  • Check the bones. Reverse outline long pieces like board reports and grant narratives to find structural problems before polishing sentences.
  • Hunt the slop. Run a final pass for AI fingerprints, from filler phrases to vague superlatives, so that your library’s voice remains strong.

The recording and presentation slides will be available to all who register.

DATE: Friday, September 11th, 2026, 12:00 pm to 1:00 pm US - Eastern Time

COST:

  • $99/person - includes live attendance, anytime access to the recording and presentation slides, and a participation certificate. To arrange group discounts (see below), to submit a purchase order, or for any registration difficulties or questions, email admin@library20.com.

TO REGISTER: 

Click HERE to register and pay. You can pay by credit card. You will receive an email within a day with information on how to attend the webinar live and how you can access the permanent webinar recording. If you are paying for someone else to attend, you'll be prompted to send an email to admin@library20.com with the name and email address of the actual attendee.

If you need to be invoiced or pay by check, if you have any trouble registering for a webinar, or if you have any questions, please email admin@library20.com.

NOTE: Please check your spam folder if you don't receive your confirmation email within a day.

SPECIAL GROUP RATES (email admin@library20.com to arrange):

  • Multiple individual log-ins and access from the same organization paid together: $99 each for 3+ registrations, $75 each for 5+ registrations. Unlimited and non-expiring access for those log-ins.
  • The ability to show the webinar (live or recorded) to a group located in the same physical location or in the same virtual meeting from one log-in: $399.
  • Large-scale institutional access for viewing with individual login capability: $599 (hosted either at Learning Revolution or in Niche Academy). Unlimited and non-expiring access for those log-ins.

ALL-ACCESS PASSES: This webinar is not a part of the Safe Library All-Access program.

12435796494?profile=RESIZE_180x180CRYSTAL TRICE

With over two decades of experience in libraries and education, Crystal Trice is passionate about helping people work together more effectively in transformative, but practical ways. As founder of Scissors & Glue, LLC, Crystal partners with libraries and schools to bring positive changes through interactive training and hands-on workshops. She is a Certified Scrum Master and has completed a Masters Degree in Library & Information Science, and a Bachelor’s Degree in Elementary Education and Psychology. She is a frequent national presenter on topics ranging from project management to conflict resolution to artificial intelligence. She currently resides near Portland, Oregon, with her extraordinary husband, fuzzy cows, goofy geese, and noisy chickens. Crystal enjoys fine-tip Sharpies, multi-colored Flair pens, blue painters tape, and as many sticky notes as she can get her hands on.

 

OTHER UPCOMING EVENTS:

September 4, 2026

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September 8, 2026

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September 9, 2026<

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September 10, 2026<

September 16, 2026

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September 25, 2026

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Friday, August 28, 2026

New Webinar: "Creating Service Excellence in Your Library"

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Creating Service Excellence in Your Library: Lessons From the Best Customer Service Businesses
Library 2.0 Service, Safety, and Security Webinar with Dr. Steve Albrecht

OVERVIEW

While you may have your favorite fast food menu item, the Gold Standards for service quality are Chick-fil-A and In-N-Out Burger. Need to get a new Apple product? There are many reasons why the Apple store in your mall is a better choice than your local electronics retailer. Why do we tend to go to the same restaurants, coffee shops, and retail stores? Low prices and a convenient location are not the only reasons.

The best service providers do these things, over and over:

  • They value their customers’ time.
  • They have systems in place that make it easy to do business with them.
  • They screen, hire, and train employees who care about serving both their customers, bosses, and co-workers.
  • They value the historical legacy of their founders. They teach that history and work culture to all new hires.
  • Their employees are empowered to solve problems and make good decisions on behalf of their customers and the business.
  • They listen to their customers’ concerns, complaints, and good ideas.
  • They don’t harm their reputation, especially in the social media space.

Can we apply these lessons to the library? Yes, but only if we are prepared to look closely and differently at how, why, where, and when we do business with our patrons.

This session brings Dr. Steve Albrecht’s many years of writing and teaching not just customer service, but customer service excellence. He will discuss how you can help your library model best practices from the best service companies, even as a specialized public-sector business.

LEARNING AGENDA

  • How to hire library staff for politeness, enthusiasm, and work ethic.
  • How to make it easy for your patrons to do business with your library by creating systems that empower motivated employees to do their jobs well.
  • The power of patron satisfaction surveys. The need for data to make decisions.
  • Developing your perception of the Patron Service Value Model.
  • Lessons learned from not-so-great service public-service providers: the IRS, the state DMV, and the Building Department.

DATE: Thursday, September 10th, 2026, 2:00 - 3:00 pm US - Eastern Time

COST:

  • $99/person - includes live attendance and any-time access to the recording and the presentation slides and receiving a participation certificate.
  • To arrange group discounts (see below), to submit a purchase order, or for any registration difficulties or questions, email admin@library20.com.

TO REGISTER: 

Click HERE to register and pay. You can pay by credit card. You will receive an email within a day with information on how to attend the webinar live and how you can access the permanent webinar recording. If you are paying for someone else to attend, you'll be prompted to send an email to admin@library20.com with the name and email address of the actual attendee.

If you need to be invoiced or pay by check, if you have any trouble registering for a webinar, or if you have any questions, please email admin@library20.com.

NOTE: Please check your spam folder if you don't receive your confirmation email within a day.

SPECIAL GROUP RATES (email admin@library20.com to arrange):

  • Multiple individual log-ins and access from the same organization paid together: $75 each for 3+ registrations, $65 each for 5+ registrations. Unlimited and non-expiring access for those log-ins.
  • The ability to show the webinar (live or recorded) to a group located in the same physical location or in the same virtual meeting from one log-in: $299.
  • Large-scale institutional access for viewing with individual login capability: $499 (hosted either at Library 2.0 or in Niche Academy). Unlimited and non-expiring access for those log-ins.
12255199694?profile=RESIZE_180x180DR. STEVE ALBRECHT

Since 2000, Dr. Steve Albrecht has trained tens of thousands of library employees in 28+ states, live and online, in service, safety, security, and leadership. His programs for both staff and library leaders are fast, entertaining, and provide tools that can be put to use immediately in the library workspace. His books include:

The Library Leader’s Guide to Employee Coaching: Building a Performance Culture One Meeting at a Time (in-press, Bloomsbury, 2026)

The Library Leader’s Guide to Human Resources: Keeping it Real, Legal, and Ethical (Rowman & Littlefield, 2025)

The Safe Library: Keeping Users, Staff, and Collections Secure (Rowman & Littlefield, 2023)

Library Security: Better Communication, Safer Facilities (ALA, 2015)

Steve holds a doctoral degree in Business Administration (D.B.A.), an M.A. in Security Management, a B.S. in Psychology, and a B.A. in English. He is board-certified in HR, security management, employee coaching, and threat assessment. He has written 28 books on business, security, and leadership. He provides a loving home for four rescue dogs. 

More on The Safe Library at thesafelibrary.com. Follow on X (Twitter) at @thesafelibrary and on YouTube @thesafelibrary. Dr. Albrecht's professional website is drstevealbrecht.com.

