No More Cruise Control: Driving Change with Students, Staff, and Space

Last month I gave a presentation at the Wisconsin Association of Academic Librarians conference. I love this conference!–it’s my regional peers, in a small setting, sharing creative and practical tips from their libraries.

Description of the presentation: 
Adapt or die. It’s a mantra we hear, but libraries have always been about change. The key now is to be in the driver’s seat. Librarians from Carroll University will discuss four ways they have embraced change:

1) a workflows assessment to analyze staff duties,

2) a ʺkindness auditʺ to examine barriers to library services,

3) an enhanced patron count to determine how to best utilize library space,

4) a survey to report how students use the library.

Combined, these initiatives position the library as a change maker. Learn about these practices and take the wheel to share your experiences with change, too!

 

I tend not to do the death-by-bullet point PowerPoint, so a little info may be lost outside of the presentation. What it all boils down to are four things my library has done to respond to and anticipate change. Some focus on students and improving library spaces and services, while some focus on staff duties and how to best position the library for the future.

If you have any questions about it, let me know!

 

Post-Truth and Fake News

Earlier in the year I was tasked with creating a resource guide on “post-truth” and fake news. It’s not something I was clamoring to do. To be honest: I was still in the post-election malaise–and my heart was just not into it.

Rarely would I label any of my work tasks as “edicts,” (I like the flexibility and creativity of my job) but this time it was. As part of a broader campus-wide discussion, the library needed to play a part. I began by facilitating a meeting with the librarians on the topic of:

What do we want students to know about post-truth and fake news?

My colleagues are great brainstormers! Too great in fact. Here’s what we came up with:

Post-Truth and Fake News

From this, I had to develop a guide. How do you narrow it down to something manageable? Here’s the guide I created: Post-Truth and Fake News.

After sharing it with library staff for feedback, we then solicited feedback from campus faculty.

I decided a checklist approach, like the CRAAP test, doesn’t really work with post-truth/fake news. It takes time to critically evaluate and a checklist approach won’t suffice. You need to think, analyze, question motives, and question your own assumptions too.

Instead, I went for more a introductory approach that attempts to tie some of these related topics together: How does the information bubble work? How can our own bubble lead to confirmation bias? How does that make us more susceptible to fake news?

What does post-truth mean?

The Information Bubble

What is fake news?

Then I added some resources that faculty can use with classes, including links to teaching materials:

Lastly, I included a lesson. Frankly, it’s hard to keep up with post-truth/fake news developments in the political realm. I took a different tack when it came to “Evaluating Claims.” Knowing that a majority of our students end up majoring in the health sciences, I picked a health “fad” to evaluate: buttered coffee. Is it good? Is it bad? Somewhere in between? Using the NCSS statements as a starting point we could evaluate claims for and against by having a class discussion.

Takeaways: A guide like this can’t possibly cover all of the various themes. It’s a complicated, messy, and ever-evolving topic. But it can be used for an introduction and to provide instructors and students with some good resources to use.

Link to guide: http://pioguides.carrollu.edu/posttruth

You Do What? Re-working a Librarian “Career Day” Presentation

A group of 15-year old high school students from a nearby city have been visiting my college campus periodically since the 4th grade. They’re part of a pre-college program that prepares students to be the first in the their family to attend a four-year university.

This year, students have been focusing on careers. I was asked to give a 50-minute presentation on: My Life as a Librarian.

What???? I immediately panicked. How would I make a presentation about librarianship interesting to high schoolers? Was it even worth it to participate?

Making Connections

The quick answer: Yes, it was worth participating! I knew I wasn’t going to make mini-librarians out of anyone…nor should I even try. Plus, I’m dubious of pigeon-holing anyone into a specific career so young (says me who changed his college major three times!). What I thought was more important was:

  • Seeing how high school students perceive libraries/librarians
  • Getting that perception to be something positive
  • Making students comfortable with the idea of the academic library and what we have to offer

My Plan

Instead of going through the usual:

  • this is what a librarian does…
  • this is how much they make…
  • these are the requirements for the job…

…because, let’s face it: BORING… I decided instead to pull out a few “fun” things and do some hands-on activities.

Team-based Activity

After welcoming the students to the library, we went into the Library Classroom and I introduced myself. I avoided rattling off my list of job duties because I had arranged for something more interactive. Our classroom has three interactive whiteboards. I split the students into three teams. Each whiteboard had this question:

What do you think of when you hear the word librarian?

What do you think of when you hear the word librarian?

What do you think of when you hear the word librarian?

Students brainstormed with their team members and used the touchscreen technology to record their answers. Here is where librarian stereotypes come into play. Students mentioned words like: books, old lady, mean, shhhh!, glasses, and checking in books.

