Reflection on Reflective Practice

We are the heart of our communities and that only works because the people who run libraries give of themselves. They do it knowing that there will be hard days and disappointment, budget fights, and individuals whom they may not be able to reach. The best librarians make that emotional investment because they believe in the institution and the communities they serve. (Stephens, 2016).

Professor Stephens (2014) asks the following questions in his article Reflective Practice, “How did you come to be where you are in the field? What decisions did you make? If you found your way to this profession, you’re looking to help people be the best they possibly can be”. This blog post is my reflection: my reasons for choosing to pursue my MLIS, the decisions I made, and how I hope to help people be the best they possibly can be.

I have always felt connected to the library, since I was a little girl and received my own library card. I felt so grown up in that moment, the ability to sign out books and the responsibility to return them. Throughout my life the library has always been a central fixture. I became a library helper in elementary school, in high school it was a quiet spot to rest without any social pressure, in university the library was a spot for me to study. After I had children, the library became a place I could play with my children, do a craft, or participate in story time. It has come full circle and I now work at the library. Shortly after beginning my new position at the library I knew I wanted to become a librarian.

I aspire to be like the librarians I met over the course of my life, the ones that gave themselves unconditionally to make my experiences wonderful and memorable. I want to become a librarian so I can give back to my community. My two passions are books and people and the library gives me the opportunity to be with both of my favourite things. I want to provide exceptional customer service to my library customers. I want to help them explore, discover, and find answers to their questions. I want to provide the community with opportunities they may not have otherwise, or maybe didn’t even know about. I want them to feel the same way about the library as I do.

The Hyperlinked library is a vision for what every library can be. It is a vision that I aspire to meet someday in my professional career. It is making connections with people and giving them the tools, information, social interaction, they desire in a safe and welcoming environment. The Hyperlinked library is learning how to engage and enlighten our users either in a virtual or physical space and providing an opportunity for human connection, creating conversations (Stephens, 2010). Librarians can beat competitors, like Google, by providing human connection, a warm smile and a friendly welcome.

The library is evolving. It is a space for learning, exploring and discovering, not only with books but with computers, 3D printers, media rooms, maker spaces, meeting areas and so on. It is also a place where everyone is allowed to play equally. Libraries make technologies available for all people;  those that may not have access, or those that do have access but are limited by rules that inhibit creation. The library gives “equal access to all that stuff” and it does it in an environment where no one is judged, graded, or limited (anonymous, 2016). The librarian can offer people a space to learn on their terms, there is no assignment, or telling users what to do, people are able to discover things for their own pleasure or joy. Playing is encouraged in a Hyperlinked library, because through play people become curious and experiment with things (Fallows, 2013).

I end this post with a lengthy quote because I want to remember these words when I am working in my chosen profession. When people complain or moan, they are giving you a chance to do something about it….I want to DO something about it, I want to help.

Every day I help people and wonder what on earth they would do without us. Libraries are an essential service. I know this because most of the people I help never thank me or my colleagues, or even acknowledge us. Why? Because they don’t need to. The funny thing with essential services is that they’re taken for granted. A successful day in the library is one where people complain, like they would with any other local authority service. The Wi-Fi isn’t good enough; there aren’t enough academic texts; it’s too cold; it’s too loud; I don’t know my email password; why don’t you have this book? I love it. Complain and moan all you like – it’s your library service. It’s for you: take it, have it, use it. I’m your public librarian and this is your public library, and these are the hallmarks of public service. (Anonymous, 2016)


Anonymous, (2016). Who would be a librarian now? You know what, I’ll have a go.

Fallows, J. (2013). The Art of Staying Focused in a Distracting World.

Stephens, M. (2010). Goals of an LIS educator.

Stephens, M. (2014). Reflective practice.

Stephens, M. (2016). Talk About Compassion.


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Virtual Symposium – Hyperlinked Experience

Hello Everyone,

Here are the links to my Virtual Symposium, fingers crossed all works well.

Please click the link to my Voice Thread

1) embedded in my piktochart





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Director’s Brief

INFO 287 Directors Brief

Hello Everyone,

The Hyperlinked library is a place where users can play and explore with new technologies. The Hyperlinked library provides information, devices, and tools for all community members. Gamification is one small piece of the Hyperlinked library. It is a tool libraries can incorporate as a way to engage users with their services. Gamification provides a fun and interactive experience for community members but can also teach information literacy to library users. Libraries are no longer gatekeepers of information but gateways, connecting people with technology and information in a different way, allowing people to play in a safe and collaborate space. Gamification adds to this by providing an unique learning opportunity to the library, offering them a space to discover for their own pleasure or joy.


April 27, 2017 · 4:15 pm

Reflection Blog #5 Learning Everywhere

Be the change. Be a model for all of the characteristics of a 21st Century information professional. Move effortlessly in the networks of your PLN, sharing, learning and growing. Pay it forward. Promote discovery, curiosity and creativity to your students and do everything in your power to give them the tools to do so. (Stephens, 2012).

Professor Stephens shares with us two examples of resistance in the Module12 lecture. The first was a librarian who explained that they were unable to adapt new technologies in the library because they were still showing users how to use a mouse. The second was a librarian afraid the sewing machine would break and she wouldn’t know how to fix it. Both of these examples indicate to me that these librarians are afraid of change. Professor Stephens acknowledges change is a concern for librarians because technologies change so quickly and it is difficult to keep up. However, if libraries are to remain relevant, librarians will need to learn, explore and play with technology to meet the increasing demands of the customers. Change is a concept explored by Casey and Savastinuk in their book Library 2.0. They state that Library 2.0 is a model of constant and purposeful change (p.5). Change is vital to the evolution of libraries so that we can reach out to new users, build new services, and respond to our customers demands (p.37).

