Session #414 - Student Experience of eBooks: How they are found, used and (not) read
This session may have ramifications on the use of eBooks by segments of MPL customers, especially students.
Notes:Conducted for Undergrad, Grad students and faculty at U of TE-resources changes were occurring at U of T during time of study (2008). Services were “state of the art”. Few studies on topic at that time.
{British study – Ebooks Observatory(2008) : younger students tend to be online more and read from screens. “Full adoption of eBooks is inevitable”}
Why are Ebooks different? Not all media transform directly into eBooks.
• Print is not going away: print publications continue to increase rapidly.
• “Serious” readers still prefer printed books.
Undergrads of “Google age” still prefer print (!!) & want a printed page.
• Aesthetics & practical reasons
• Does NOT apply to journals – different needs
But they still use Google for quick reference – “Skimming, hopping”
Students & scholars have different information practices. eBook use is the “starting point” for research. Faculty rely on Google for teaching (lecture notes). For research, refereed articles or specific book of interest are sought.
How do they start research? 1st Level:1. Web search engines2. Wikipedia3. Google Scholar
2nd Level:1. Start using eBooks (25-35% of respondents)
Print still used about twice level of eBooks. eJournals used about twice level of paper journals.
Usability: eBooks about ½ as easy to use as eJournals.
Interactivity User behavior: Not all students start with Google, but rather some other Web source. However, many use a “lazy” search behavior using and use simplest terms and levels (“close enough”). But they cannot find eBooks as well using this method since it is not matched with metadata.
• Undergrads Discover eBook via catalog for specific titles
• Grads/faculty go to eJournals first• Students follow subjects & learn them
• They generally have a good experience discovering eBooks. Mostly in Humanities, then Soc. Sciences. Few In Sciences. But still prefer print books.
• Want downloading for later use – portability. Have navigation and usability problems• Findability: use efficient paths- (“good enough”)
• Unaware of limitations
• Size of collection NOT major factor. Not intimidated by size.
Disciplines
* Humanities: needs specific authors, titles. Regular users (Perhaps target audience!)
* Engineering: much prefer journals. Sciences: journals. Soc. Sciences: mostly journal, some eBooks
* These 3 groups need more currency than humanities.
* Start with Google (Scholar/Books)
Grad student much more expert searchers than undergrads. Learns from professors or 4th year requirements.
* Humanities grad students: Foraging and skimming, scanning. Read very little online. Book reading is not sophisticated enough. No deep reading online. Prefer print but want some access to eBooks (Is this similar to public library customers?)
* Engineering & Science: need only journals or very selective titles.
Browsers frame their research, open multiple tabs. Multiple books or articles. Want cost savings but NOT at price of accuracy. Google is just used for quick access to start research. Innovations in print books or eBooks would greatly increase usability.
Libraries often purchased too many items but don’t consider access (records). They thought there would be one interface but platforms changed.
eBook Goals
• Demand
• Convenience
• Equality
• Discovery
• Assessment
Some users use an eBook but may not identify it as such!
Physical distance important for use but
• We don’t know how they use print books (!)
• We don’t know impact
• We think usage will increase
Historical/local/archival usage will become an important niche for eBook use. Community use more important.
Summary
• Multiple approaches needed
• OPAC is a Secondary approach!
• eBooks have not been targeted for federated searching (mistake)
• Library guidance via website very important
• Usage stats difficult & not consistent across vendors/publishers
• Overall usage much greater than for print but little is known how they are used
• Most usage when library is physically closed
• Higher usage at beginning of week, then declines
• We are only just beginning to see increased usage (cf. eJournals in late 1990’s)
• Publisher’s not motivated to improve access or content
Larry
Sunday, February 22, 2009
How to Hook Reluctant Teen Readers
The session that I found the most useful was How to Hook Reluctant Teen Readers. The speaker Allison van Diepen is the author of the popular YA books Street Pharm, and Snitch. Her latest book will be released this month and has been compared to the popular Twilight series. Allison van Diepen has experience dealing with teenagers as an English teacher both in Ottawa and Brooklyn. I found the session relevant to my job as it provided me with titles to help teens and their parents who are looking for books that will appeal to a non reader. This knowledge will help me in collection development responsibilities and with reader’s advisory. The session also discussed ways to promote the library to teens. The MPL Facebook page could be expanded to include countdowns of when popular teen items will reach the library, and allow open discussions between teens on books. Another idea that I would like to try in the teen section is to have a digital picture frame that can play videos of book chats by teens and authors describing their book. I found the session very informative, and came away feeling that if you can find a teen a book that appeals to them, you have just created a reader for life.
Andrea
Andrea
Accessibility
Workshop: Does Your Library Meet Accessibility Requirements?
Chad Martin, from Brodart, “walked us through” some actual library branches he had visited in the past year and assessed from the point of view of accessibility. Some of his comments:
Eveyone is unique. Each of us may have some form of disability.
The traditional layouts of branches focus on the collection, not the client, are based on fitting as much as possible in small spaces and creating barriers caused by older structural designs.
The accessible library must provide a welcoming environment and be sensitive to client need.