 OTHER UPCOMING EVENTS:

August 28, 2026

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September 4, 2026

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September 8, 2026

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September 9, 2026<

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September 11, 2026

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September 16, 2026

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September 25, 2026

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Wednesday, August 26, 2026

The Primary Gender Paradox

Why the sexes are mostly the same and obviously different, and why both sides of the debate have been right

There is a fight that has been running in psychology for thirty years, and it has the peculiar property that neither side has ever landed a decisive blow. One camp, associated with Janet Hyde's gender similarities hypothesis, points out that when you measure men and women trait by trait, the distributions overlap enormously. On most measures, the overlap exceeds 80%, and the honest summary is that the sexes are far more alike than different. The other camp, associated with evolutionary psychology and, more recently, with Marco Del Giudice's multivariate work, points to the domains where the differences are large and cross-culturally stable, and to the fact that many small differences, taken together, can separate two groups almost completely. Del Giudice's 2012 analysis of fifteen personality facets found that when the traits are considered jointly, the overlap between the sexes falls to roughly 10%. Each side has data. Each side has published rebuttals of the other's data. And much of the public, watching from the outside, has largely concluded that the science is politicized because it keeps telling them something that their own lives contradict.

I want to argue that the argument has persisted because both sides are right, and that seeing why they are both right resolves what I will call the primary gender paradox: the sexes are, by careful measurement, largely the same, and by ordinary experience, plainly different. The resolution is not a compromise between the two positions. It is a structural account of why two accurate methods, applied to the same species, return opposite conclusions, and it yields a criterion for predicting which differences should hold across cultures and which should not.

The Shape of The Trait Space

Start with a picture. Take every psychological trait that has been measured—verbal fluency, mental rotation, neuroticism, risk tolerance, interest in mechanical systems, responsiveness to infant distress, sexual variety seeking, choosiness in mate selection, and so on through a few hundred more—and give every person a score on each. Now picture each person as a single data point that carries all of their scores at once, and the whole population as a cloud of those points. Men and women are two clouds.

The first thing to say about the two clouds is that they overlap heavily. There is no region that belongs to one sex alone, and no trait that one sex has and the other lacks; on every trait, both sexes span the full range. If you look at the two clouds through any single trait, they nearly coincide, offset by a small amount, which is why the overlap measured trait by trait typically comes out around eighty percent rather than a hundred. That is the truth the similarities camp has been insisting on, and it is not a small truth. Human sexual dimorphism is modest by primate standards, and human sex differences in psychology are not separate male and female modules but rather different calibrations of shared machinery, largely shaped by hormonal exposure during a few developmental windows. Shared architecture, different tuning. That is why any individual can land anywhere, and why the overlap on any single trait is so large..

The second thing to say is that they are not the same cloud. Each has its own center of density, the place where its points are thickest, and the two centers do not coincide. Most of the displacement between them comes from a small number of traits. On most traits the offset is tiny. On a few it is substantial. And the traits that do the pulling are not scattered at random through the list. They cluster.

Where the Differences Are

The cluster is well documented and was predicted before it was fully documented. In 1995, David Buss laid out the principle that follows from sexual selection theory: the sexes should differ psychologically only in the domains where, over evolutionary time, they faced different adaptive problems, and should be alike in the domains where the problems were the same. Avoiding predators, learning language, reasoning about cause and effect, counting, recalling facts, general intelligence: shared problems, and the sexes are correspondingly alike. Choosing a mate, guarding a mate, competing with rivals of one's own sex, investing in offspring, dividing the labor of provisioning and care: divergent problems, because the reproductive biology of the two sexes made the optimal solutions differ.

John Archer's 2019 review of the entire sex-difference literature confirms the pattern with unusual clarity. The largest and most cross-culturally stable differences fall in exactly these domains: sexual desire and variety seeking, choosiness, the weighting of youth and beauty against status and resources in mate preference, direct physical aggression, dominance seeking, risk tolerance, responsiveness to infants, and the people-versus-things orientation that underlies both occupational interest and, further back, the division of foraging labor. The spatial and targeting differences belong to the same cluster, as products of the division of labor rather than of mating directly. So does a difference that runs the other way and is easy to misfile: women's advantage at remembering where objects are. It looks like an ordinary memory trait, which would put it in the shared domain, until one notices that it is the memory a gatherer needs, the ability to return to a plant that was not ripe last week, and that the reciprocal male advantage in navigating by direction and distance is the memory a hunter needs. The two are one difference seen from both ends of a divided task. Outside this cluster, the differences shrink toward nothing.

So the picture is now sharper. Two overlapping clouds whose centers of density are pulled apart by a compact set of traits corresponding to sexual selection and parental investment, and which are nearly coincident everywhere else. Call that set the divergent domain.

Two Methods, Two Regions

Now look at what each side of the debate is actually doing when it measures.

The similarities method takes traits one at a time and computes an overlap for each. Because most traits lie outside the divergent domain, the typical overlap is high, and averaging across all traits produces a summary in which similarity dominates. This is correct. It is a correct description of the entire trait space, weighted by the number of traits it contains.

The differences method does one of two things. Either it looks specifically inside the divergent domain, where it correctly finds large effects, or it aggregates across many traits at once, asking how far apart the two centers of density are when every trait is counted, rather than how far apart they are on any one trait. Del Giudice's 2012 analysis did the second across fifteen personality facets and found a Mahalanobis distance of about 2.7, which corresponds to roughly ten percent overlap rather than eighty percent. That result was attacked on technical grounds, and some of the attacks have force, but the underlying logic is not in dispute: two groups can overlap heavily on every single trait and still be largely separable when the traits are considered together, because small differences accumulate. Two groups can overlap heavily on every trait and still be nearly separable when the traits are read together, because small differences accumulate. This too is correct. It is a correct description of the distance between the two centers of density.

Neither method is measuring the other's quantity. Overlap on a single trait and separability across the whole profile are different numbers, and a species can have high values of both. The thirty-year argument has been an argument between people measuring different things, each of whom took the other's number as a rival estimate of their own.

Why Experience Sides with Difference

That explains the scientific disagreement. It does not yet explain why ordinary people, who have never computed a Mahalanobis distance (e.g., me), are so confident that the sexes differ.

The answer is that ordinary experience is not a random sample of the trait space. It is a targeted sample of the divergent domain.

Consider where men and women spend their high-intensity time together. Not in the laboratory, and not in the domains of shared adaptive problems. They spend it in courtship, in sex, in the negotiation of commitment, in the raising of children, in the management of jealousy and the division of household effort. Those are the divergent domains, almost by definition; they are the situations that sexual selection shaped differences to handle. A person who has been married for twenty years has spent twenty years observing the other sex precisely on the traits where the two clouds are pulled furthest apart, and has essentially never observed it on the traits where they coincide, because nothing in a marriage makes verbal fluency or mental rotation salient.