When Devil Advocates speak out against change and dampen imagination or possibilities, we need to remind ourselves that these folks are expressing their fear. Some ways to overcome fear, especially if it is related to technologies is to play. Through play we can learn, teach, and become less frightened of technology (Stephens, lecture and 2012). As Michael Stephens states “Rapid technological advances continue to change the way we communicate, share and learn”. Change is a constant, librarians and teachers must accept this as our children navigate the technological world.

The tools may change—many of the more recent programs have added Twitter and Facebook—but the goals remain the same: library staff should explore, work together to play with emerging technology, reflect on the usefulness of those tools, and examine their application in information settings. (Stephens, 2011).

Not only librarians need to adapt to the new emerging technology world but teachers too.

I was speaking with a teacher this weekend who was discussing technology in the classroom. He had given his grade one students a writing assignment to complete and one student had difficulty spelling a word. The student raised her hand and asked the teacher how to spell the difficult word. The teacher asked if the word was a sight word, ‘No”, he asked if the word was spelt somewhere in the classroom, ‘No”, and then the teacher asked the student to use their learning skills to spell the word, meaning to sound the word out. The student reached for her mobile device, and asked Siri how to spell the word. As an information professional I was super excited about this solution because the student knew where to get the information and displayed some technical skills to find the information she required. Of course the teacher had a whole different perspective. But isn’t that the world we live in? I mean at one time the student would have consulted a dictionary, but now we have Siri!

My youngest struggles with reading. She loves books and stories but she is reading at a much lower ‘grade level’ then she should be. As a parent I am not concerned because I know there are many different technologies that can help her. I am also not concerned because she has a wonderful imagination and can take any picture book and tell you an amazing story by looking at the pictures. Yes, she does not read the words on the page but her story is beautiful, imaginative, and funny. She uses Google Read and Write to help her with her school work. Technology has helped her not fall behind in her classwork and maintain her grades.

And let’s look at learning from an adult’s perspective. This weekend our alarm system was indicating “trouble’, the ‘intake’ light on our dishwasher was blinking, and our shower tap was leaking. Thank goodness for Youtube and handy people that want to help others. My husband was able to watch Youtube videos in the palm of his hand, learn how to diagnose the causes, and eventually fixed all these problems! Saved us a lot of money too!

So what does this mean for library’s?

“Developing skills for sharing information in various media beyond traditional written text is also growing in importance” (Lippincott, 2015).

A library is becoming a place with accessible information, devices and tools. Libraries are no longer book warehouses, they are spaces where early literacy skills are developed through play (Bookey, 2015, para.4) Libraries are community hubs, connecting people with different skills and asking them to play and create in a safe and collaborate space (Nygren, 2014). Libraries are classrooms and the best part is….librarians do not assign a grade to creations, they just provide the necessary equipment and let the users’ imaginations do the rest.


Bookey, J. L. (2015). 8 Awesome Ways Libraries Are Making Learning Fun.

Casey, M. E., & Savastinuk, L. C. (2007). Library 2.0: A guide to participatory library service.

Stephens, M. (2011). Lessons from learning 2.0.

Stephens, M. (2012). Learning everywhere: A roadmap.

Stephens, M. (2014). Library as Classroom.

Stephens, M. (2017). Lecture: Hyperlinked library: Library as Classroom. Retrieved from Lecture Notes Online:


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Reflection Blog #4 Mobile Devices at the Library

I have a smartphone. I can usually find it sitting on my kitchen counter, the battery dead, the phone line quiet. I pay a monthly fee for this service (crazy, I know). I am one of the few people that is not connected to my phone, it is not an extension of myself. Although I am the minority, as it is expected by 2020, three short years from now, 50 billion mobile devices will be connecting people worldwide (Stephens, p.1). I believe it, we have probably already reached that number. As I examine the people around me constantly checking their phones I sometimes feel as though I am missing out. I am not anti mobile devices, I just find that I can easily get distracted with ‘me time”, responding to texts and playing candy crush, which takes precious time from my children, my studies, my life which I cannot afford to lose (Stephens, p.4). Maybe after graduate school I will recharge the battery and become part of this technical world where information can be retrieved in the palm of my hand.

After reading the articles in Module 10, I got really excited about the future of mobile devices and what this means for information professionals. I do not view them as a threat, instead I look at mobile devices as an opportunity for libraries and librarians to meet users information needs in a whole different realm. I especially enjoyed the article on Beacons. My marketing/retail background kicked in and I could imagine all sorts of possibilities Beacons could be used for. They can target specific audiences and promote services, products, information, and programs. Promoting the library to people through their mobile devices; which they can save the information or pass along to a friend, is a wonderful marketing tool to promote the many activities occurring at the library. I have always thought our library could do a much better job at marketing their programs. The librarians put so much time and effort into their events and it’s such a shame when just a handful of people attend. I am always reminded of my marketing manager saying “It’s great to throw a party, but who did you invite?”. Meaning you can have the best planned event but if no-one shows up then it was meaningless. Well, beacons could help spread the word of the many great events occurring at the library.