When you hear the word librarian, list 5 things you think of.

When you hear the word librarian, list 5 things you think of.

When you hear the word librarian, list 5 things you think of.

When you hear the word librarian, list 5 things you think of.

Then I asked the question:

List 5 things you think a librarian does.

What do you think a librarian does?

What do you think a librarian does?

Again, we got stereotypical remarks such as reading, checking in/shelving books, etc…

List 5 things you think a librarian does.

List 5 things you think a librarian does.

List 5 things you think a librarian does.

List 5 things you think a librarian does.

IMG_6088

Library/Librarian Stereotypes

From there, we had a quick little discussion about some of these stereotypes. I mentioned that I hadn’t shushed anyone but had been shushed myself–which brought out some smiles and laughter from the students. I also explained that our student workers are the ones who usually check out and shelve books. I even admitted that I don’t get to read as much as I like and I definitely don’t read on the job (for fun anyway!).

Each team had a teacher, chaperone, or one of our college students seated with the students to give some guidance. I got some great answers this way: develop programs, teach students, etc…

In my role as a reference/instruction librarian, I compared my job to a teacher: helping students find and evaluate information, helping with assignments and projects. That seemed to make the connection.

Because many stereotypes were brought up, I shared this slide of: What Librarians Do that I grabbed from the library at Otis College of Art and Design. Side note: when searching for images of “what people think a librarian does” most search results include the “sexy/naughty librarian” stereotype which may not be appropriate for all age levels. That’s why I liked this image and felt it perfectly encapsulated what librarians do for a high school audience.

"The librarian...What we actually do." Image source: Otis College of Art and Design Library

“The librarian…What we actually do.” Image source: Otis College of Art and Design Library.

What I do

Then I touched upon a few of things I do…

I mentioned that everything I do relates back to “stuff” (inspired by a keynote talk from Amy Buckland at the Wisconsin Association of Academic Librarians conference).

What I do as a librarian...

What I do as a librarian…

And to do what I do, I only briefly mentioned educational requirements (yeah, yeah master’s degree)…but more importantly stressed QUALITIES you need: namely curiosity and helpfulness.

Curiosity and helpfulness: good qualities to be a librarian.

Curiosity and helpfulness: good qualities to be a librarian.

Then I segued into a few specific things that might surprise them:

Teaching & Research Assistance

I shared a few examples of research questions that the librarians have helped students with this semester, emphasizing that at a small university the librarians have to know a little bit about a lot things. The takeaway being: It’s OK to ask for help!

Teaching and research assistance

Teaching and research assistance

Books

I briefly discussed books. Yes, books are still important, but they are not our only resource. We have books, e-books, and articles you can access online! To give the students a sense of history, I grabbed the library’s oldest book from Special Collections: a book about ecclesiastical law in Great Britain, published in 1604.

A really old book...1604.

A really old book…1604.

Showing the book to students, I asked:

When do you think this book was published?

Some guessed 1800s, some even said 1900! Nope, 1604! Students thought it was cool to see such an old book. It also helped reinforce the library’s mission: Collecting and providing information, regardless of what the format or delivery method may be.

3D Printing

Then I switched to something a bit more new: 3D printing. I ran through a quick explanation and demo of the 3D printer and let the students pick out something to be printed: In this case, a smiley face. I explained what our faculty and students use it for (science models, action figures, home decor, mechanical pieces) and why it belongs in the library (a place to collaborate and experiment!).

3D printing a smiley face.

3D printing a smiley face.

Because I wanted a free little giveaway, before the session I had printed enough small 3D items (smiley face, Pokemon “squirtle”, Ultimaker robot, Coffin’s cube, #MakeItHappen bracelets, and heart-shaped jewelry) to hand one out to each student.

Events

Lastly, I discussed events that the library hosts: a party to welcome freshmen to campus, therapy dogs during Final Exams, etc… to give students a sense at how social the library is.

Library events...

Library events…

And that’s where we had some more interactive fun… I mentioned about hosting a Nerf tag event and that I needed to check to see if all of the library’s Nerf equipment was still in good working order. I asked:

Would you like to help me test of out the Nerf tag equipment? 

A resounding “YES!” So we had a few moments of Nerf tag in the classroom.

Conclusion

Then I wrapped up with a quick tour of the library and a short reflective exercise:

  • Name one thing you learned about?
  • What was something that surprised you?
  • What do you think about librarians now?

Forgoing the usual, “these are my duties as a librarian” lecture, I focused more on some of the fun, creative, tech stuff, and research activities that I get to participate in. It was less about me, and more about the library. Combining this with some interactive exercises made for a fun experience with these students. No one is going to decide to become a librarian (nor should they at this point), but hopefully they all left feeling that the library is a fun, dynamic, and helpful place.