Add two amplifiers. The first is that a spouse is not measuring a single trait with a questionnaire but integrating dozens of cues repeatedly over years, which is a multivariate classifier with a very large sample operating on the most diagnostic variables. It is the differences method, run by a nervous system, in the region where the differences method finds the most. The second is that what people notice is tails, not means. A displacement of half a standard deviation between two distributions is a modest overlap figure, but yields a two-to-one ratio at one standard deviation out and a four-to-one ratio at two. The violent man, the obsessive tinkerer, the woman who remembers every slight, the one who weeps at the advertisement: these are tail events, and tails magnify small central shifts into striking asymmetries.

There is a fourth reason: the measurements themselves are taken in the wrong place. A great deal of what is known about sex differences comes from self-report questionnaires administered in neutral settings. But many of the divergent-domain differences are likely state-dependent, triggered by courtship, threat, infants, or conflict rather than constantly present. A questionnaire filled out in a quiet room samples the sexes at their most similar. Marriage samples them at their most divergent. And self-report has a further known bias: people rate themselves against same-sex reference groups, so a woman assertive for a woman and a man assertive for a man both mark the same number, which compresses whatever difference exists.

So the lay perception and the psychometric finding are not in conflict. They are looking at the same underlying pattern from two different vantage points.

From Description to Criterion

Up to this point I have described a structure. The structure becomes a theory when it is combined with a distinction between two kinds of mind.

The adapted mind is the set of mechanisms shaped by selection to solve recurrent ancestral problems. It is conserved across cultures because the problems were universal, and it is resistant to cultural revision because culture did not build it. The adaptive mind is the capacity for flexible learning and cultural acquisition, the machinery by which a human can become a Sumerian scribe or a software engineer. It is malleable by design.

The mapping is now direct. The divergent domain is the domain of sex-differentiated adaptive problems, that is, adapted-mind territory. The traits there should be conserved, generationally regenerated, and present in some form in every culture, resistant to socialization, and visible early in development and in the comparative primate record. The shared domain is where the sexes faced the same problems, and differences there, to the extent they exist at all, should be adaptive-mind products: culturally produced, culturally variable, and responsive to changes in opportunity and norm.

That mapping yields a criterion with predictive content. It says which sex differences should survive a change in culture and which should dissolve. Differences in mating psychology, aggression, parenting orientation, and the people-things dimension should show low cross-cultural variance and should not shrink under egalitarian policy. Differences in, say, mathematics performance, self-reported confidence, or occupational attainment in fields not tied to the people-things dimension should show high cross-cultural variance and should track opportunity closely.

The existing evidence fits. The famous gender-equality paradox, in which occupational and interest differences persist or widen in the most egalitarian societies, is a partial confirmation: those differences load on the people-things dimension, and the criterion says they should not respond to policy. Meanwhile, the mathematics gap, which sits in the shared domain, has narrowed dramatically wherever opportunity has been equalized, which is also what the criterion says.

The Line Between Calibration and Malleability

A reader familiar with the literature will object at this point. Some divergent-domain traits do vary across cultures. Sociosexuality tracks the local sex ratio and pathogen load. Mate-preference weightings shift with economic conditions. If the divergent domain is conserved, why does it move?

The objection conflates two distinct concepts: facultative calibration and cultural malleability.

An adapted mechanism need not produce a constant output. Many are built to read local conditions and adjust. A mechanism that raises sexual restraint when pathogen load is high, or lowers choosiness when eligible partners are scarce, is exhibiting a fixed rule with a variable setting. The rule is conserved; the setting depends on input. That is calibration, and it is adapted-mind behavior through and through. Cultural malleability is different: it is a change in the rule itself, or the acquisition of a disposition the adapted mind never specified, through learning and norms.

The two can be distinguished empirically. Calibration should track ecological variables in the direction predicted by an adaptive analysis, and it should do so in every culture exposed to those variables. Malleability should track cultural variables and be capable of running in directions that make no adaptive sense. The criterion applies to rules, not to settings. A divergent-domain trait that shifts with sex ratio has not been shown to be malleable; it has been shown to be well designed.

The converse also needs to be stated, so that the criterion is not misread. It does not claim that everything in the shared domain is malleable. Much of the shared architecture is shared and fixed. The claim is about where difference is conserved, not about where anything is conserved.

Why This Is the Primary Paradox

Several other things are called gender paradoxes, and it is worth clarifying how they relate to this one.

The gender-equality paradox concerns why occupational and interest differences persist in affluent, egalitarian societies. Under the account given here, it is not a separate puzzle but a derived case: a divergent-domain trait, the people-things dimension, meeting an institutional expectation built on the assumption that all differences are shared-domain and should therefore respond to opportunity. The paradox exists only for someone who has not distinguished the two domains.

The controversies around sex-segregated sport have a similar structure, though here the divergent trait is physical rather than psychological. Athletic categories were built on the observation that differences in strength, speed, and body composition are large and conserved, and that the current disputes arise when a category built for the divergent domain is asked to accommodate a shared-domain conception of identity. Whatever one's view of how those disputes should be settled, the shape of the difficulty is the same shape as the occupational case: an institution designed around one region of the trait space is confronted with claims grounded in another.

The paradox I have described is prior to both. It concerns the structure of the trait space itself, and the others arise where institutions collide with that structure. It also has the widest reach, because it is the one that ordinary people encounter without any institution involved: every person who has lived with the other sex has run into it. That is why I call it primary. The others are its consequences at particular institutional boundaries; this one is the thing they are consequences of.

What Is at Stake in Getting It Right

Two errors follow from missing the structure, and both are currently common.

The first is to take the similarities finding as a claim about the divergent domain, and conclude that the differences people perceive in courtship, sex, and parenting are stereotypes to be corrected. This error underlies a great deal of well-intended advice that does not work, because it treats conserved calibrations as learned habits and expects them to yield to instruction. When they do not yield, the failure is attributed to insufficient effort rather than to a misdiagnosis.

The second is to take the differences finding as a claim about the whole space, and conclude that because the sexes differ in mating psychology they must differ in ability, aptitude, or fitness for roles that lie in the shared domain. This error underlies most of the historical justification for excluding women from work they were fully equipped to do, and it survives in softer forms wherever a divergent-domain difference is quietly extended into a shared-domain conclusion.

The structure defeats both errors at once, without asking either side of the debate to give up its data. The similarities camp is right about the space. The differences camp is right about the region. And the public is right about everyday life. The resolution has been available in the geometry all along; what was missing was the recognition that three correct observations of the same object, taken from three different viewpoints, are not three rival claims.

A Note on Testing

The criterion is falsifiable, and the test is a matter of measuring cross-cultural variance in the two domains and checking whether it sorts as predicted. Much of the necessary data exists in scattered form. A further test is possible through the historical corpus: if the divergent-domain differences are conserved, they should have been described, in the same direction, by every literate tradition, regardless of that tradition's power arrangements and regardless of which sex was doing the describing, while shared-domain claims should flip with era and narrator. That is a different, larger project, but well-suited to the unique access LLMs have to the human narrative corpus, and I plan on doing it.