Another opportunity to spread the news about all the wonderful programs occurring at the library is through library Apps. I love my library App. My family checks it daily, mostly to see the new release items. But I think apps make it real simple for people to check out all the cool things at the library. The key is to make the App fun, easy, and interactive. Every library needs an app that customers want to check daily to learn about fun activities and collections at the library.

Now to switch gears for a moment because this module also brings to mind a conversation occurring at my library. Customers have downloaded their library card onto their mobile devices and present their mobile phone to us instead of their physical library card when checking out resources. Library management is currently reviewing the library’s  ‘check out’ policies and this is being considered. The question is “Should every library customer have to provide their physical library card or is it acceptable to use their mobile device to check out materials?” My husband recently discovered an App which stores all his cards into his phone. He thinks this is marvellous because he does not always carry the appropriate loyalty cards with him, but he Always has his phone. If he, someone I would not consider very technical, has discovered a use for this App, then I would expect many more of our customers will be checking out books via devices. Personally I do not see a difference between presenting a library card or your phone with your library number. The argument is that if someone wanted to use Visa or MasterCard they would be expected to show their card. Phones seem to have many security features, password or thumb print protection, which in my mind, be good enough to ensure the person is checking out items to their own card. We’ll see how this conversation unfolds at the library.


Stephens, M. (2015). Serving users when and where they are: Hyperlinked libraries.

Enis, M. (2014). “Beacon” Technology Deployed by Two Library App Makers.


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Emerging Technology: Audio Equipment/Studio

The inspiration of incorporating an audio studio into the public library came after reading about two innovative libraries. The Edmonton Public Library is leading the way of the future of libraries by providing space to spark creativity and allowing customers to try out new technology. They created a maker space which includes, computers, gaming stations, a 3-D printer, but also a sound recording studio (para. electronic EPL). Anythink, a great example of implementing 2.0 initiatives, incorporated a studio into their space to promote relationships between the library, teens, and local artists within the community. Both libraries are great examples of their commitment to participatory service.

The library where I work is exploring ways to engage the large teen population that visit the library regularly. Currently, we offer a very small space for teens to congregate and limited programs to keep their interest. As our library approaches 2.0 we are considering opportunities to engage teens that will build lifelong relationships with the public library. The purpose of the audio studio is to bring teens and young adults together to explore their creativity in a safe and welcoming environment. The plan is to begin small, by incorporating audio equipment at a minimal cost, and then to build large by constructing an audio studio.


According to Lee Rainie,  director of internet, science and technology research at Pew Research Center (2014), teens desire new technologies. Therefore, the main target population will focus on adolescents and young adults. The intent of the audio studio is it to provide new services in a welcoming, creative space for teens to explore, learn and engage with audio technology. The library anticipates the space and technology will ultimately give teens an opportunity to express their creativity. There is also the expectation the audio technology may bridge the generational gap by bringing in community members such as; local news people, actors/actresses, people who record for audiobooks, sound technicians, and musicians to demonstrate and mentor recording experiences for our teen and young adult users. Pam Sandlian Smith (2013), the director of Anythink, highlights the success of library studios in her article Architects of Dreams, “…the project wasn’t about computer equipment. It was about creating an environment where teens could grow sustained relationships with mentors, and over time develop an interest or talent” (para. Library as Studio).

Although teens and young adults are our target population, we do not want to limit the space to only adolescents. All members of the community can utilize the space. Local history projects can use the audio technology to document stories from members of the community and archive them for future use. Parents and grandparents may use it to record stories for their young children. Local musicians may use the technology to make recordings as there is currently only one recording studio available in our community. As well, our library could partner with the local college as they offer the “Music Industry Arts” program. The possibilities and creative avenues available with the audio technology are endless.


CONVINCE inspiring, brilliant, energetic adolescents THAT BY exploring, learning and sharing their creativity THEY WILL give voice to their stories and talents WHICH WILL be performed, shared, and celebrated BECAUSE the library is a place where imagination will lead to possibilities, wonder, and magic.


Libraries, once a place for books, is changing. As collections decrease, libraries are utilizing their space to give people access to the digital tools required in an age of technology. Libraries are transforming from ‘house of knowledge” to ‘house of access’ where the library has evolved into a place where people can access resources and information they previously could not; where they can create, explore, and learn (Zickuhr, 2014, para. 2)

Incorporating digital media into library space is not a new concept, many libraries have already completed this with great success. The Public Library of Charlotte and Mecklenburg County created Studio i to bring teens together to tell stories through music. They have had great success with their program because it allows teens to express themselves in a new way using technology (Czarnecki, 2009, p.198).

Telling stories is an important aspect of utilizing media in libraries. RadioActive Youth Media is a program facilitated by KUOW Puget Sound Public Radio. Their mission is to support teens by providing radio journalism workshops that focus on telling individual stories. Storytelling can be a powerful experience. As Asarnow (2015) states “Being a witness to someone’s story changes your life. Telling your own story changes your life. Hearing stories changes lives” (p.14). Although RadioActive is a recording studio, they share many similarities with libraries. Rob Thomson (2017) concluded in his article, When the Library Met the Recording Studio, both libraries and studios enjoy quiet and both are creative industries. Therefore, libraries may want “…to get out of our library-land and engage with other creative industries” (p.21).  By partnering with local radio stations and recording studios, libraries can provide new and exciting services for their customers.