First impressions do count. Accessibility does not have to cost a lot of money – it is the little things that count that make the difference.
The biggest impact for accessibility is signage. Interesting points: Red and orange, for example, do not stand out as well as large, bold black print. Strategic placement of signage is crucial with regards to line of sight. Use contrasting colours in signage. Good contrast is beneficial to people with colour blindness. Studies have shown that italics and capitals are harder to read. Use bold sparingly. Studies have also shown that most people over 50 cannot read the call numbers on books spines.
Wayfinding: Follow large overhead signage to the general areas, keep signs simple and directional. Consider directional arrows. Make use of furniture and shelving for wayfinding. Wayfinding signs must be placed at exactly the same height and in the same location for consistency.
Are we looking at our library from the perspective of everyone? That is the definition of accessibility.
Chad Martin also provided us with a checklist of things to note when we return to our branches. Sample questions to ask when looking at the library from the customer point of view.: Is there room with lounge furniture for a wheelchair or stroller? Is there room for a wheelchair/stroller to turn around? Can Braille fit into your existing signage system, i.e. book drop area? How much space do you really have in your shelving aisles? Protruding books reduce the space dramatically. Are parent and stroller made to feel as welcome as someone in a wheelchair?
Margaret
Chad Martin, from Brodart, “walked us through” some actual library branches he had visited in the past year and assessed from the point of view of accessibility. Some of his comments:
Eveyone is unique. Each of us may have some form of disability.
The traditional layouts of branches focus on the collection, not the client, are based on fitting as much as possible in small spaces and creating barriers caused by older structural designs.
The accessible library must provide a welcoming environment and be sensitive to client need.
First impressions do count. Accessibility does not have to cost a lot of money – it is the little things that count that make the difference.
The biggest impact for accessibility is signage. Interesting points: Red and orange, for example, do not stand out as well as large, bold black print. Strategic placement of signage is crucial with regards to line of sight. Use contrasting colours in signage. Good contrast is beneficial to people with colour blindness. Studies have shown that italics and capitals are harder to read. Use bold sparingly. Studies have also shown that most people over 50 cannot read the call numbers on books spines.
Wayfinding: Follow large overhead signage to the general areas, keep signs simple and directional. Consider directional arrows. Make use of furniture and shelving for wayfinding. Wayfinding signs must be placed at exactly the same height and in the same location for consistency.
Are we looking at our library from the perspective of everyone? That is the definition of accessibility.
Chad Martin also provided us with a checklist of things to note when we return to our branches. Sample questions to ask when looking at the library from the customer point of view.: Is there room with lounge furniture for a wheelchair or stroller? Is there room for a wheelchair/stroller to turn around? Can Braille fit into your existing signage system, i.e. book drop area? How much space do you really have in your shelving aisles? Protruding books reduce the space dramatically. Are parent and stroller made to feel as welcome as someone in a wheelchair?
Margaret
Creative Outlets for Youth @ Your Library
Creative Outlets for Youth @ Your Library was very inspirational. Susan Kernohan has been an inspiration to me for quite a while, as she and Lisa Heggum were both heavily involved with the publication of “All Sleek and Skimming Stories,” a few years ago and Susan actually wrote one of the stories in the anthology. This seminar focused mainly on “Young Voices,” which is a TPL publication featuring the writing and artwork of young people. “Young Voices” is also a program, as there are affiliated workshops, a writer’s conference, and a team of youth who select the pieces for inclusion in the magazine. The presenters didn’t gloss over the fact that the success of this program is due to an enormous amount of work as well as a long history of building a reputation for the program and the publication. They made it very clear that it would take some time to become successful.
I would like to start something similar here, but wonder at how difficult it might be to get writers involved who are willing to work for free and travel to Markham. I also wonder about whether there is enough interest for such a thing in Markham. It would be a great volunteer opportunity for teens who are genuinely interested and motivated.
Amy
I would like to start something similar here, but wonder at how difficult it might be to get writers involved who are willing to work for free and travel to Markham. I also wonder about whether there is enough interest for such a thing in Markham. It would be a great volunteer opportunity for teens who are genuinely interested and motivated.
Amy
Do kids really like Dora the Explorer?
Session # 1813: Do kids really like Dora the Explorer?
Todd Kyle, Manager, Churchill Meadows Branch, Mississauga Library System
How do you reconcile quality vs mass appeal in books for your public or school library? What do kids really like, and what do they need?
While Mr. Kyle certainly had an extremely interesting (and very entertaining) lecture regarding the elements of a good work for children and spoke about the difficulties in addressing the requests for books containing the characters in popular culture, he didn’t really get into answering these questions which are usually at the root of collection development in public libraries. The conflict between "give them what they want" and "give them what they need" is an old one, and Mr. Kyle asserts that if we simply give children what they need (quality literature), they will simply forget about what they want (Dora the Explorer) over time. I don’t think this is necessarily true, but I do think Markham should be conservative with the number of items we acquire in the "Television cross-over" genre as there is no telling when these characters will run out of popularity. Also, there is the very valid point that they are not good literature. Mr. Kyle also didn’t seem to speak about marketing strategy at all, but after some thought I think it would be helpful for librarians to compile lists similar to what you find in Chapters or Borders. "If you like Dora the Explorer, then you might like…" or "If you like Bob the Builder, then you might like…" – these lists are the simply the commercial answer to reader’s advisory, but they are very convenient for our "stop and graba book" customers, and if we put them in displays, they may be more effective in getting our youngest readers to find that what they need coincides with what they want, after all.