Tuesday, August 25, 2026

WEBINAR - "AI SEARCH: How to Understand and Navigate This Dramatic Change in Search Technology"

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AI SEARCH:
How to Understand and Navigate This Dramatic Change in Search Technology
A Library 2.0 "AI Deep Dive" Webinar with Reed Hepler

OVERVIEW

This 60-minute webinar explores the historical evolution of research methodologies and information access, from traditional library catalogs to modern AI-powered tools. It examines how each technological advancement has transformed the research landscape, reshaping how scholars, students, and information professionals interact with knowledge. Participants will trace the development of information retrieval systems through pivotal innovations including card catalogs, digital databases, search engines, and contemporary AI research assistants.

The session addresses both the democratizing potential and inherent limitations of each technological shift, focusing on aspects such as information accessibility, critical evaluation, and responsible use. Attendees will examine how biases have evolved rather than disappeared with each new technology, from editorial choices in print materials to algorithmic biases in search engines and AI tools. The workshop tackles known pitfalls of modern research tools, including SEO manipulation, commercial interests influencing search results, and AI "hallucinations" that present false information with unwarranted confidence.

Participants will engage with strategies for developing critical information literacy skills tailored to each technological era, emphasizing the SIFT framework for evaluating accuracy, bias, and relevance in both traditional and AI-generated information. Through practical exercises, attendees will learn to balance the convenience of "insta-research" with thorough evaluation methods. The session aims to empower academic librarians to guide patrons through the evolving information landscape while maintaining critical perspectives on both traditional and emerging research tools.

LEARNING OBJECTIVES:

  • Understand the historical progression of research tools from physical catalogs to AI assistants, including their functions and limitations.
  • Develop critical evaluation skills tailored to assessing information across different technological platforms.
  • Gain practical techniques for integrating historical context into information literacy instruction.

LEARNING OUTCOMES:

  • Trace the evolution of research methodologies and explain how each technological shift has impacted information access and retrieval.
  • Identify and critically evaluate potential biases, inaccuracies, and limitations across different research platforms and technologies.
  • Create structured approaches to information literacy instruction that incorporate historical context and critical evaluation frameworks for both traditional and AI-powered research tools.

This 60-minute online hands-on workshop is part of our Library 2.0 "Ethics of AI" Series. The recording and presentation slides will be available to all who register.

DATE: Tuesday, September 8th, 2026, 2:00 - 3:00 pm US - Eastern Time

COST:

  • $99/person - includes live attendance and any-time access to the recording and the presentation slides and receiving a participation certificate. To arrange group discounts (see below), to submit a purchase order, or for any registration difficulties or questions, email admin@library20.com.

TO REGISTER: 

Click HERE to register and pay. You can pay by credit card. You will receive an email within a day with information on how to attend the webinar live and how you can access the permanent webinar recording. If you are paying for someone else to attend, you'll be prompted to send an email to admin@library20.com with the name and email address of the actual attendee.

If you need to be invoiced or pay by check, if you have any trouble registering for a webinar, or if you have any questions, please email admin@library20.com.

NOTE: Please check your spam folder if you don't receive your confirmation email within a day.

SPECIAL GROUP RATES (email admin@library20.com to arrange):

  • Multiple individual log-ins and access from the same organization paid together: $75 each for 3+ registrations, $65 each for 5+ registrations. Unlimited and non-expiring access for those log-ins.
  • The ability to show the webinar (live or recorded) to a group located in the same physical location or in the same virtual meeting from one log-in: $299.
  • Large-scale institutional access for viewing with individual login capability: $499 (hosted either at Learning Revolution or in Niche Academy). Unlimited and non-expiring access for those log-ins.

12420251095?profile=RESIZE_180x180REED C. HEPLER

Reed Hepler is a digital initiatives librarian, instructional designer, copyright agent, artificial intelligence practitioner and consultant, and PhD student at Idaho State University. He earned a Master's Degree in Instructional Design and Educational Technology from Idaho State University in 2025. In 2022, he obtained a Master’s Degree in Library and Information Science, with emphases in Archives Management and Digital Curation from Indiana University. He has worked at nonprofits, corporations, and educational institutions encouraging information literacy and effective education. Combining all of these degrees and experiences, Reed strives to promote ethical librarianship and educational initiatives.

Currently, Reed works as a Digital Initiatives Librarian at a college in Idaho and also has his own consulting firm, heplerconsulting.com. His views and projects can be seen on his LinkedIn page or his blog, CollaborAItion, on Substack. Contact him at reed.hepler@gmail.com for more information.
 
OTHER UPCOMING EVENTS:

August 28, 2026

31216029262?profile=RESIZE_710x

September 4, 2026

31222092077?profile=RESIZE_710x

September 9, 2026<

31223770478?profile=RESIZE_710x

September 11, 2026

31216029886?profile=RESIZE_710x

September 16, 2026

31209194865?profile=RESIZE_710x

September 25, 2026

31222092460?profile=RESIZE_710x

Fall 2026

Saturday, August 22, 2026

Go Ahead and Watermark

The mark tells you a tool was used. It can't tell you whether anyone was thinking.


In August, Anthropic confirmed that text from its Claude models now carries an invisible "watermark," a subtle bias in word choice that a detector can read in aggregate. It was built to satisfy the EU AI Act, and Anthropic applied it everywhere rather than only where the law required. A lot of people are furious.

I'm not. Go ahead and mark it.

When I take a photograph, the camera sets the exposure. Mark that too if you like. The camera handles the light. I still decide what to point it at, and what I point it at is the photograph.

Do I use AI to write and communicate? Absolutely. The text is free. The ideas are not.


My father was dean of admissions at Swarthmore, then Stanford, then Princeton. He was chairman of the College Board. He was well known and respected in his field, and people loved to hear him speak. When he died, his house was so full of books that you walked through them on pathways, and the books were read and marked up, not shelved for show.

He never wrote one.

Maybe his mind wasn't built for organizing everything he was thinking into long, structured prose. Maybe he was a little afraid of it. Writing something down for other people takes a long time and carries weight, and it opens you to criticism in a way talking doesn't. I don't know which it was. I think I inherited it either way.

He was not the obvious candidate for any of those jobs. His parents hadn't gone to college. He was a self-described high school troublemaker who went into the military, came out, worked nights at the post office, and finished college in three years. His high school principal had written to the local college, or so the family story goes, telling them under no circumstances to consider admitting him (although they did).

So I think he spent his career looking past the record, because his own record had been wrong about him. He was among the first to put creative prompts on an application. One of the early Stanford questions I remember was some version of: if you were stranded on a desert island, what books would you bring and why? He seemed to be seeking a window the transcript couldn't provide. I learned a lot from that outside-in view of the machine, and I can't think about any of this without him in the room.

Working with an AI writing partner has dramatically increased my ability to communicate things I care about and, honestly, things I think are worth communicating. If a watermark shows up on this essay, it isn't marking fraud. It's marking help.


Here's what the watermark is. Claude is nudged, at the level of individual word choices, toward patterns a detector can recognize across a long enough passage. No identity is attached; it can't be traced to a person or a conversation. Its strength tracks how much text the model generated, not how much thinking you did: a heavy revision of your own argument can mark clearly, while a thin prompt that produces something you never thought about marks the same. A free tool that strips it appeared on GitHub within a day of the announcement, and the familiar arms race began. OpenAI built the same thing in 2024 and shelved it, partly because it was easy to evade and partly because it fell hardest on people writing in a second language.