Librarian jobs have changed: Update on the 1912 Library Director’s report

The library at Carroll University (then Carroll College) circa 1920. Photo courtesy Carroll University Archives.

The library at Carroll University (then Carroll College) circa 1920s-1930s. Photo courtesy Carroll University Archives.

Yesterday, I wrote about a little archival find: a 1912 library director’s report from my current workplace.

Several commenters equated this to: Librarians’ jobs haven’t changed in a 100 years.

ERMAHGERD…no! That sounds like a bad clickbait headline with black and white photos of shushing librarians. It makes us seem like we’re complacent, when most of us are not.

What I was trying to get across – and it’s my fault for not stating it more clearly – was that I was able to see a lot of parallels to today’s job duties of librarians. I had expected to read the report from 1912 and chuckle at some of the work the library was doing. But I didn’t. Instead, I saw how our VALUES have remained consistent over time (providing access, organizing info, place to learn and get help, materials for the community). That’s what I was trying to emphasize.

I have 12 years of librarian-ing under my belt now. There are plenty of things that I’m doing now in 2015 that I wasn’t doing in 2003:

  • Researching 3D printers for my library.
  • Overhauling LibGuides.
  • Working on video tutorials.
  • Using ethnographic research to make the library better.
  • Planning a large-scale student “party” in the library.

So our job duties may change over time, but we still remain wedded to our core values. Consistency is good. Complacency is not.

Students working with a librarian at the Carroll University library - 2014.

Students working with a librarian at the Carroll University library.

 

A Little Library History: 1912 Library Director’s Report

Note: An update to this blog post.

Last week was National Library Week. Our library director shared with us her predecessor’s library report from 1912. I was struck by how many of the report’s themes are still integral to today’s libraries.

Library Director's Report from 1912 - photo courtesy Carroll University Archives

Library Director’s Report from 1912 – courtesy Carroll University Archives

Authored by Amanda Flattery, who worked as college librarian from 1905-1915 and who was described as possessing “outstanding scholarship, high ideals, and ready humor” (see her obituary – page 2), starts her report by describing the the juggling of multiple duties. Sound familiar, librarians? It then moves on to the year’s major activities and issues. Here’s where I see parallels to today’s library work:

  • Creating bibliographies: Aren’t those today’s LibGuides?
  • Students unable to find desired information: Yep, even in today’s info-rich environment, this is still a hallmark of what we do.
  • A course in reference work and bibliography: That has morphed into information literacy.
  • Issues with organizing information and providing access: A key issue in the 21st century!

Below are some excerpts relating to the main themes:

Research

“Many hours of time are required for research work for students who are ignorant of books, or unable for find information.”

“Exhaustive bibliographies have been prepared by the librarian for all inter-collegiate debates.”

Check out some of the topics that students were researching at the library:

  • Japanese social classes
  • Witchcraft in England
  • Student government at Princeton
  • Statistics on condensed milk
  • Visiting nurses
  • Hamlet’s insanity
  • National music of Scotland
  • Description of a cash register
  • Municipal aid for the unemployed
  • Headache powders

Information Literacy

“a course in reference work and bibliography has been given, consisting of lectures, with criticism of practice work done by the class.”

Collection Development

“A notable addition to the resources of the library consists of about 350 pamphlets on up-to-date subjects…prove to be excellent materials for debate work.”

Outreach

“To establish cordial relations with the women of the town, the librarian has given help to different members of the women’s clubs…”

Organization of Information

“Of the 3000 vols…only 1183 had been recorded in the accession book. There was no shelf-list, and the cataloging had been done in a confused and imperfect manner. It was impossible to build upon such a flimsy superstructure. It was absolutely necessary to go back to the very beginning and make the records correct and complete.”

Consistent Core Services

Years pass by, technology changes, people come and go, but a library’s core duties remain the same:

  • Providing access to information
  • Organizing information
  • A place to learn and get help
  • Materials for your community

PDF of the 1912 Library Director’s Report.

How “Kind” is Your Library? Pictures Wanted!

Do you work in a “kind” library? Librarian Jessica Olin of Letters to a Young Librarian and I are presenting on “kindness audits” at the Association of College and Research Libraries virtual conference next week. Here’s our session description:

Killing It with Kindness: Incorporating Sustainable Assessment through Kindness Audits
Learn how to design and conduct a kindness audit, a low-cost and high-reward assessment method that helps librarians examine barriers to library services and spaces through a user experience lens. Varying methods for kindness audits, lessons learned, and suggestions for identifying and implementing low-cost improvements for library spaces and services, will all be discussed.

Jessica and I will share photos of our experiences with kindness audits, but we want to hear from you!