Examples of libraries which have incorporated a media room into their space with great success:

Anythink, The Studio

Edmonton Public Library

Halifax Public Library

Toronto Public Library


Public Library Mission

The Library is a community-based, accessible centre that responds to changing needs by providing up-to-date resources in a welcoming environment.

Public Library Vision

Your Destination for Discovery.

When making new policies or guidelines, it is good practice to research other library policies regarding the new service and model a policy based on that research. The policy should also be a collaborative creation by all those who will use or provide the service involved in the policy making decisions. For the audio equipment/studio, this would include management, board members, librarians, and community members. Many libraries have already implemented an audio studio or media room into their library space, consequently it is easy to look up and consult  their policies to provide a foundation for our own. I would like to see the policy to include four basic elements:

  • Respect for others and equipment
  • For privacy reasons, all files will be wiped from the software, must provide own storage device
  • May need to limit the amount of people in the audio room
  • Copyright laws


Overall Goal – Build a creative space for audio discovery, exploring, and sharing within our community.

Short term goal (two months) – Avoid techno-hesitation by providing microphone, computer, software, and recording space in our current meeting room for immediate use (Stephens, 2012)

Considering we already have the space, a MacBook, and free software, we can begin using this technology once we purchase a USB microphone. This will allow the library to test technologies, determine community needs, and account for all costs before implementing the long term goal.

Long term goal (three years) – Create an audio studio in the new library 2.0 space.

Objective 1: To create a media studio that will encourage tech-savvy youth to delve into their creativity in turn increase teen and young adult customers by 20% by 2020.

Objective 2:  To utilize new audio equipment to bridge the generational gaps by introducing recording technology that will appeal to all age groups and encourage mentoring.


Funding the audio equipment (short term goal) will come directly from the approved 2017 budget. The library already has a MacBook as well as a meeting space that can be used temporarily until the audio studio is completed (3 years). A Yeti USB microphone silver can be purchased on Amazon for $189.99 CDN Prime. Free software, such as GarageBand, can be used to get a sense of the community needs. The library would have to pay staff hours to train and run the program.

Funding for an audio studio would require a much larger budget. Funding would be necessary for the construction of the room, purchasing audio equipment (Komplete Audio Interface, cables, soundboard), installing furniture, accommodating staff hours, training staff and volunteers, marketing the room, covering overhead (electricity, internet, apps, software), and buying accessories (microphone filter, microphone stand, instrument adaptor). As well, based on the trial period results (short term goals), the community may determine that they require instruments such as keyboards, drums, etc. A budget at this scale would need to be approved by the library board and city council. The library would have to initiate fundraising and explore possible grants and donations to build this space.


The prototype for the audio studio is allowing access to the audio equipment. Setting up the computer, softwares, and to-be-purchased microphone in the meeting room will allow the library and community to test, explore, and engage with the audio technology before proceeding with the construction of the audio studio. This can be achieved with little additional expense. It will give everyone a sense of the creative possibilities available to adolescents using this form to express themselves. Completing this stage will take approximately two months, will only need to be approved by library management, and available librarians can arrange program times within their existing schedule.

Implementing the long term goal of designing an audio studio, will be a considerably larger project with considerable more expense. Many people will need to be involved not only with the planning, but with designing, budgeting, marketing, and training. The community, library staff, library board, and city council will all need to agree throughout the process to ensure everyone is committed to seeing the project complete. The alternative plan, should the audio studio not be constructed, is to continue to offer the audio equipment in the meeting room as a temporary set up to allow our target audience to express their creativity.

Below is an outline of considerations for the audio studio:

Long Term Goal Implementation: Create an audio studio in the new public library space

  • determine librarian(s) to oversee the program (January 2018)
  • establish a grant writing team to begin looking at possible grants to support initiatives (January 2018, ongoing)
  • determine needs of audio room (windows, electrical outlets, open space, chairs, blank wall, sound proofing)
  • seek estimates to construct audio room (March 2018 – October 2018)
  • design a budget based on construction estimate, audio equipment (Komplete Audio Interface, cables, turntable), furniture, staff hours, training, marketing, overhead (electricity, internet, apps, software), and accessories (microphone filter, microphone stand, instrument adaptor) (December 2018).
  • present proposal, goals, objectives, and budget to board for review (January 2019)
  • present proposal, goals, objectives, and budget to city council for approval (February 2019, city council budget meeting)
  • once budget and grants have been approved, begin construction (June 2019)
  • decide on a marketing team (June 2019)
  • begin planning grand opening (June 2019 – August 2019)
  • decide how to staff audio room (August 2019)
  • develop marketing strategies to promote event to target audience and community members (September, 2019)
  • begin training librarians and teens to use the technology (especially if Staffing Possibility Four is implemented) (September 2019 to December 2019)
  • invite target audience to the event (create posters, invitations, post on website, word of mouth, bookmarks, pamphlets) (November – December 2019 )
  • Begin booking/reservations for the event (or maybe it is drop in) (November – December 2019)
  • host and celebrate grand opening (January 2020)
  • continually evaluate the program


There are four considerations to approach staffing for both immediate access to the recording technology (short term goal) and allowing the public access to the recording studio (long term goal).

Possibility One: Provide a schedule as to when the audio equipment/studio will be available. Staff will only be available at specified times.

Advantages: Staff will be available to answer questions and oversee the proper use of technology. Times will be convenient for the library, may not need to add extra staffing hours for a librarian.

Disadvantages: Times may not be convenient for the customer, the customer may feel monitored and may inhibit creativity. Lack of customer privacy.

Possibility Two: Ask users to book the audio equipment/studio room. Schedule staff based on needs of the user.

Advantages: Room will be available when the customer requires it. Staff will be available to answer questions and oversee the proper use of technology.

Disadvantages: May need to add additional staff hours to meet the needs of the user. Customers may still feel monitored, may inhibit creativity.

Possibility Three: Access audio equipment/studio room with library card. Staff may not necessarily be available to monitor room. User will be responsible for handling equipment properly and responsibly.

Advantages: Accessible when customer needs the room, may freely express their creativity. Respect of customers privacy. Will not need to add extra staffing hours as the room will always be accessible. Usage of room can be tracked through library card.

Disadvantages: Damage to equipment, risk of improper use. Training may be needed before user can access the room.

Possibility Four: Allow teens to staff and manage the audio equipment/studio. Give adolescents an opportunity to earn volunteer hours by providing workshops or hands on training to their peers and other users. Give them the Power!

Advantages: Teens will gain experience running and monitoring the audio room activities. Less librarian staff hours required. Freedom to express themselves and their creativity. Builds a trusting relationship between youth and librarians.

Disadvantages: Training will need to be provided. Librarians may still need to provide additional staffing during hours which cannot be covered by student volunteers.

Possible Solutions for Audio Room considering staffing issues and customer use:

Solution One: Create the audio studio with open windows. This will eliminate the need of having the librarian in the physical space. The librarian can still provide assistance while monitoring the activities. The public may also monitor the room which in turn may help promote the resource and generate interest and excitement for it.

Solution Two: Train all staff members on use of equipment; librarians, circulation and pages. Everyone can assist and will eliminate scheduling extra staffing hours.

Solution Three: Provide training for users or hang clearly written posters, ‘how to’s’, in room for ease of use.

Solution Four: Install a security camera in the audio room, however, this may impact customers’ privacy.


In the short term (two months), training will be required for the librarian(s) who will oversee the program. The long term will require every librarian to be trained properly to use the technology. Once the audio studio is completed, I would recommend all staff, circulation and pages, are trained incase assistance is needed. Additional training will be required for adolescents and young adults if the library chooses to allow teens to manage the audio room. Ongoing hands-on training will be provided for the users during the short term initiative.

The training will be provided by our emerging technology librarian. She will put together a training package and begin implementing it with our users once we have set up the equipment to achieve our short term goal. After the library opens the audio studio, training classes may be considered to teach customers how to use the technology. This would be assessed depending on the community demand and need. The training would involve how to use the space, how to use the recording equipment properly, and a demonstration of the technology.


In the infancy of this program, marketing will be imperative to ensure the success of the program, especially during the trial period temporary installation. Posters, handouts, and bookmarks, can easily be printed and displayed throughout the library advertising the audio equipment. However, I think to reach the target audience, it would be best if demonstrations of  the audio equipment were taking place while the teens were in the library. As our library is adjacent to both a high school and public school, many students come into the library at lunch time. This would be an ideal opportunity for the librarian(s) to have the equipment set up in a very public area (main lobby) of the library and demonstrate the features while engaging and encouraging adolescents to play with the technology. If the teens can see it, touch it, and begin to notice the ‘cool’ things they could do with it, they would be inclined to spread the word amongst their peers.

Marketing the technology service to our other customers could easily be done by posting an advertisement in our local community magazine and by ensuring the library’s website, blog, and Facebook page all mention, discuss, and reflect the technology and how it is being used at the library. Of course, once the audio studio is constructed, that will draw a lot of interest from our community. To market outside of our library, librarians can promote this service with their outreach partners; school visits, MotherGoose, nursing home visits. As well, our local newspaper and local radio station would most likely feature the audio room once completed.


The library outcomes are:

  • 20% more teens and young adults will use the audio equipment to explore their creativity
  • Library customers will know about the audio equipment/studio available in the library
  • The new technology will create opportunities to close the generational gaps

Evaluating in the beginning stages of the program would be essential as this is both the library’s and user’s opportunity to discover the community needs the technology is capable of meeting. During these early evaluations, librarians would want to look for growth opportunities, strengths and weaknesses, determine best software/tools/equipment, make changes and adjust to meet needs and test technologies. Therefore, when the audio studio opens most obstacles will be worked out and the community/librarians will have a sense of what to expect.

There are many different methods which can be implemented to collect data and information to determine the success of the program. Statistics can be used to determine if there has been an increase in the amount of teens and young adults using the library. The stats can be obtained through sign in/sign up sheets, or tracking by librarians. Statistics can also be gathered from how many customers in general used the new audio equipment/studio. Programs which encourage adults mentoring teens can be tracked along with attendance at each session. Questionnaires and/or informal interviews can be conducted at the end of each program to determine if needs were met. Lastly, suggestion cards can be kept in the audio studio. Evaluating the program will be ongoing to confirm the library is continually meeting the needs of the users.


Once the audio room is established it may evolve into a media room which will allow for video recording. I would recommend, when planning the space, to keep options available for this possibility. For example, the room may require space for a green screen, or maybe a stage for filming.