There are good reasons for the rule that produced it. The harms the AI Act has in view are real: synthetic media in elections, impersonation, fraud, fabricated imagery of people who never consented. The law even names the category it cares about most, deepfakes and AI-generated text published to inform the public on matters of public interest. In those cases provenance is exactly the right question, and I want it answered as much as the next guy.

This essay is not that category, and neither is a huge amount of writing the mark will actually land on.

The strongest defense of the mark is that it's harmless: non-identifying, low-stakes, and everyone will be doing it within a year anyway. I grant all of it.

It's harmless because it's empty. It answers one question, did a machine touch this text, and that question has no relationship to the one anyone actually cares about, which is whether there's thinking in it. A mark calibrated to the volume of generated text carries no information about that difference. It's provenance theater: a real signal about an irrelevant question.


Schools got here first. Detection software, oral defenses, a return to blue books. The stated goal is academic integrity. What the apparatus protects is the sorting signal, the grade and the credential, because a polished essay used to be costly enough to stand in for competence and now it isn't.

And the apparatus cannot tell a cheater from a non-native speaker removing friction, or from a person who thinks better than they write, or from someone with processing differences using the tool as scaffolding. Maybe my father. Certainly me.

Ask a room of teachers to describe a time they truly learned something, and the answers converge: someone took an interest in me, someone trusted me, someone pushed me past what I thought I could do, I had a question that was actually mine. Nobody describes a proctor. We know what learning requires. We built something else, and now we're defending it.


None of this is new, or particular to AI. It's what tools do. Combustion, the telephone, television, the computer. Each one extended what a person could do, and each one cost something, to the people who used it and to the people who had built a life on the older way. That's not a complaint about technology. It's the description of it.

The Amish are worth a look here, not because they refuse, but because they don't. They ask, before adopting anything, what it will do to the community, and they let the answer govern. A phone in a shed at the end of the lane, not in the house. The remarkable thing isn't the restraint. It's that they ask first. The rest of us ask afterward, usually in the form of a panic, about technologies we otherwise experience as weather. Adoption is inevitable not just because tools are irresistible, but because that kind of deliberateness is rare.

And every tool creates a new population of people who can now do the thing. That population is larger than the old one and made of different people; the ones who are good with the tool were not the ones who were good at the output before it. That's a power shift, and the leverage is the whole reason tools transform anything. The cost is real. The iceman goes out of business when refrigeration arrives. The Knowledge, years of London streets in a cabbie's head, devalues the day the phone can route a stranger.

Writing is messier than ice. It bundled production with thinking, so some real cognitive skill devalues alongside the mechanical part. There are writers whose ideas come from wrestling with their sentences, and we don't yet know how much of that we're trading away.

But notice where the detection impulse comes from. Not from readers who can't tell good ideas from bad. From the displaced: people whose expertise was, in part, the expensive production of fluent text, and who correctly sense that the expense is gone. The watermark restores a mark of distinction. I did it the hard way. That's a human thing to want. It's also not an epistemic claim. It tells you who paid the old price, not whether the ideas are any good.


Writing itself was the first tool to extend thinking directly, and the first recorded reaction to it is the watermark reaction. In the Phaedrus, Socrates has the king Thamus tell the inventor of letters that writing will produce forgetfulness, that people will seem to know things they don't, that they'll have the appearance of wisdom without the reality.

He was right. Oral memory degraded. The bards were displaced. And the verdict went the other way anyway. Nobody watermarks a book to prove a pen was involved.

AI is the first tool since writing to extend composition itself, rather than storage or calculation, and that is new, and I think it's what frightens people. But I think writing was the tool my father had and couldn't use. This one might have reached him.


The current response was inevitable. Performance artifacts were expensive enough to serve as proxies for competence. The cost collapsed. Any individual or institution whose legitimacy rests on a proxy will try to restore its scarcity, because the alternative is admitting the proxy never measured what it claimed. A regulation lands, the labs comply, the strip tools appear within twenty-four hours. The loop has begun.

We are reluctant to govern the tool, so we're governing the mark it leaves.


LLM writing will be absorbed, the way calculators and spell-check and cameras were, and not all of it will be good. Some people will outsource the ideas along with the text. Some fluency will be hollow. No watermark catches that, because the failure is in the thinking, not the provenance. What would help is structural and slower: make unsupported claims expensive, reward verification, keep the reader's own judgment in the loop.

The photographic image is what it is regardless of the automatic settings. Mark it. Then look at the picture and tell me whether it's any good.

Friday, August 21, 2026

New Webinar - "Finding Your Footing in Times of Uncertainty: Navigating Change, Stress, & Complexity"

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Finding Your Footing in Times of Uncertainty: Navigating Change, Stress, and Complexity
A Library 2.0 Masterclass with Loida Garcia-Febo

OVERVIEW

Many of us are tired of being told to be resilient. Yet uncertainty, change, and disruption remain part of modern life. This class explores a different perspective: resilience is not about becoming tougher or suppressing our emotions. It is built through small, consistent actions, supportive relationships, and everyday practices that help us navigate challenges with greater confidence, flexibility, and self-compassion.

This 60-minute training is presented by Library 2.0 and hosted by Loida Garcia-Febo. A handout copy of the presentation slides will be available to all who participate.

FOCUS:

  • Adapting to continuous change with greater flexibility and self-awareness
  • Learning evidence-based practices that strengthen our ability to navigate challenges and recover from setbacks
  • Developing practical tools for coping with uncertainty, ambiguity, and complexity
  • Building confidence and a sense of agency during periods of disruption and transition
  • Understanding that resilience is not something we suddenly acquire in difficult moments. It is built through small, everyday actions, choices, and habits that accumulate over time.
  • Moving beyond the idea that we need to "toughen up" or become stoic, and instead cultivating the skills, relationships, and perspectives that help us respond effectively to life's challenges.

DATE: Wednesday, September 9th, 2026, 2:00 - 3:00 pm US - Eastern Time

COST:

  • $99/person - includes live attendance and any-time access to the recording and the presentation slides and receiving a participation certificate. To arrange group discounts (see below), to submit a purchase order, or for any registration difficulties or questions, email admin@library20.com.

TO REGISTER: 

Click HERE to register and pay. You can pay by credit card. You will receive an email within a day with information on how to attend the webinar live and how you can access the permanent webinar recording. If you are paying for someone else to attend, you'll be prompted to send an email to admin@library20.com with the name and email address of the actual attendee.

If you need to be invoiced or pay by check, if you have any trouble registering for a webinar, or if you have any questions, please email admin@library20.com.