Megan
Todd Kyle, Manager, Churchill Meadows Branch, Mississauga Library System
How do you reconcile quality vs mass appeal in books for your public or school library? What do kids really like, and what do they need?
While Mr. Kyle certainly had an extremely interesting (and very entertaining) lecture regarding the elements of a good work for children and spoke about the difficulties in addressing the requests for books containing the characters in popular culture, he didn’t really get into answering these questions which are usually at the root of collection development in public libraries. The conflict between "give them what they want" and "give them what they need" is an old one, and Mr. Kyle asserts that if we simply give children what they need (quality literature), they will simply forget about what they want (Dora the Explorer) over time. I don’t think this is necessarily true, but I do think Markham should be conservative with the number of items we acquire in the "Television cross-over" genre as there is no telling when these characters will run out of popularity. Also, there is the very valid point that they are not good literature. Mr. Kyle also didn’t seem to speak about marketing strategy at all, but after some thought I think it would be helpful for librarians to compile lists similar to what you find in Chapters or Borders. "If you like Dora the Explorer, then you might like…" or "If you like Bob the Builder, then you might like…" – these lists are the simply the commercial answer to reader’s advisory, but they are very convenient for our "stop and graba book" customers, and if we put them in displays, they may be more effective in getting our youngest readers to find that what they need coincides with what they want, after all.
Megan
Learning Differences
Session # 1224 : Teaching Research Skills to Students with Learning Differences
Teaching research skills to students is a challenge but when those students have learning disabilities, learning differences and disorders such as ADHD, Autism and Asperger.s syndrome the task can seem insurmountable.
Last summer, I got a call from a mother of a child with a learning difference. She explained that she was having a difficult time finding resources to help her son, who has severe difficulties reading. I ended up matching up talking books and print books in our collection (he was too old for kits), and gave it to her to try. She has never followed up as to the success of the impromptu kits, but the conversations I shared with her made me really think about the services we need to provide as a public library. We had several very long phone conversations in which she really expressed to me how frustrated she was with the education system, and the limited amount of resources available to her son. This interaction is what prompted me to attend this session, which turned out to be more focused on teacher librarians in secondary schools. I also think that as part of our Learning Place initiative, we should be aware of and address learning differences in our classes we develop. Not only acceptance of every kind of learner, but perhaps we need a class specially tailored for a particular kind of learner.
This course was extremely useful – I don’t feel by any means that I am an expert on the subject, but they gave a very good run-down of best practices when interacting with children with learning differences. This includes what one can expect, ways in which we can maximize their success in the learning environment, and best bets of resources we can use to help them achieve their research goals. They also have links to the projects they did with their classes, in which each student made a PowerPoint Presentation on a person of their choice. The issue of learning differences is something we may want to explore in the Inclusive Services Committee as well as the Programming Steering Committee.
Megan
Teaching research skills to students is a challenge but when those students have learning disabilities, learning differences and disorders such as ADHD, Autism and Asperger.s syndrome the task can seem insurmountable.
Last summer, I got a call from a mother of a child with a learning difference. She explained that she was having a difficult time finding resources to help her son, who has severe difficulties reading. I ended up matching up talking books and print books in our collection (he was too old for kits), and gave it to her to try. She has never followed up as to the success of the impromptu kits, but the conversations I shared with her made me really think about the services we need to provide as a public library. We had several very long phone conversations in which she really expressed to me how frustrated she was with the education system, and the limited amount of resources available to her son. This interaction is what prompted me to attend this session, which turned out to be more focused on teacher librarians in secondary schools. I also think that as part of our Learning Place initiative, we should be aware of and address learning differences in our classes we develop. Not only acceptance of every kind of learner, but perhaps we need a class specially tailored for a particular kind of learner.
This course was extremely useful – I don’t feel by any means that I am an expert on the subject, but they gave a very good run-down of best practices when interacting with children with learning differences. This includes what one can expect, ways in which we can maximize their success in the learning environment, and best bets of resources we can use to help them achieve their research goals. They also have links to the projects they did with their classes, in which each student made a PowerPoint Presentation on a person of their choice. The issue of learning differences is something we may want to explore in the Inclusive Services Committee as well as the Programming Steering Committee.
Megan
Who are these people?
Who are these people and why aren't they using my library
This session outlined Mississauga PL's experiences using PRIZM, which is a social marketing tool, to determine how to reach out to non-users. PRIZM captures lifestyle indicators beyond traditional demographic statistics (e.g. enjoyment of cultural pursuits, how strongly they identify with their ethnicity of origin, propensity for spending on luxury items, etc.) and based on these indicators, group citizens into a series of categories for each life stage (young singles or couples, individuals with growing families, older adults) and provides an assessment of their values based on these profiles. This was a fascinating approach to market research, and had the potential to provide valuable insight into how libraries could best market their services to various segments of their target market.