Asarnow, J. (2015). KUOW’s radioactive youth media. Young Adult Library Services, 14(1), 13-18. Retrieved from: YALSA.htm

Berry III, J. (2014). 2014 Gale/LJ library of  the year: Edmonton public library, transformed by teamwork. Library Journal. Retrieved from: 2014-galelj-library-of-the-year-edmonton-public-library-transformed-by-teamwork#_

Czarnecki, K. (2009). Mentoring over movies and music: Studio i-Style. Voice of Youth Advocates, 32(3), 198-199. Retrieved from:

Dr. Martin Luther King , Jr. Library. (2016, July 29). Recording studio policy. SJSU. Retrieved (March 8, 2017), from: policy

Laerkes, J.G. (2016). The four spaces of the public library. IFLA blogs. Retrieved from: http://

Rainie, L. (2014). 10 facts about Americans and public libraries. Pew Research Center. Retrieved from: public-libraries/

Sandlian Smith, P. (2013). Architects of dreams: Anythink’s Pam Sandlian Smith on the power of  children’s librarians. School Library Journal. Retrieved from: 2013/05/public-libraries/architects-of-dreams-pam-sandlian-smith-on-the-power-of- childrens-librarians/#

Stephens, M. (2012). Taming technolust: Ten steps for planning in a 2.0 world. Retrieved from: world-full-text/

Thomson, R. (2017). When the library met the recording studio. InCite, 38(1/2), 21. Retrieved from:

Zickuhr, K. (2014). Public libraries and technology: From “houses of knowledge” to “houses of access”. Pew Internet. Retrieved from: libraries-and-technology-from-houses-of-knowledge-to-houses-of-access/


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Reflection Blog #3 A Mother’s Confession

A few weeks back, I woke up in the middle of the night in a panic. I had made a mistake and I needed to correct it. I rushed down to my computer in attempt to fix my error. Before I reveal my faux pas, let me give you some background.

As a parent I am very concerned about my children’s on-line presence. I monitor their usage, the websites they visit, the apps they download, I review their history and I have many discussions about their on-line safety. I also have their devices directly linked to my computer so I can monitor their online activity. They both have a account. This is an app that the kids can make and post music videos of themselves. The app allows them to follow and add friends and you can ‘heart’ your favourite videos. We have had many discussions about what is appropriate to post and I review each video before they are posted. It’s amazing to find ‘identifiers’ that are overlooked in each video. I have seen my son’s name, wearing a team shirt that explicitly states the city we live in, license plate numbers, our street sign, and many more. Each time I find an identifier, I review with them why this is not acceptable to post and the video needs to be re-done. This, as you can imagine, causes many tears and frustration “You are so mean!”, “Do you know how long it took me to get this video?”, “Why can’t I post it, it goes by so fast no one will be able to see that”.

So here’s my confession, I am a hypocrite. Our very first post was an introduction and despite Prof. Stephens warning that our blogs would be accessible on the internet I went ahead and told the world that I have two children…. and I gave their names…. and I posted a picture of them…. and if that wasn’t bad enough, I also told everyone where I live. Yep, I didn’t follow my own rules “Do as I say not what I do”. I have no defence, seriously, I was just not thinking. I have gone back and revised my introduction by eliminating the identifying information (I left the picture), but it’s probably too late (once on the internet always on the internet). So there you have it, how easy it is to share too much, how easy it can be done.

After reviewing the PEW research it is comforting to know that many parents are like me, concerned about their children’s safety and take proactive steps to ensure their children understand privacy and the dangers of revealing too much in a public form. It is reassuring because my children are very quick to show me what their friends can post on the internet. Now I can direct them to Monica Anderson’s article and state my case: I am not “the most unfair parent in the whole world”. But who is checking up on me…..?


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Reflection Blog #2 – Community Service

Serving my community. Those three words sum up the reason I want to become a librarian, but how do I go about serving my community?  There are many different ideas suggested in our readings; Minecraft, pre-natal care, kitchens, an idea box. All of these are exceptional ideas and meet the needs of the communities in which they serve. But will they work in my community, will these programs address a need in my community? A. Schmidt, in his article “Asking the Right Questions”, suggests that the best way to meet the community needs is to ask. However, he suggests that librarians need to ask the “right” questions. It is not a matter of approaching users and asking them how the library can serve them, or what program could the library offer to meet a need that is not being currently met. Instead it is asking open ended questions that are personally related to them. Some examples are: What did you do this weekend? What is a hobby you wish you had more time for? Where do you like to travel? and Tell me about a time when you were focused and lost track of time? (Schmidt, 2016, para. Public Perception)

As a Page I have an opportunity to observe the librarians in ‘action’. Many of the librarians that work at this small library have gone beyond customer service and have formed lasting relationships with our library customers. These are the librarians I aspire to be like. They not only know the first name of almost everyone who walks through the door but they also know their parents, children’s, and sometimes even pet’s names. The librarians have been known to bring flowers to some of our customers on their birthdays, give get well cards to someone who is sick, save a special craft for a child that they know would love to do it but wasn’t able to attend the program. My point is that they have a relationship with the community members, or as Sally Pewrainangi (p.10) would call it,  “Customer Intimacy”, and have asked the questions A. Schmidt outlines….and it works! By getting to know the members of the community, asking these types of questions, and listening to the responses, the librarians have implemented many programs or services to meet the community’s needs.