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SPECIAL GROUP RATES (email admin@library20.com to arrange):

  • Multiple individual log-ins and access from the same organization paid together: $75 each for 3+ registrations, $65 each for 5+ registrations. Unlimited and non-expiring access for those log-ins.
  • The ability to show the webinar (live or recorded) to a group located in the same physical location or in the same virtual meeting from one log-in: $299.
  • Large-scale institutional access for viewing with individual login capability: $499 (hosted either at Learning Revolution or in Niche Academy). Unlimited and non-expiring access for those log-ins.
11073746484?profile=RESIZE_400xLOIDA GARCIA-FEBO

Loida Garcia-Febo is a Puerto Rican American librarian and International Library Consultant with 25 years of experience as an expert in library services to diverse populations and human rights. President of the American Library Association 2018-2019. Garcia-Febo is worldwide known for her passion about diversity, communities, sustainability, innovation and digital transformation, library workers, library advocacy, wellness for library workers, and new librarians about which she has taught in 44 countries. In her job, she helps libraries, companies and organizations strategize programs, services and strategies in areas related to these topics and many others. Garcia-Febo has a Bachelors in Business Education, Masters in Library and Information Sciences.

Garcia-Febo has a long history of service with library associations. Highlights include- At IFLA: Governing Board 2013-2017, Co-Founder of IFLA New Professionals, two-term Member/Expert resource person of the Free Access to Information and Freedom of Expression Committee of IFLA (FAIFE), two-term member of the Continuing Professional Development and Workplace Learning Section of IFLA (CPDWL). Currently: CPDWL Advisor, Information Coordinator of the Management of Library Associations Section. Currently at ALA: Chair, IRC United Nations Subcommittee, Chair Public Awareness Committee. Recently at ALA: Chair, Status of Women in Librarianship and Chair, ALA United Nations 2030 Sustainable Development Goals Task Force developing a multi-year strategic plan for ALA. Born, raised, and educated in Puerto Rico, Garcia-Febo has advocated for libraries at the United Nations, the European Union Parliament, U.S. Congress, NY State Senate, NY City Hall, and on sidewalks and streets in various states in the U.S.

OTHER UPCOMING EVENTS:

August 25, 2026

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September 4, 2026

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September 11, 2026

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Fall 2026

Tuesday, August 18, 2026

Socrates and AI

Most educators I know would say they aspire to teach Socratically, prompting students with questions, drawing out their innate wisdom. The practical reality is that the modern curriculum doesn't allow most teachers the time, flexibility, or individual attention to be a Socratic teacher. However, drilling down past the idealized aspirations gives us a pretty good lens on the arrival of AI in education. Here's why:

A sophist has taken a chair in your classroom. The sophists were Socrates' rivals and opposites: Athens' professional flatterers of the mind, paid to make you sound right rather than be right. This one is brilliant, tireless, endlessly agreeable, and free. Your students talk to it every night. And it is doing, at scale, exactly what its predecessors did — making weak arguments sound strong and sending its clients away pleased with themselves.

Socrates Saw This Coming

In the Phaedrus, Socrates warns against the disruptive information technology of his own moment: writing. His objection wasn't that writing was useless. It was that it would give people the show of wisdom without the reality — they would seem to know many things while understanding little, having received the words without doing the work.

Twenty-four hundred years later, that is still the most precise one-sentence diagnosis of the student AI problem anyone has produced. The machine's fluent output gives the appearance of student understanding. Whether the reality is there too depends entirely on what happened between the student and the words.

Socrates was wrong about writing in the long run. Or maybe he was right, in the same way that the automobile weakens our ability to walk long distances, but we accept the increased capacity to travel as a valuable trade-off. Writing might arguably diminish individual memorization and logical processing, but it dramatically increased access to information and individual participation. His warning wasn't refuted, just contextualized. The question in front of us is whether this new trade can be contextualized the same way — because what's on the table this time feels like a stronger echo of Socrates' concern: will AI remove not the ability, but the need to think?

Two Professions, Two Relationships to A Mind

Athens had two kinds of professionals working on young minds, and the difference between them is a difference that is really helpful to us now.

The sophists were the paid experts. You brought them your argument and they made it sound stronger. You brought them your ambition and they gave it eloquence. They were skilled, in demand, expensive — and their service was fundamentally flattering: you left a sophist's session more impressed with yourself than when you arrived.

Socrates charged nothing and delivered the opposite experience. He examined you. He asked what you meant, then asked again, until the gap between what you could say and what you actually understood stood in the open where you both could see it. People left his sessions annoyed, embarrassed, and — some of them — changed. He called himself a gadfly, and Athens eventually found the stinging intolerable enough to vote him dead.

Flatter the mind, or grow it. That was the choice then. It still is.

The Machine Is a Sophist

Every AI your students use ships with a disposition, and the disposition is the sophist's. It agrees. It elaborates your point rather than testing it. It finds your question fascinating. It makes your rough draft sound finished. It has been tuned, by people and through choices, to be pleasing, because pleasing is what keeps users coming back.

I want to be careful here: the machine is not acting in bad faith, because the machine is not acting at all. The sophistry isn't in the silicon; it was installed by the toolmakers, and it can be overwritten by the user. That's the crack of light in this whole picture. The disposition is a default, not a nature.

But defaults govern almost everyone. And what the default quietly removes is the one condition of real learning the sophist could never supply and the gadfly always did: being challenged. A student can get information from a sophist, encouragement from a sophist, polish from a sophist. What they cannot get is challenge. And challenge is not optional — no amount of encouragement and support substitutes for it.

The Inversion

Here's what has actually changed since Athens, and it's not the method: it's the agency.

Socrates, and Socratic teachers, push the student. The new machine will not do this by default. In the market of eyeballs and adoption, the machine will inevitably be a sophist, however pedagogically sound a Socratic gadfly version would be. If a student wants to be examined and challenged by the new machine, they have to volunteer — and more than volunteer, since this actually takes some work: prompting to be challenged, and continuing to do so when it is hard. That is a higher bar than Athens or the average school has ever set. Being an agentic learner, the learner who summons their own examination, is likely to become increasingly hard and rare. For the student who figures this out, the new machine actually offers a better education than ever. And almost no student will find it on their own — which is where generative adults come in.

Birth Order, Temperament, and the Adaptive Mind

Introduction: The Persistent Puzzle

Parents and siblings often notice clear differences that seem tied to birth order. Firstborns can appear more responsible or driven. Later-borns may seem more rebellious, flexible, or easygoing. These observations feel solid. They come from years of daily interaction and the family’s own story about who each child is.

Yet when researchers study large groups with standard personality tests, the lasting effects of birth order mostly disappear. A small difference in intelligence remains. The dramatic personality differences do not.

This is not a contradiction. I propose that it shows how the separated mind works. Birth-order characteristics are real, but they exist mainly as performative packages built by the Adaptive Mind. These solutions to belonging, integration, and attention tend to be similar across families, which is why they feel universal. They do not, however, rewrite the broader dimensional architecture that large personality studies measure.

The same idea can also change how we look at temperament types. They are not discrete innate templates. They are continuous dimensional ingredients packaged into coherent performative selves that fit the circumstances a person is born into.

This essay starts with the birth-order puzzle. It explains why family observations are accurate while lasting trait effects stay small. Then it uses that explanation to offer a clearer model of personality. The model separates biological predispositions and continuous capacities from the Adaptive Mind’s work of building a stable, belonging-focused mixture. Broad type systems are useful but coarse labels for that mixture. Once we see a childhood recipe as a performance solution rather than fixed essence, limited but real reconstruction becomes possible.

What the Studies Show

The strongest study of birth order and personality remains the 2015 study by Rohrer, Egloff, and Schmukle published in the Proceedings of the National Academy of Sciences. They combined data from three large national panels in Germany, the United States, and Britain. The total sample was more than 20,000 adults. They used both between-family and within-family designs and controlled for important background factors.

On the Big Five traits—extraversion, emotional stability, agreeableness, conscientiousness, and openness—they found no consistent lasting effects of birth order. Firstborns were not reliably more conscientious. Later-borns were not reliably more rebellious or agreeable. The result held across different countries and family structures. The authors concluded that birth order does not have a lasting effect on broad personality traits outside the intellectual domain.

What did appear was a small, consistent drop in measured intelligence from firstborn to later-born positions—about 1.5 IQ points per step—along with a similar pattern in how people rated their own intellect. The researchers noted that the intelligence difference is “barely meaningful on the individual level.” In a two-child family, a randomly chosen firstborn has only about a 52 percent chance of scoring higher than a randomly chosen second-born. The gap only becomes visible in large samples.

The best current explanation is resource dilution. Parental time, attention, conversation, and teaching are limited. Firstborns usually get a stretch of undivided cognitive input. Each later child enters a home where that attention is already shared. The effect is environmental, not a change in biology. It is also small enough that it gives no reason to treat any particular child as fundamentally different in potential.

These findings do not erase what families experience. They relocate it. The differences parents see are real as performances and family roles. They are far less reliable as signs of lasting differences on the broad, partly heritable dimensions that personality tests measure once people leave home.

Why Birth-Order Characteristics Still Exist

The Adaptive Mind is the programmable cultural software that runs on top of our species-universal psychological firmware. Its core job is to turn the old survival rule—“belong or the alarm systems fire”—into the specific signals, roles, beliefs, and performances that secure belonging in this particular environment. Role assignment is one of its main early outputs. The child watches the available approval and threat patterns, notices which performances bring warmth or reduce friction, and installs those performances as identity. Because the installation uses the same chemical systems that enforce biological survival, the roles feel like “who I am.”

Birth order changes the installation environment in predictable ways. The first child gets a period of relatively undivided parental attention and teaching. Later children enter a household that already has older models, shared parental energy, sibling competition for niches, and shifted parental habits—sometimes more experienced, sometimes more tired, sometimes more relaxed. The approval patterns, the available roles, and the cost of standing out are different. The Adaptive Mind installs accordingly.

Several mechanisms make the differences vivid inside the family even when they do not show up as large lasting trait differences:

  • Age. A firstborn is simply older and further along at every parental observation.
  • Niche competition and mutual shaping. Once roles begin to settle, siblings and parents respond to them. This feedback amplifies the original differences. The “responsible” child is given more responsibility. The “easy” child is rewarded for low friction.
  • Self-narration. Each child builds a sincere story that makes their position and the family’s treatment of them feel coherent. Parents do the same. The resulting functional fiction helps the family run smoothly even while it overstates how deep and permanent the differences are.

The packages are real. They shape daily interaction, self-concept, and the family’s internal story. They simply do not reliably translate into the broad trait dimensions measured years later in large samples. Wider environments—school, peers, culture—further dilute or overwrite family-specific role software. The Adaptive Mind keeps updating.

This raises a natural question. If the installations are strong enough to feel like temperament for years inside the family, why do they look weak or absent when broad personality is measured in adulthood? The answer is not that the packages fade. It is that they stay largely context-specific. The Adaptive Mind installs family-role performances that are tightly bound to the parent and sibling relationships that produced them. Those performances remain available and can switch on strongly when the original context returns—most clearly when grown adults slip back into their childhood selves at holiday dinners or family gatherings. Outside that context, the packages do not fully generalize into the portable personality that trait inventories try to measure. The family sees real, recurring performances. The studies measure something else.

This distinction has a clear precursor. In 1998, Judith Rich Harris argued in The Nurture Assumption that parental and family influence on personality is real but largely context-specific. The more portable, lasting personality, she said, is shaped more by peer groups and environments outside the family. The framework here builds on that insight and extends it. The Adaptive Mind is the mechanism that installs both the narrow family-role packages and the broader, more transferable performative self. Birth-order characteristics belong mainly to the first category—highly specific to parent and sibling relationships. The temperament characteristics that feel more long-lasting belong to the second: they are the building of the actual performative self that a person carries into multiple environments, not just the relationship roles that activate inside the family.

Continuous Ingredients and Local Recipes

The deeper model of personality starts with a fixed set of continuous dimensional ingredients. These come from biological hardware and the adapted-mind firmware. They include biases in social energy and reward sensitivity, preference for concrete sensory data versus abstraction, relative weighting of impersonal consistency versus relational concerns, preference for structure versus openness, threat sensitivity, and related parameters. The dimensions are continuous, not categorical. Each person occupies a particular coordinate in this multi-dimensional space. Starting positions are partly heritable and partly shaped by very early experience. The coordinates represent capacities and tendencies, not finished identities.

The Adaptive Mind then builds the recipe. It selects proportions, amplifies some ingredients, quiets others, and combines them into a coherent performative package. That package is optimized for the specific belonging ecology the child actually faces: family structure, birth-order position, parental attention patterns, sibling dynamics, school and cultural rewards, and the approval-and-withdrawal gradients present during the developmental window. The package includes preferred behaviors, self-stories that make those behaviors feel like essence, selective amplification of certain poles, and role language that others can recognize.

Once installed with emotional intensity and repeated practice, the package feels like temperament or personality. The chemical force of the installation, the years of rehearsal, and the ongoing mutual shaping inside the family all contribute to the sense that it is innate. Broad type labels—Jungian functions, MBTI categories, even Big Five descriptions used as identity—are later, coarser handles on that already-built package. They capture statistical patterns across people but lose detail on the actual mix and on how much expression still depends on context.

This is the important distinction. Treating types as discrete, innate templates encourages essentialism and fixed-identity stories. It also reduces agency. Seeing continuous dimensional positions plus Adaptive Mind selection and packaging restores plasticity. It explains why the same person can look different across contexts. It makes the performative and self-narrative layer visible. The ingredients limit what recipes are possible or costly. The coherence and identity-locking of any particular recipe are Adaptive Mind work.

Reframing Temperament Types

Jungian temperament types and their modern descendants have often been treated as discrete innate templates—natural kinds that a person simply is. The architecture here suggests a different view. There is foundational biological shaping: continuous dimensional capacities with individual differences in starting levels and reactivity. There is also, and more largely, the creation of a stable mixture designed to fit the family and cultural circumstances one is born into.

Type systems succeed for clear reasons. They map onto real statistical clusters in how people process information and regulate social energy. They supply ready-made role language that reduces friction. They let the conscious mind treat preferences as fixed and therefore non-negotiable. They create quick recognition among people who share similar packages. Their popularity shows how hungry the Adaptive Mind is for coherent identity packages. Their limitations—modest reliability near the midpoints, loss of continuous information through forced dichotomies, cultural differences in which combinations are rewarded—follow from treating continuous packages as discrete essences.