Andrea
This session outlined Mississauga PL's experiences using PRIZM, which is a social marketing tool, to determine how to reach out to non-users. PRIZM captures lifestyle indicators beyond traditional demographic statistics (e.g. enjoyment of cultural pursuits, how strongly they identify with their ethnicity of origin, propensity for spending on luxury items, etc.) and based on these indicators, group citizens into a series of categories for each life stage (young singles or couples, individuals with growing families, older adults) and provides an assessment of their values based on these profiles. This was a fascinating approach to market research, and had the potential to provide valuable insight into how libraries could best market their services to various segments of their target market.
Andrea
Libraries Building Cultural Capital
In Thursday’s Plenary Session economist Richard North talked about the creative economy as a generator of economic growth. Bill Irwin’s session on Community Development: the keystone to public library’s relevance discussed the importance of community development for participation in the creative economy his theory being that the communities that thrive are those that can generate and apply new ideas.
He sees the library as the connecting arrow between the community and society. Public libraries have a strategic role to play in working with local government, businesses, organizations and institutions to bring people together to share experiences and to influence attitudinal and behavioural change. How are we tapping into the ‘gifts’ of our community members to influence attitudinal or behavioural change and build cultural capital? He likens the sharing of the communities gifts to the Stone Soup fable in which a village is nourished when each of the villagers contributes to the pot.
The strength of the community is in direct proportion to the involvement of the people and the institutions (both formal and informal) in the community. As that connecting arrow or bridge between community and society libraries need to understand the economic and demographic changes of their community. We need to recognize, cultivate and capitalize on the creative assets of our community. We must exert our influence to engage the community and explore the creative assets of the community that can be connected and channeled. In an economy based on ideas and creativity this is the library’s competitive advantage.
Diane
He sees the library as the connecting arrow between the community and society. Public libraries have a strategic role to play in working with local government, businesses, organizations and institutions to bring people together to share experiences and to influence attitudinal and behavioural change. How are we tapping into the ‘gifts’ of our community members to influence attitudinal or behavioural change and build cultural capital? He likens the sharing of the communities gifts to the Stone Soup fable in which a village is nourished when each of the villagers contributes to the pot.
The strength of the community is in direct proportion to the involvement of the people and the institutions (both formal and informal) in the community. As that connecting arrow or bridge between community and society libraries need to understand the economic and demographic changes of their community. We need to recognize, cultivate and capitalize on the creative assets of our community. We must exert our influence to engage the community and explore the creative assets of the community that can be connected and channeled. In an economy based on ideas and creativity this is the library’s competitive advantage.
Diane
Thursday, February 12, 2009
409: Enhancing Reading Engagement: Aboriginal, African and Asian-Canadians, by Barbara McNeil
Session attended by Cheryl.
This was a most illuminating and informative session, incorporating Dr. Barbara McNeil's research into the reading and literacy needs of diverse boys, who are commonly "reluctant" readers. Dr. McNeil's emphasis, however, was on Aboriginal, African-Canadian and Asian-Canadian boys. While playing popular music in the background, she read many excerpts from quality fiction and non-fiction books for these 3 target groups of boys, illustrating how these types of books, the themes of which they could easily identify with, would effectively engage them in reading. By choosing the correct types of books for these groups of boys, they will be encouraged to become life long readers. Her preferred strategy was by hosting book clubs, which always included a food component, as well as much personal connection and interaction with these boys, getting to know them well and building up a level of trust between them.
I learned much more about these important groups of reluctant readers, and effective methods of "connecting" with them, thus enhancing my work as a Children's Librarian, who has occasion to deal with these groups of readers.
Session attended by Cheryl.
This was a most illuminating and informative session, incorporating Dr. Barbara McNeil's research into the reading and literacy needs of diverse boys, who are commonly "reluctant" readers. Dr. McNeil's emphasis, however, was on Aboriginal, African-Canadian and Asian-Canadian boys. While playing popular music in the background, she read many excerpts from quality fiction and non-fiction books for these 3 target groups of boys, illustrating how these types of books, the themes of which they could easily identify with, would effectively engage them in reading. By choosing the correct types of books for these groups of boys, they will be encouraged to become life long readers. Her preferred strategy was by hosting book clubs, which always included a food component, as well as much personal connection and interaction with these boys, getting to know them well and building up a level of trust between them.
I learned much more about these important groups of reluctant readers, and effective methods of "connecting" with them, thus enhancing my work as a Children's Librarian, who has occasion to deal with these groups of readers.
Google and the Library
Sessions Attended:
Friday, January 30, 2009
#1019 Finding and Getting: Google Books, Google Scholar and Free Tools by Melissa Belvadi, University of PEI
#1100 All Conference Plenary Session by Michael Enright, Broadcaster and Journalist
#1212 When is a Library not just a Library? by Ingrid Parent, Library and Archives Canada
#1318 Readers' Advisory 2.0 by Alexandra Yarrow, Ottawa Public Library
In session 1019, Melissa Belvadi showed us some current tools in Google, especially Google Book Search and Google Scholar.