Here is a list of services we offer because the librarians asked these types of questions:



Mind Power

This is what I love about working at the library and the future of library 2.0, the sky is the limit. The possibilities are endless and we can provide anything if we take the time to ask the ‘right’ questions and listen to our communities responses (I realize funding is a requirement, but a girl can dream).  A simple remark can grow into a very successful program. As A. Havens (2014) states, “if we take care of our community, our future will ultimately take care of itself”(p.6)

Schmidt, A. (2016). Asking the Right Questions.

Havens, A., & Storey, T. (2013). From community to technology…and back again: Part 2, The networked library.

Pewrainangi, S. (2014). A beautiful obsession.


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Context Book Description – Quiet

Quiet: The Power of Introverts in a World That Can’t Stop Talking by Susan Cain

The book, Quiet, explores the question; “Why does society undervalue the traits of introverts when so many self claimed introverts have contributed greatly to civilization?”. Einstein, Rosa Parks, van Gogh, were a few people mentioned in Susan Cain’s book that displayed numerous introvert characteristics, and yet all greatly impacted on many changes in the world. Cain examines the negative implications of creating a society which cherishes and encourages extrovert personalities while ignoring the insight of introverts; specifically examining why schools, businesses, and religions favour extroverts while overlooking introverts and their contributions. She argues that introverts have learned how to fake the more appealing characteristics of extroverts but by doing so, have lost themselves. Cain believes “…a greater balance of power between the two types” would improve organizations and society, but also people in general would have better relationships (p.269). As Libraries evolve into Library 2.0, it would be wise to be cognitive of these differences especially when implementing changes to the library’s internal and external structures. Extroverts and introverts have different preferences when sharing information and as information professionals we should be aware of these differences so we can create inclusive spaces for everyone in our communities.

Susan Cain uses a phrase “New Groupthink” to describe a phenomenon that places a large value on teamwork. This concept is derived from Warren Bennis, “None of us is as smart as all of us” (p.75). Unfortunately this new concept can lead to lower productivity. There are many reasons for this outlined by Cain: some individuals allow group members to do all the work, only one person can discuss an idea at a time, fear of looking stupid in front of group members, and the group can change individual perceptions (p.89-90). Introverts actually prefer to work in solitude. When working independently individuals have an opportunity to engage in ‘Deliberate Practice’. Studies indicate that individuals that work and practice in solitude achieve greater results because they are able to concentrate without interruptions, are motivated to learn, and can work on the task most challenging to them (p.81). Cain is not suggesting teamwork be replaced with solitary work. Instead she argues the solution to more productivity is a balance between the two, “… to create settings in which people are free to circulate in a shifting kaleidoscope of interactions, and to disappear into their private workspaces when they want to focus or simply be alone” (p.93-94). So how do these concepts apply to libraries?

Libraries are in a state of transition. They are no longer just a quiet place for study. Cafe’s, computer terminals, meeting rooms, Maker spaces, seem to be replacing the quiet space of libraries. To demonstrate the new library space, Jasper Visser describes his experience at the DOK library,  “…I realized I was speaking aloud, walking around purposefully and freely interacting with the environment. The library’s colourful interior seems to encourage interaction” (para. 3). However, many people still use the library for studying or to find a quiet place to read. This is where information professionals need to find a balance. Libraries need to provide the new interactive services in order to remain relevant in their communities but they should still consider having space for more traditional library activities.

Schwartz (2013), describes a library where balance between open interactive spaces and more quiet solitude spaces was a priority. The library she is referring to is James B. Hunt Jr. Library at North Carolina State University. Library users will find space that not only encourages collaboration and creativity but also more traditional space for reading and reflection. The library understands extrovert and introvert needs and created space within the library for the two different types. Amongst all the rooms designed for interaction, there is also a Quiet Reading Room; more traditional with high shelves and private space for those who wish to work independently. There is also a meeting room surrounded by glass but the glass can change to opaque, blocking observing eyes. These spaces are ideal for introverts.

Information professionals should also evaluate their OPAC’s and websites when looking at merging both extroverts and introvert preferences. Casey and Savastinuk describe Participatory Web as an opportunity for users to actually participate in the creation of library web pages and OPAC’s. This is an important piece of the Library 2.0 philosophy, we must seek user’s knowledge to reshape and enhance library services (p.59). Interestingly, introverts are naturally drawn to technology and are motivated to use technology to contribute to the broader good of their communities. According to Cain introverts “…welcome the chance to communicate digitally…The same person who finds it difficult to introduce himself to strangers might establish a presence online…” (p.63). Many OPAC’s now enable user generated metadata. This allows users to add tags or write reviews on library catalogues, which can then be shared with their communities.  Ironically, studies show that success of user generated metadata largely depends on “crowdsourcing” a concept similar to “New Groupthink”.  The tagging practice is more successful if a large group of participants add terms to the OPAC (Anttiroiko & Savolainen, 2011, p.172). However, according to Cain, introverts are more inclined to share their ideas and thoughts using technology. Therefore, technology could be the ‘balance’ when discovering the information needs of introverts.