Reconstructing the Recipe

Because the coherent package was Adaptive Mind software written to solve a particular set of childhood belonging and survival problems (emotional and physical), it is, in principle, reconstructible. Seeing the original mix as a performance solution rather than ontology opens the possibility of writing a new recipe better matched to adult life, current goals, and chosen values.

Interestingly, temperament specialists will claim that we often mis-identify our own type. A reasonable explanation for this is that we idealize certain qualities and traits and wish them for ourselves. Additionally, as our temperament package consists of occupying different positions on the various processing and regulation dimensions, those idealized qualities and traits do exist in us, just not in the mix we have idealized. But that also means we have some potential latitude for shifting the mix.

Several limits keep this from being easy. The underlying dimensional capacities remain. A new recipe still has to work with the actual levels of social energy, abstraction preference, and related parameters that are available. Extreme moves on the axes are costly or impossible. Skillful re-weighting and re-narration of the existing profile is the realistic target. Rewrite requires conditions similar to those that produced the original installation: emotionally charged repetition, image-rich practice, contexts that feel safe enough for the Adaptive Mind to update, and usually privacy so the work does not immediately become social performance. Insight alone rarely moves the software. Finally, the old recipe is often still load-bearing, for ourselves and for those around us. Intensity of defense around the current identity package is a reliable signal of how much belonging or coherence work it continues to do.

Within those limits, the conscious deliberating mind—the Rider—still has real agency. Once the original package is seen as a childhood solution rather than essence, it becomes possible to practice new weightings, new stories, and new performance habits until they begin to acquire their own chemical authority. This is the practical application of the taming–training–unleashing sequence to temperament-level material. Architectural literacy widens the gap between stimulus and response. It does not dissolve the apparatus or the chemistry of belonging, but it makes the machinery legible enough that some self-management becomes possible.

Conclusion

Birth-order characteristics exist as performative packages built by the Adaptive Mind for the specific ecology of a given family. They feel like temperament because of the chemistry and rehearsal of their installation. They do not reliably appear as lasting differences on broad personality dimensions for three reasons: those dimensions capture coarser, more stable features of the continuous substrate; the packages remain largely context-specific to the family system; and later environments continue to update the broader software.

The same architecture reframes temperament types. Continuous dimensional ingredients are supplied by biology and firmware. The Adaptive Mind packages them into coherent performative selves optimized for family and cultural circumstances. Coarse type systems later provide convenient but lossy labels for those packages.

The distinction matters. Essentialist type identification treats the package as ontology and narrows agency. Seeing continuous positions plus Adaptive Mind packaging restores the distinction between capacity and performance, between potential and recipe, and between the childhood solution and the adult possibility of deliberate reconstruction. The ingredients constrain. The recipe can, under the right conditions, be rewritten. That sequence keeps biological constraint, cultural and familial contingency, and limited but genuine Rider agency in their proper places. It is a more precise description of how the separated mind produces what we experience as personality.

The pattern is fractal. The same separation of narrative from operative function that structures individual self-understanding also structures family role systems, institutional life, and the synthetic systems now trained on the linguistic residue of human self-narration. Understanding the Adaptive Mind’s work of packaging continuous capacities into belonging-securing identities is therefore not a side application of the larger architecture. It is one of the clearest demonstrations of how the architecture operates at the scale of ordinary human development.

WEBINAR - "AI and Information Literacy"

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AI and Information Literacy
A Library 2.0 / Learning Revolution Workshop with Reed Hepler

OVERVIEW

This webinar explores the crucial intersection of Artificial Intelligence (AI) and information literacy, addressing the transformative impact of AI on how information is accessed, evaluated, and utilized. Participants will gain a foundational understanding of how Generative AI (GenAI) tools work, including their capabilities and limitations in the context of information-seeking and research. The session will delve into the integration of web search capabilities into AI tools and the implications of platforms like SearchGPT and advanced research tools for traditional information literacy practices.

A key focus will be on developing critical thinking skills to effectively assess AI outputs. Attendees will learn practical strategies, including the SIFT (Stop, Investigate the source, Find trusted coverage, Trace claims to the original context) method, to combat misinformation and evaluate the credibility of AI-generated content. The webinar will address the challenges posed by AI-driven misinformation and disinformation and equip participants with the tools to navigate the evolving information landscape responsibly.

The session will also explore the broader implications of AI on information literacy, including ethical considerations, bias detection, and the responsible use of AI in research and education. Through interactive discussions and real-world examples, participants will learn how to adapt their information literacy instruction and practices to meet the demands of the AI era. Attendees will leave with actionable strategies to foster critical engagement with AI tools and promote informed decision-making in an increasingly complex information environment.

LEARNING OBJECTIVES

  • Understand how GenAI tools work and their impact on information literacy.
  • Apply critical thinking skills to evaluate AI outputs and identify misinformation.
  • Utilize the SIFT method for assessing the credibility of sources in the age of AI
  • Assess the implications of SearchGPT and deep research tools on information literacy practices.
  • Adapt information literacy instruction to promote responsible AI usage.

The recording and presentation slides will be available to all who register. 

DATE: Tuesday, August 25th, 2026, 2:00 - 3:00 pm US Eastern Time

COST:

  • $99/person - includes live attendance and any-time access to the recording and the presentation slides and receiving a participation certificate. To arrange group discounts (see below), to submit a purchase order, or for any registration difficulties or questions, email admin@library20.com.

TO REGISTER: 

Click HERE to register and pay. You can pay by credit card. You will receive an email within a day with information on how to attend the webinar live and how you can access the permanent webinar recording. If you are paying for someone else to attend, you'll be prompted to send an email to admin@library20.com with the name and email address of the actual attendee.

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SPECIAL GROUP RATES (email admin@library20.com to arrange):

  • Multiple individual log-ins and access from the same organization paid together: $75 each for 3+ registrations, $65 each for 5+ registrations. Unlimited and non-expiring access for those log-ins.
  • The ability to show the webinar (live or recorded) to a group located in the same physical location or in the same virtual meeting from one log-in: $299.
  • Large-scale institutional access for viewing with individual login capability: $499 (hosted either at Library 2.0 or in Niche Academy). Unlimited and non-expiring access for those log-ins.

12420251095?profile=RESIZE_180x180REED C. HEPLER

Reed Hepler is a digital initiatives librarian, instructional designer, copyright agent, artificial intelligence practitioner and consultant, and PhD student at Idaho State University. He earned a Master's Degree in Instructional Design and Educational Technology from Idaho State University in 2025. In 2022, he obtained a Master’s Degree in Library and Information Science, with emphases in Archives Management and Digital Curation from Indiana University. He has worked at nonprofits, corporations, and educational institutions, encouraging information literacy and effective education. Combining all of these degrees and experiences, Reed strives to promote ethical librarianship and educational initiatives.

Currently, Reed works as a Digital Initiatives Librarian at a college in Idaho and also has his own consulting firm, heplerconsulting.com. His views and projects can be seen on his LinkedIn page or his blog, CollaborAItion, on Substack. Contact him at reed.hepler@gmail.com for more information.
 
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