We must recognize the fact that more people are comfortable reading books on various electronic devices in today's world, especially the younger generation. Currently there are over 700 million books searchable in Google, and full-text (full view) is available free of charge if it's in the public domain. This is not confined to books in the academic world. Many popular fiction, classic titles, non-fiction, and even magazines are readily available.
Recently I have been reviewing the magazine collections of MPL. Out of curiosity I tried to find out what titles are available in this Google tool (full-view but not current issues). Here are some examples:
- Maximum PC
- Travel Cruise
- Women's Health
- Men's Health
- Prevention
- Popular Science
- Popular Mechanics
- Baseball DIgest
- Ebony
- Vegetarian Times
I find this fascinating. Google Book Search is currently growing, even though the US publishers and authors have filed a lawsuit against Google three years ago. More information is available on the Google Book Settlement website -- http://books.google.com/booksrightsholders/
Google has also formed partnership with a number of academic libraries, with the intention to include library collections in Google Book Search.
In addition to the content presented in this session, I also learned how important it is for libraries to keep ourselves up-to-date in this information world. In order to serve MPL customers better, it is useful for me to understand HOW they try to get information, and WHAT other resources they may be using.
Looking at the bigger picture, do we want people to rely on Google more than the Public Library? What's the relationship between Google and the Library in the future? Here's a quote I heard in session 1212 -- When is a Library not just a Library?
"Access to knowledge is the superb, the supreme act of truly great civilizations. Of all the institutions that purport to do this, free libraries stand virtually alone in accomplishing this." -- Toni Morrison
Friday, January 30, 2009
#1019 Finding and Getting: Google Books, Google Scholar and Free Tools by Melissa Belvadi, University of PEI
#1100 All Conference Plenary Session by Michael Enright, Broadcaster and Journalist
#1212 When is a Library not just a Library? by Ingrid Parent, Library and Archives Canada
#1318 Readers' Advisory 2.0 by Alexandra Yarrow, Ottawa Public Library
In session 1019, Melissa Belvadi showed us some current tools in Google, especially Google Book Search and Google Scholar.
We must recognize the fact that more people are comfortable reading books on various electronic devices in today's world, especially the younger generation. Currently there are over 700 million books searchable in Google, and full-text (full view) is available free of charge if it's in the public domain. This is not confined to books in the academic world. Many popular fiction, classic titles, non-fiction, and even magazines are readily available.
Recently I have been reviewing the magazine collections of MPL. Out of curiosity I tried to find out what titles are available in this Google tool (full-view but not current issues). Here are some examples:
- Maximum PC
- Travel Cruise
- Women's Health
- Men's Health
- Prevention
- Popular Science
- Popular Mechanics
- Baseball DIgest
- Ebony
- Vegetarian Times
I find this fascinating. Google Book Search is currently growing, even though the US publishers and authors have filed a lawsuit against Google three years ago. More information is available on the Google Book Settlement website -- http://books.google.com/booksrightsholders/
Google has also formed partnership with a number of academic libraries, with the intention to include library collections in Google Book Search.
In addition to the content presented in this session, I also learned how important it is for libraries to keep ourselves up-to-date in this information world. In order to serve MPL customers better, it is useful for me to understand HOW they try to get information, and WHAT other resources they may be using.
Looking at the bigger picture, do we want people to rely on Google more than the Public Library? What's the relationship between Google and the Library in the future? Here's a quote I heard in session 1212 -- When is a Library not just a Library?
"Access to knowledge is the superb, the supreme act of truly great civilizations. Of all the institutions that purport to do this, free libraries stand virtually alone in accomplishing this." -- Toni Morrison
418: Community Development the Keystone to Public Libraries’ Relevance - Bill Irwin
This provoking session presented the position that public library relevance has nothing to do with Chapters and Google. Instead, according to Irwin, the key to public library relevance is community development.
Community development does not equal outreach (although that is a facet of the concept) rather it is a process of engagement and empowerment via social inclusion i.e. enabling all community members to influence the decisions that affect their lives in meaningful ways. There are many reasons to embrace community development stemming from societal changes such as the resurgence of newcomers and increasing urbanization. Such factors are resulting in greater alienation and disconnectedness within society.
Libraries have the potential for tremendous influence because they are readily accessible organizations that can directly empower the community. To do so there needs to be greater engagement with the community – via relationship development - and a supportive work environment that’s open to new ideas that may not come to fruition overnight. As we all know, it takes time to build meaningful relationships therefore community development initiatives take time to grow and flourish.
Irwin closed with an emphasis that real change requires a real purpose, not a repackaging resulting from fear. Although many of the concepts were theoretical in nature, it was refreshing to hear a different perspective on the future role and relevance of public libraries.
The session ended with audience members describing examples of community development, some of which I hope to find the time to research as potential community development initiatives for MPL.
Community development does not equal outreach (although that is a facet of the concept) rather it is a process of engagement and empowerment via social inclusion i.e. enabling all community members to influence the decisions that affect their lives in meaningful ways. There are many reasons to embrace community development stemming from societal changes such as the resurgence of newcomers and increasing urbanization. Such factors are resulting in greater alienation and disconnectedness within society.
Libraries have the potential for tremendous influence because they are readily accessible organizations that can directly empower the community. To do so there needs to be greater engagement with the community – via relationship development - and a supportive work environment that’s open to new ideas that may not come to fruition overnight. As we all know, it takes time to build meaningful relationships therefore community development initiatives take time to grow and flourish.
Irwin closed with an emphasis that real change requires a real purpose, not a repackaging resulting from fear. Although many of the concepts were theoretical in nature, it was refreshing to hear a different perspective on the future role and relevance of public libraries.
The session ended with audience members describing examples of community development, some of which I hope to find the time to research as potential community development initiatives for MPL.
Wednesday, February 11, 2009
1016: Thrilling Tales - Adult Storytime at Your Library!
The most inspirational talk I attended I was “Thrilling Tales: Adult Storytime at Your Library”. The speaker was David Wright, Readers Services Librarian at Seattle Public library. David has been hosting a successful story time for adults, where he reads a few short stories at every session during lunch time. The atmosphere is relaxed and participants are allowed to eat their lunch, knit, or perform other quiet activities as they listen. Though his stories were focused on the mystery/suspense/horror genres, he offered many suggestions on how to start your own type of storytime for adults, including an ESL version. I was surprised by the large success of his storytimes; he regularly gets anywhere from 30-80 participants. In his talk David discussed the importance of the spoken word across cultures and also ages. Many adults certainly enjoy listening to stories on CD, so listening to a story being read aloud seems natural. The talk opened my eyes to the potential for similar programs at MPL. For instance, as a member of the Inclusive Services committee, I hope to try out an ESL storytime for adults, where participants can follow along as the story is read aloud, followed by a discussion that will help English language learners with the intricacies of the language as well as pronunciation. Such a program could also be aimed at certain cultures, offered in different languages, or for those with vision problems.
Storytimes can also be useful tools to assist with readers’ advisory. For instance, in my Tea and Books program at Angus Glen, I find the participants really enjoy hearing passages read from the recommended books. Instead of just providing a description, reading a passage aloud gives them a sense of the writing and pace of the book. A storytime for adults can be a good way to promote collections. Being a library, our main goal should be to support literacy across all ages. I was really inspired by this lecture and hope to bring more literacy programs to adults at MPL.
Storytimes can also be useful tools to assist with readers’ advisory. For instance, in my Tea and Books program at Angus Glen, I find the participants really enjoy hearing passages read from the recommended books. Instead of just providing a description, reading a passage aloud gives them a sense of the writing and pace of the book. A storytime for adults can be a good way to promote collections. Being a library, our main goal should be to support literacy across all ages. I was really inspired by this lecture and hope to bring more literacy programs to adults at MPL.
#308 What They Tell Us: Listening to Your Residents
This is very useful in helping us find out what the customers really want. The presenter introduced a term “Preferred Futuring”, which means to gain input and ideas from individuals about what they prefer to see happen in the future, rather than predicting the future.
Focus group is a powerful research tool that will play a major role in the survival of public libraries. Libraries tend to do surveys to get people’s opinions while focus group can explore people’s feelings about issues, beliefs, emotions that are not expressed in questionnaires. We learned what kind of people to select for a focus group, the size of the group and what type of questions to ask.
Community needs assessments were done with three small city libraries. There were some common themes that came out of the focus groups:-
· A very high level of satisfaction with the friendliness and competence of library staff
· Wish staff would smile more
· A profound sense of the importance of the library as a community service and public gathering place
· Need to retain traditional services and strong technology
· Expansion, music and video listening/watching stations, more computers, more rooms for study, more meeting room space, a theatre and a coffee shop
· More programming for both children and adults
· Longer hours of opening
· More parking
Doesn’t this sound familiar and it’s interesting that customers think alike in other communities as well.
There were some complaints about the chairs by seniors, who wanted straight back chairs, not soft ones. Teens want distinct space, collection, environment for study and recreation.
The presenter also talked about the importance of reporting back to the participants on a regular basis and letting them know that something is implemented and any other future plans to show that you are listening. All the 3 libraries did a lot to address customer concerns after listening to them. One of the libraries weeded 8,000 titles over six months and added DVDs and CDs. As a result, circulation increased 25% in one year. It also increased hours and programs by partnering.
People love their libraries, but libraries can’t live on love alone. We need to harness the support of our community to speak up for our library. Using input effectively will ensure their needs are met in an ongoing cycle.
Focus group is a powerful research tool that will play a major role in the survival of public libraries. Libraries tend to do surveys to get people’s opinions while focus group can explore people’s feelings about issues, beliefs, emotions that are not expressed in questionnaires. We learned what kind of people to select for a focus group, the size of the group and what type of questions to ask.
Community needs assessments were done with three small city libraries. There were some common themes that came out of the focus groups:-
· A very high level of satisfaction with the friendliness and competence of library staff
· Wish staff would smile more
· A profound sense of the importance of the library as a community service and public gathering place
· Need to retain traditional services and strong technology
· Expansion, music and video listening/watching stations, more computers, more rooms for study, more meeting room space, a theatre and a coffee shop
· More programming for both children and adults
· Longer hours of opening
· More parking
Doesn’t this sound familiar and it’s interesting that customers think alike in other communities as well.
There were some complaints about the chairs by seniors, who wanted straight back chairs, not soft ones. Teens want distinct space, collection, environment for study and recreation.
The presenter also talked about the importance of reporting back to the participants on a regular basis and letting them know that something is implemented and any other future plans to show that you are listening. All the 3 libraries did a lot to address customer concerns after listening to them. One of the libraries weeded 8,000 titles over six months and added DVDs and CDs. As a result, circulation increased 25% in one year. It also increased hours and programs by partnering.
People love their libraries, but libraries can’t live on love alone. We need to harness the support of our community to speak up for our library. Using input effectively will ensure their needs are met in an ongoing cycle.
Public Libraries 2020
Sessions attended:
Session # 308
What They Tell Us: Listening to your residents
Session # 500
Creative Communities
Session # 613
Partnering for Success: Public Libraries in 2020
Opening by Marg Rappolt, Deputy Minister of Culture outlined the 2008-2009 Ministry initiatives and reviewed key program and policy activities. The $15 Million Investment in Public Libraries from the Ministry of Culture for Winter 2009 is exciting news.
http://www.sols.org/ministryprojects/$15MillionInvestment/AnnouncementWinter2009.htm
It is then followed by a panel discussion on the Ministry's recent research study prepared by Wendy Newman on current thinking on the public library of the future and its potential application in Ontario. The discussion is based on a study done by Ms. Newman entitled Third Generation Public Library: Visionary Thinking and Service Development in Public Library.
http://www.culture.gov.on.ca/english/library/Newman_study_English.pdf
The study is 61 pages long and several interesting points in the report include:
• The importance of partnership with government:
Wendy Newman foresees a greater collaboration between public libraries and the government, especially through efforts to integrate newcomers and socially marginalized people. Information from projects conducted in the past 10 years reveal the crucial role that libraries will play in meeting language and social needs of these particular groups.
• Our role in Literacy:
According to Newman, public libraries in the twenty-first century will have an important function of helping users gain a level of literacy that enable them to choose and use information to meet specific needs.
• Our role in community – a diverse community:
Newman further attests that libraries of the future are not only the source of information, but will also serve as community meeting-places in the real and virtual worlds. Physical settings of future libraries will reflect a new environment and exciting atmosphere, and will utilized research-based approaches in contributing to the real and virtual communities.
Attending this workshop and listening to visionary speakers has deepened my understanding and knowledge of the future of public libraries, especially in a city like Markham that has a diverse population.
Session # 308
What They Tell Us: Listening to your residents
Session # 500
Creative Communities
Session # 613
Partnering for Success: Public Libraries in 2020
Opening by Marg Rappolt, Deputy Minister of Culture outlined the 2008-2009 Ministry initiatives and reviewed key program and policy activities. The $15 Million Investment in Public Libraries from the Ministry of Culture for Winter 2009 is exciting news.
http://www.sols.org/ministryprojects/$15MillionInvestment/AnnouncementWinter2009.htm
It is then followed by a panel discussion on the Ministry's recent research study prepared by Wendy Newman on current thinking on the public library of the future and its potential application in Ontario. The discussion is based on a study done by Ms. Newman entitled Third Generation Public Library: Visionary Thinking and Service Development in Public Library.
http://www.culture.gov.on.ca/english/library/Newman_study_English.pdf
The study is 61 pages long and several interesting points in the report include:
• The importance of partnership with government:
Wendy Newman foresees a greater collaboration between public libraries and the government, especially through efforts to integrate newcomers and socially marginalized people. Information from projects conducted in the past 10 years reveal the crucial role that libraries will play in meeting language and social needs of these particular groups.
• Our role in Literacy:
According to Newman, public libraries in the twenty-first century will have an important function of helping users gain a level of literacy that enable them to choose and use information to meet specific needs.
• Our role in community – a diverse community:
Newman further attests that libraries of the future are not only the source of information, but will also serve as community meeting-places in the real and virtual worlds. Physical settings of future libraries will reflect a new environment and exciting atmosphere, and will utilized research-based approaches in contributing to the real and virtual communities.
Attending this workshop and listening to visionary speakers has deepened my understanding and knowledge of the future of public libraries, especially in a city like Markham that has a diverse population.
Tuesday, February 10, 2009
OLA Superconference 2009
Sessions attended by Aliki
Friday, Jan. 30, 2009
· Session 900: “Creative Communities” (Dr. Michael Bloom, All Conference Plenary)
· Session 1022: ”How to Hook Teen Readers” Allison van Diepen
· Session 1202: “Reaching Children Through New and Innovative Approaches” (TPL Staff -
watched half the session, since it covered same ground as a TPL workshop I took 2 years
ago, and slipped into the one below.)
· Session 1220: “Volunteers Needed: New Canadians and Volunteering” (London PL Staff)
· Session 1318: “Reader’s Advisory 2.0”
· I also toured the Expo and got valuable contacts for publishing houses that specialize in
areas where the MM Juvenile Collection is weak (e.g. non-fiction, curriculum-supporting
subjects written at gr. 1- gr. 3 levels).
Session 1022: ”How to Hook Teen Readers,” Speaker -Allison van Diepen
Along with “Reader’s Advisory 2.0,” I found Allison’s the most useful session that I attended. Allison writes teen books that are specifically aimed at teens who do not read, not so much because they are illiterate—though literacy is an issue—but because none of the material on the market speaks to their experiences. Her books Street Pharm and Snitch have received high praise from reluctant teen readers, as well as from teachers in inner city schools.
During the talk, Allison spoke of the characteristics of the most successful teen novels for reluctant readers. She made it clear that her audience is teens who would not read at all, if they were only given a choice of the standard school curriculum.
General characteristics of a successful novel for reluctant teen readers include the following:
a) rapid sequence of events
b) dialogue driven
c) visual (the teen should be able to “see” the scene, like a movie)
d) to-the-point description (keeping in mind a screenplay, see c))
e) shorter chapter and scene lengths
f) emotionally compelling
g) edgy and dramatic
h) deals with the “dark side” of life (the appeal is either to direct experience or vicarious)
i) should relate to teen’s lives and their direct areas of interest (especially for the males)
j) should not have literary language
k) graphic novels may not necessarily appeal, depending on the language and if the teen has been exposed to them before
Other factors in helping reluctant teens read:
a) give them a choice of titles
b) allow them to bring in a title
c) try audio books
d) try author visits using a web cam
e) try book trailers on library’s Facebook page
f) avoid using the word “literacy” since many of these teens are not illiterate
g) let teens write about themselves and their views on the library Facebook page
h) try arranging library book shelves by genres like “music” and ask teens to submit their
own playlists (contest or Facebook site)
i) arrange a teen shelf with the label “banned books” (controversy is popular)
j) offer teens an exchange of volunteer hours for writing book reviews
I found this session helpful because my branch does not have a teen librarian, although it is located next to a high school that has been branded the “toughest” one in Markham. We have plenty of teen patrons in the library, and Allison’s session gave me some ideas for collection (and even program) development.
Friday, Jan. 30, 2009
· Session 900: “Creative Communities” (Dr. Michael Bloom, All Conference Plenary)
· Session 1022: ”How to Hook Teen Readers” Allison van Diepen
· Session 1202: “Reaching Children Through New and Innovative Approaches” (TPL Staff -
watched half the session, since it covered same ground as a TPL workshop I took 2 years
ago, and slipped into the one below.)
· Session 1220: “Volunteers Needed: New Canadians and Volunteering” (London PL Staff)
· Session 1318: “Reader’s Advisory 2.0”
· I also toured the Expo and got valuable contacts for publishing houses that specialize in
areas where the MM Juvenile Collection is weak (e.g. non-fiction, curriculum-supporting
subjects written at gr. 1- gr. 3 levels).
Session 1022: ”How to Hook Teen Readers,” Speaker -Allison van Diepen
Along with “Reader’s Advisory 2.0,” I found Allison’s the most useful session that I attended. Allison writes teen books that are specifically aimed at teens who do not read, not so much because they are illiterate—though literacy is an issue—but because none of the material on the market speaks to their experiences. Her books Street Pharm and Snitch have received high praise from reluctant teen readers, as well as from teachers in inner city schools.
During the talk, Allison spoke of the characteristics of the most successful teen novels for reluctant readers. She made it clear that her audience is teens who would not read at all, if they were only given a choice of the standard school curriculum.
General characteristics of a successful novel for reluctant teen readers include the following:
a) rapid sequence of events
b) dialogue driven
c) visual (the teen should be able to “see” the scene, like a movie)
d) to-the-point description (keeping in mind a screenplay, see c))
e) shorter chapter and scene lengths
f) emotionally compelling
g) edgy and dramatic
h) deals with the “dark side” of life (the appeal is either to direct experience or vicarious)
i) should relate to teen’s lives and their direct areas of interest (especially for the males)
j) should not have literary language
k) graphic novels may not necessarily appeal, depending on the language and if the teen has been exposed to them before
Other factors in helping reluctant teens read:
a) give them a choice of titles
b) allow them to bring in a title
c) try audio books
d) try author visits using a web cam
e) try book trailers on library’s Facebook page
f) avoid using the word “literacy” since many of these teens are not illiterate
g) let teens write about themselves and their views on the library Facebook page
h) try arranging library book shelves by genres like “music” and ask teens to submit their
own playlists (contest or Facebook site)
i) arrange a teen shelf with the label “banned books” (controversy is popular)
j) offer teens an exchange of volunteer hours for writing book reviews
I found this session helpful because my branch does not have a teen librarian, although it is located next to a high school that has been branded the “toughest” one in Markham. We have plenty of teen patrons in the library, and Allison’s session gave me some ideas for collection (and even program) development.
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