Lastly, libraries should examine introverts in the workforce. According to Cain, between one third and one half of the workforce is introverted. For Library 2.0 this means being aware of how introverts work best. Introverts prefer to work alone on an idea, strategize, and solve complex problems before meeting with a group (p.265). They also prefer relaying their ideas through technology, possibly e-mails, rather then presenting their ideas to the group. Also, working space should be considered. There should be private, closed off working areas that allow thinking and problem solving (p.85). When working with teams, which is very much encouraged in library 2.0, introverts prefer small groups, two or three members with a combination of introverts and extroverts. As Cain points out:

“The way forward, I’m suggesting, is not to stop collaborating face-to-face, but to refine the way we do it. For one thing, we should actively seek out symbiotic introvert-extrovert relationships, in which leadership and other tasks are divided according to people’s natural strengths and temperaments. The most effective teams are composed of a healthy mix of introverts and extroverts, studies show, and so are many leadership structures.” (p. 93).

I was intrigued by this book because I have always classified myself as an introvert. I am a thinker and prefer quiet space to reflect. Cain’s book is enriched with insights to the private world of introverts. I have included a video to capture more of her ideas on introverts and their positive contributions to organizations and society.

This is my first attempt creating a video, EVER (well actually I had to record it many times to get one that I was somewhat satisfied with). I apologize for making you all guinea pigs as I experiment with this technology.


Anttiroiko, A. & Savolainen, R. (2011). Towards library 2.0: The adoption of web 2.0 technologies in public libraries. International Journal of Libraries and Information Services, 61(2), 87-99. DOI: 10.1515/libr.2011.008

Cain, S. (2012). Quiet: The power of introverts in a world that can’t stop talking. New York: Crown Publishers.

Casey, M.E., & Savastinuk, L.C. (2007). Library 2.0: A guide to participatory library service. Medford, N.J.: Information Today.

Schwartz, M. (2013). Tomorrow, visualized.

Visser, J. (2011). DOK Delft, inspirational library concepts.


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Reflecting Blog #1: Foundational Readings- Change

Library 2.0 is not about the latest technology, it is about knowing and understanding your community/customer. It is about providing services that will meet users needs, keeping an open mind, brainstorming ideas, asking for feedback and providing services that matter to the the community/customer. As Michael Stephens so eloquently stated, “the library is human’ (2006).

As a future librarian I am eager to begin my journey and bring libraries, information, and technology to current and future library users. I have witnessed huge changes in school, academic, and public libraries. I have witnessed how each library has adapted new ideas to ensure users are engaging within library spaces. I am incredibly lucky to be able to embark on this adventure and be part of the changes moving forward as libraries prepare for Library 2.0.

However, I’m not sure everyone is as excited about the changes Library 2.0 will bring. Having had recent conversations with many librarians there seems to be hesitation when it comes to change. The library I currently work at is in the process of some Big changes. Our new CEO has plans to build onto the existing library which will include a cafe, teen area, another meeting (story time) room, and more computers. This is wonderful news as our space is very small and we are unable to provide extra services for our community. However, the first change that was implemented was reviewing our collection and weeding our resources. This is so management was able to determine how much space was being utilized efficiently. Unfortunately, our CEO has come up against some negativity amongst employees with this first step towards change. After reading Library 2.0, I can maybe see why this has occurred. Standing behind the scenes has given me an opportunity to observe and I noticed that the librarians were not given an opportunity to share their feedback throughout the weeding process. The authors stress feedback is a crucial part of change and input must come from staff and users. This did not occur at our library, instead an outside company was hired to determine which resources would be eliminated from our collection and the librarians were not included in the process. I can come up with a few possible reasons why management may have chosen this route; librarians may not have had time, librarians may have not been aggressive enough in their weeding. However, gaining insight and feedback from the associates probably would created a better environment for the next changes that will come while we move towards Library 2.0.

I firmly believe that change is constant and if libraries are to thrive, change will need to become part of the library culture. This entails that libraries evaluate their services constantly so that they can ensure all programs are meeting the communities needs. I love this quote by  A. Schmidt (2014), “When evaluating new initiatives, we should consider the library less and our communities more” (para.8). My response was ABSOLUTELY! That’s exactly what librarians should do. We may all have an idea of what the future library may look like but ultimately our job is to serve our communities, our customers. This may look different for every library, but ultimately as  librarians, our purpose is Customer Service.

By evaluating library services, new and old, library’s can determine if there is still a need for a particular service or maybe an adjustment, change, or conclusion for the program. Everything the library provides should be meeting the communities demands, their needs. Librarians need to ask questions and seek the communities input on all programs. If there is a particular question that is asked continuously at the reference desk then maybe the library should explore this service a bit more, what customer need is not being met that the same question is being asked again and again? Is this something the library should explore further, should the library implement a program to answer this question for a broader range of customers? What other solutions are there to helping customers answer this question? Librarians should be constantly evaluating their services, space, signage, databases, to ensure that the library is providing the services demanded by customers.

As we approach library 2.0, change will occur and resistance will be expected. Working together as professionals, asking for feedback (staff and customer), and evaluating services will hopefully make this change less scary, more inclusive, and positively received by everyone involved.


Casey, M. E., & Savastinuk, L. C. (2007). Library 2.0: A guide to participatory library service. Medford, N.J: Information Today.

Schmidt, A. (2014). Exploring context. The user experience. Library Journal. Retrieved from:

Stephens, M. (2017). Lecture: The Hyperlinked Library: Exploring the Model. [Panopto Video]. Retrieved from:

Other great sources:

Johnson, S., & Blanchard, K. (1998). Who moved my cheese? An a-mazing way to deal with change in your work and in your live. :Penguin

Kennedy, S. (2011). Farewell to the reference librarian. Journal of Library Administration, 51(4), 319-325. Doi: 10.1080/01930826.2011.556954


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