We Need Your Help
Here’s how to get involved: Are you proud of a library space, furniture, signage, services desks, etc… at your library? Or maybe you have an example that could use some improvement? That’s OK too!

Take a Photo
Take a photo and send it our way! Email us at: librarykindnessaudit@gmail.com and provide a description of the photo.

We may use your photo in our presentation, however we will not use your name (unless you want us to!). Keep in mind that identifying info may be apparent from the photo.

Jessica and I will make our slides freely available after the conference. We’ll also be using the Twitter hashtag #acrlkindness during our presentation.

Need some inspiration? Here are a few examples:

 

Buzzfeed & Facebook in Infolit Sessions: Connecting What Students Use to Library Research

I try to do all the right information literacy “stuff”: active learning, hands-on work, positive attitude, etc… I also make sure I’m prepped for class at least a day before. Yesterday, I decided to throw my lesson plan in the garbage.

The professor emailed me late: Students have been gathering sources from Facebook and blogs and not evaluating what they find. Probably not a big shock to most librarians, but the professor was concerned.

The assignment:
Two sections of an introductory 100-level psychology course work in groups to gather five scholarly, empirical research articles on a topic. The group writes a review of the articles and posts it on a course website.

A new lesson plan:
Why go right to the databases? Instead, start where students are most comfortable and then transition them to more authoritative sources. I can talk until I’m blue in the face about databases, but most of our students (at this point) don’t see the connection between everyday life and academic research.

I decide to comb Facebook, Buzzfeed, and Huffington Post to find articles that had a psychological theme–something students might come across while using social media. I jokingly tweeted:

Luckily, awesome Twitter library folks like @SJLeeman and @dupuisj chimed in with some examples they had:

Now I had a plan!

Dividing the class in to groups, I gave each group a popular topic relating to psychology:

1. Huffington Post article:
Hungry? Maybe Don’t Go Shopping: Academic research shows that people who are hungry purchase both food and non-food items at a higher rate than people who are not hungry.

2. Buzzfeed article:
Watch Six Pairs Stare in to Each Others’ Eyes as Love Experiment (also had a cute video which I showed a portion of in class): Academic research shows that staring into your partner’s eyes can increase intimacy levels.

3. A post that was popular on Facebook, shared by @SJLeeman:
Half of All Children Will Be Autistic by 2025: research by a MIT scientist.

Activity
Sharing the links with the class, I asked each group to read over the articles to become acquainted with the topic. Then I told them to see if they could locate the original research, starting with Google–something they are all familiar with. I stopped by each group to ask them questions and point them in the right direction. We concluded by having each group share what they found with the rest of the class.

For the Huffington Post article:
Students found that names of the original researchers mentioned, but they did not have a title of the original study or a link to it. An initial Google search didn’t find anything useful. Good segue into library databases.

For the Buzzfeed article:
Students found that it mentioned a replication of the academic study in The New York Times. The NYT article had the original researcher’s name, plus a link to the scholarly article. Clicking on the link to the article showed the students that access to it was provided by our library.

For the Facebook post on autism:
Students reported that the headline sounded shocking. They also said they were likely to trust an “expert” at an academic institution. Students found the original researcher’s name and Googled the person only to find that she’s controversial in the scientific community and not trained in the biological/medical field. Students also questioned if the organization that had the post about autism might be biased. They noticed other things on the website, including that vaccines may be “ineffective” or unsafe.

The Takeaways
1. Every day we read, see, or hear about things that involve academic research–on almost any topic imaginable. We just have to do a little digging to get to that research.

2. Google and the general web is great as a starting point, but it shouldn’t be your ending point.

3. The blog posts and websites you find generally won’t be considered “academic” by your professors. You’re going to need to track down the original psychological studies.

4. You need to carefully evaluate the information you find on these sites. I mentioned the “CRAAP” test (currency, relevance, authority, accuracy, point of view).

5. The library has databases to locate the original studies (e.g., PsycINFO). You can search by keyword, by article title, or by a particular author, etc… if you have that bit of info. In addition, only a couple of students in each section reported using Google Scholar before–so I made sure to mention that as an alternative tool to keep in your research “wheelhouse.”

6. We were able to look at the original empirical research article from the Buzzfeed example. Students were able to identify the basic set-up (e.g., abstract, methods, results, references, etc…). This was important as this is the type of scholarly article that students need to find for their project.

From there, we transitioned to the library’s resources: A quick demo of PsycINFO (and some of the other psychology resources) and how to formulate a search strategy: An active learning whiteboard activity where students take a psychology research question (such as from the examples above) and identity the keywords and brainstorm synonyms.

Following that, there was plenty of time for students to do searching in PsycINFO and other relevant sources to gather citations for their group project.

Further Reading: