New Horizons: IoT, NMC Report

I wanted this week to talk about two things: the Internet of Things and the 2017 NMC Horizon Report. Both of these are in relation to academic libraries.

“Alexa, Set a Timer”

Last Christmas, our family, like so many others, received an Alexa, bundled with a smart doorbell. The kids immediately began asking questions: “Why is the sky blue?” “What do you think about Siri?” “Who’s the richest person in the world?” After the initial excitement, we found ourselves wondering what we could do. After buying some upgrades, we connected our doorbell, house locks, lights, thermostat, and a smart plug so we could easily turn off the TV in the other room. I have to say it’s amazing being able to say “Alexa, set the thermostat to 68 degrees” on a cold day without leaving the bed is great.

Alexa routine setting for “Intruder Alert”

 Aside from all this, we’re aware of the privacy issues of this, and we had read about Alexa recording conversations (and sending them to a random contact!), but it wasn’t until I read Wojtek Borowicz’s 2014 article “Why the Internet of Things Narrative Has to Change” that I really thought about what these companies are collecting—“data, generated by billions of devices around the world, finally providing digital world with enough real world context.” And as Stacey Higginbotham mentions in this article, this has all sorts of thoughts behind it. It can seem like a double-edge blade sometimes. In relating this to libraries, privacy is a core ethic for librarianship. In many articles I’ve read the core trade-off for Smart Things is privacy for convenience. While I enjoy the idea of thinking of a library full of Smart Things and the convenience the can come with it (I imagine using it to initiate closing procedures for the library), I realize we may be sacrificing or compromising our key ethics by implementing them. What is Alexa listening to? How is that data going to be used? How susceptible to hackers is it? These are things to think about.

The 2017 NMC Horizon Report

In fall of 2017 I witnessed some of the changes mentioned in the NMC Horizon Report at my undergrad academic library. The most obvious change was the repurposing of the first and second floor. These floors were modified for specialized student study areas. For the first floor they introduced circular library pods, which are sound insulated circular areas for quiet reading or studying.

Virtual Tour of the Walter W. Stiern Library

On the second floor they introduced more collaborative spaces. Glass paneled group areas with whiteboards for students to work on projects. Along the walls of the second floor, café style seating areas allow for studying with a friend or two. Easily movable seats are placed around small coffee tables for conversation or group studying. Downstairs, students have 24 hour access to a 24 hour study room which is separate from the library, but still accessible from the basement of the library and via an outside door with a student ID reader. All of these features utilize Rethinking Library Spaces. These study areas are adapted to the changing needs of students. They may need to cram the night before and need a distraction-free space. Or they may need to sit in a quiet area and enjoy a good book. Or they may want to sit with their friends and have a discussion about something they watched or read. Or work planning  a big project. Library spaces are important as student’s needs change.

Photo of the library pods and CSUB’s Walter Stiern Library (Source)

Another implementation the library implemented is a “book paging system.” With this program, students can search for a book in the catalog, request it, and have it delivered to the reference desk within a couple hours for easy pickup. I instantly thought “Oh, it’s sort of like that Target pick up!” (Or any retailer nowadays!).

It was interesting to notice these changes related in the NMC Trends. More than that, it really illustrated that some academic libraries are on track to remaining relevant in these times.

Participatory Service Planning: Comprehensive Online Instruction for Library Services

Introduction
Image of the north entrance of the library
North entrance to the Grace Van Dyke Bird Library on the campus of Bakersfield College

I developed my participatory service following an article by Melody Diehl Detar’s study “Mind the Gap! Making the Leap to Reach Distance Students Through On-Campus Events.” I knew wanted to do something in line with research support and instruction but wasn’t sure what. Anne-Marie Deitering and Hannah Gascho Rempel’s article “Sparking Curiosity – Librarians’ Role in Encouraging Exploration” inspired me to research into this subject. Looking at the Association of College and Research Libraries’ Standards for Distance Learning Library Services solidified the concept in my head—to provide nearly identical services for distance learners as those for face-to-face students. This is the main benefit to the implementation of these services. The library I chose is the Grace Van Dyke Bird Library on the campus of Bakersfield College (BC), a community college in Bakersfield, California.

Goals/Objectives for Technology or Service

Distance students are a growing demographic in colleges and universities. Because of this, academic librarians must inform these students of library services and develop services to meet the needs of students who may never step foot on the campus. I decided to investigate how librarians reach these students and how it could be improved or changed. The primary source material was Detar’s (2018) article “Mind the Gap! Making the Leap to Reach Distance Students Through On-Campus Events.” With this in mind, I developed a plan to implement a more comprehensive outreach program for distance learners at BC. The key main points of the article are that the librarians tried their best to model online services with face-to-face library instruction events and services. Technology plays an important role in this service. They created a digital space to stream the events, created a badge system for those that have proof of attendance, and created digital spaces for destressing via Spotify playlists centered around music for studying and links to puzzles and games. Online office hours were also set up for librarians. They even physically mailed non-perishable snacks, hot tea bags, and handwritten notes of encouragement to distance students who provided an address and pre-registered. At the end of the sessions distance students were asked to fill out an assessment of the program and things it can do better (and make a recommendation for the Spotify study playlist).

The goal of the program I wish to implement at BC is to provide better instruction to distance learners by building stronger relationships with faculty, attempting to provide the same services to distance learners as face-to-face students, and using technology to close the gap. This will be a participatory service with a dash of new technology for this library. Dr. Stephens (2016) states “cultivating thriving virtual learning communities with broad, beyond-the-walls outreach managed by future-thinking professionals seems like the way forward to reaching as many users possible” (p. 43). He asks, “What little things can we do? And how about some big ideas and big thinking?” The primary goal remains providing flexible services for all students regardless of their distance from campus and utilizing their feedback to make services better and more comprehensive, even the little things.

Community Descriptions

Distance learning may be done via the internet, ITV, or a hybrid of distance and face-to-face. These students may be adult learners, those with full or part time jobs that don’t allow them to take courses during the day or night, students with children, students who merely want to convenience of online courses, or a combination of any of these. A new demographic that has risen in numbers in recent years at BC is dual enrollment students, high school students who take college credit courses within their respective high schools. In terms of numbers, the Kern Community College District (2019) had a retention number of 32,042 students enrolled in online courses in 2018-19 (p. 4). The number of full-time equivalent students enrolled in internet-based instruction was 1,830 for Spring of 2018 (California Community College Chancellor’s Office, 2019). These students may or may not be able to travel to the campus.

Action Brief Statements

For students:

Convince distance learners at Bakersfield College that by participating the improved library distance education services and instruction that they will develop and hone their research skills and gain information about library resources, which will provide them with both academic and lifelong benefits in their academic and future careers.

For staff:

Convince library staff that adopting these expansive services and incorporating technology will help them reach all enrolled students which will demonstrate the library’s resources to these students and increase the value of the library to students, faculty, and administrators.

Evidence and Resources to support Technology or Service

Background:

Association of College & Research Libraries. (2016). Standards for distance learning library services. Retrieved from http://www.ala.org/acrl/standards/guidelinesdistancelearning

Basgen, B. & Tersotori, P. (2016) Socially engaged learning. Educase Review. Retrieved from https://er.educause.edu/articles/2016/3/socially-engaged-learning

Educase. (2016). The 2016 key issues in teaching and learning. Educase. Retrieved from https://library.educause.edu/~/media/files/library/2016/2/eli7129pdf.pdf

Young, S. W. H. (2017). Participatory design in action: The user experience. Library Journal. Retrieved from https://www.libraryjournal.com/?detailStory=participatory-design-action-user-experience#_

Policies:

University of Louisiana at Lafayette. (2019, May 28). Distance learning policy. Retrieved from https://library.louisiana.edu/services/distance-learning/distance-learning-policy

Technical Instructions for Librarians or Library Staff:

Graves, H. [Online Network of Educators]. (2017, October 3). Using the Canvas Scheduler Q&A [Video file]. Retrieved from https://www.youtube.com/watch?v=WH5oD7nYB6Y

jivedocs. (2019, June 3). Conferences Overview (Instructors). Retrieved from https://community.canvaslms.com/videos/1101-conferences-overview-instructors

QR Code Generator. (n.d.) Retrieved from https://www.the-qrcode-generator.com/

Guides and Design:

Detar, M. D. (2019). Mind the gap! Making the leap to reach distance students through on-campus events. Journal of Library & Information Services in Distance Learning, 12(3-4), pp. 189-197. doi: 10.1080/1533290x.2018.1498632

Rimland, E. & Raish, V. (2019, May 1). Digital badges: How schools and libraries use them today. American Libraries. Retrieved from https://americanlibrariesmagazine.org/2019/05/01/digital-badges/

Mission, Guidelines, and Policy related to Technology or Service

The Grace Van Dyke Bird Library at BC currently has a general policy for providing direct instruction and instructional support and resources for all college students. There currently isn’t a library policy or guideline targeting distance learners. We would need to implement one.

Picture showing the two levels of the Grace Van Dyke Bird Library. The bottom level is the computer lab, the top level is where materials are held.
Two levels of the library: computer lab (below) and reference desk and materials (above)

Participatory service breaks down barriers and invites all to participate in the creation and evolution of programs and services. Technology can play a role in this, but it shouldn’t be the end of the change. Dr. Stephens (2016) states: “Technology doesn’t solve our problems, but it can be a conduit to making change and promoting progress.” With this service, we want to make change and promote progress. Doing so starts with developing a distance policy that includes all stakeholders (and, later, further implementing change based on the feedback we receive from these stakeholders). Administration, faculty, staff, librarians, and students (face-to-face and distance) need to participate in suggesting the direction the policies should take and aid in revision. Creating representative groups for input would be important in developing these policies, as well as having admin, faculty, staff, librarian, and student feedback following the changes.

The larger set of guidelines for policy making at BC is the ACRL’s Standards for Distance Learning Library Services. These include library requirements such as availability to all users, equivalent academic instruction, direct human access, providing and maintaining a strategic plan for distance learners, and performing needs and outcomes assessments. These would general guidelines would be essential to planning specific ones for BC. One set of policies that I found was the University of Louisiana at Lafayette’s Dupre Library. These policies seek to guide providing distance resources equivalent to physical resources including access to electronic holdings, document and book delivery systems, and creating partnerships with other Louisiana institutions via a consortium.

Another policy that will need to be in place is for online etiquette. Hopefully this isn’t a problem, but it would be best to establish policies which promote a safe learning environment. These could be modeled after existing online netiquette guidelines and policies.

Creation of these polices would help the library meet its mission statement, to reach all students.

Funding Considerations for this Technology or Service

This service will primarily require the time of staff. Learning how to integrate streaming technology may take some time as well. Since BC already uses Canvas, it can incorporate the Conferences feature for live streaming and setting up online office hours. It may also require developing a badge system for students who require proof of attendance. During the actual instruction portions, it may require the time of an additional staff member or librarian to read live questions sent in from distance students.

For physical care packages, this would require some funding which could be designated out of the event or planning portion. Detar (2019) suggests placing a disclaimer in promotion materials that states that care packages would be based on a first-come, first-serve basis and while supplies last, which could control costs. It will be necessary to also provide some promotional materials for students interested in the online aspect but not currently enrolled in a class utilizing this partnership.

Action Steps & Timeline
Photo of the stacks at Bakersfield College
Stacks at BC

The ideal planning situation would take place during the summer when library usage is lower. For the initial start, I see it happening in phases: developing a distance learner policy, approval and revision, training and coordination, creation of care packages, the actual instruction, feedback, and revision. Yearly updates will need to be implemented as well. These changes will ideally be done in the summer and hopefully take no more than 1-3 weeks, dependent on the level of changes necessary. As an example, we can set this timeline for Spring 2020 to Fall 2020. Ideally this would take one distance education librarian and one to two library staff members.

  1. Creation of distance learning policies to meet mission statement [Beginning of Spring, 1-2 weeks]
  2. Feedback from faculty, staff, librarians, administrators, and student groups [Spring, 2 weeks].
  3. Library director approval and implementing revisions (if necessary): [Spring, 1-3 weeks].
  4. Examination of current instruction, distance faculty outreach, feedback and revision (if necessary), and coordination [Spring, 3 weeks]
  5. Training library staff and librarians with tools and rehearsal of instruction; updating office hours to include online office hours [Spring, 1-2 weeks].
  6. Care package assemble and digital distressing space development [Summer, 1-2 weeks].
  7. Promotional materials development [Summer, 1 week].
  8. Release of general population materials (emails, posters, etc.) [Beginning of Fall 2020]
  9. Dependent on courses’ schedule, begin instruction [during Fall 2020].
  10. Mailing out care packages to distance students for those that have signed up for separate instruction classes, and for students enrolled in courses with library support [during Fall 2020]
  11. Release of digital destressing spaces for students [during Fall 2020]
  12. Collection of feedback from distance students who had pre-registered [2 weeks before end of semester to end of semester].
  13. Review of feedback and implementation of possible changes. [1 week after end of Fall semester].
  14. Brief to library director on successes and areas of improvement. [2 weeks after end of Fall semester].

During the period between Fall and Spring semesters revisions will be made and retraining, if necessary.

Staffing Considerations for this Technology or Service

This program will augment an existing service. A distance librarian position will need to be created or an existing librarian position will need to be modified for this program. An additional staff member or two may be needed to help with the development of promotional materials, care package assembly, and maintaining lists of pre-registered students. During instruction, a staff member will be needed to aid the librarian in fielding questions from distance students and moderating the online space. For the first semester, additional hours may be needed from the distance librarian and staff member(s) and may necessitate a redistribution of job duties. Following this, hours could be included in the event planning portion of the budget. Another consideration is that there may need to be online-only instructional sessions during off-hours to reach those students who may work part or full-time during the day. Staff may also need to be available for online office hours a couple times a week. These hours can be scheduled like existing face-to-face office hours.

Training for this Technology or Service

Ideally, the distance librarian will already be familiar with the tools needed for streaming in Canvas, creation of QR codes using a generator, and setting up a digital badge system for this program. The librarian may need more training time for setting up this infrastructure. Training for the instruction class may only be centered around incorporating streaming into it and being aware of distance students asking questions. As stated, during summer would be the ideal time to train and establish infrastructure. Librarians with online office hours may need to be trained in how to use Conferences in Canvas as well, which would take minimal time.

How to set up Conferences in Canvas
Promotion & Marketing for this Technology or Service
Photo of a QR code on a cell phone.

Marketing will need to be done on a couple different levels. First, we’ll have to establish connections with faculty teaching online courses to incorporate instruction. This will make up the majority of students. Following this, we’ll need to create marketing for online students who may be interested, but not currently enrolled in those courses where partnerships have been established. This will be done via campus newsletters or mass emails to promote the instructional sessions. Another level of marketing will be added to existing physical marketing to inform students of online sessions as well as face-to-face classes. Promoting online office hours for librarians will need to be added to the library website as well as these promotional materials. Adding QR codes to all levels of marketing can make enrollment into library instruction classes more streamlined.

Evaluation

We’ll evaluate the instructional sessions based on the goals of the program and student feedback. A survey will be e-mailed out to students after they have completed the course. They will be encouraged to complete the survey. During the instructional course, librarians will remind students to fill out the survey to provide feedback. All students who have registered will receive a survey. Some criteria we could evaluate could be: if distance students felt acknowledged during the session, in what areas the session helped them, and how it could be improved.

I hope this program will generate as much enthusiasm and encouragement to instructional librarians and distance students as it did in Detar’s article. I’m hoping distance students feel as important as face-to-face students and are encouraged to participate in future online events and services. I think librarians will feel exhilarated by reaching a demographic that is often seen as hard to reach. My worst fear (and I’m sure this is a fear of online instructors!) is that no one can attend the online sessions!

Hopefully, successes and revisions in mind, the program will expand to more sessions and create a better, stronger bridge to distance students.

References

California Community College’s Chancellor’s Office, Management Information Systems Data Mart. (2018-2019). Distance education (DE) FTES summary. Retrieved from https://datamart.cccco.edu/Students/FTES_Summary_DE.aspx

Kern Community College District. (2019, January). 2018-19 fast facts. Retrieved from https://do-prod-webteam-drupalfiles.s3-us-west-2.amazonaws.com/kccdedu/s3fs-public/ir_reports/KCCD%20Fast%20Facts%202018-19_0.pdf

Stephens, M. T. (2016). The heart of librarianship: Attentive, positive, and purposeful change. Retrieved from http://web.b.ebscohost.com/ehost/ebookviewer/ebook?sid=b2ece6cb-f4ce-404f-9142-21a2bceea1a4%40pdc-v-sessmgr06&ppid=pp_A&vid=0&format=EB

Hyperlinked Academic Libraries–Curiosity and Trends

This week I read about hyperlinked academic libraries. The articles that stood out to me were Deitering and Rempel’s “Sparking Curiosity—Librarian’s Role in Encouraging Exploration” and Catalano, Glasser, Caniano, Caniano, and Paretta’s study of 21st century trends in academic libraries. The first article stood out because research is an area that I’m interested in—that it starts in these lower division classes, with research papers, is something I hadn’t actively thought about. Catalano et al.’s article caught my attention as well because it provided me with some context regarding these trends in academic libraries and because I recently read an article in The Atlantic. I’ll write about the Deitering and Rempel’s article first.

It had never occurred to me as a library student that students tend to write about the same “easy” topics. Reading this article triggered a memory of my own, taking Expository Composition during my undergrad and reading in the professor’s syllabus that topics had to be approved and that topics such as marijuana legalization, flag burning, etc. would be flat-out denied. I felt that same anxiety as described in the article: “these old standbys make students feel safe as they navigate the uncertainty of the research process.” So basically it’s a “gamble” between choosing a topic that they’re familiar with, that they may have a lot to say about already, and exploring a new topic that they may not know “if they can ultimately meet their instructor’s expectations.” And many, like that distant, past version of me, choose the safe bet.

Reading about Oregon State University’s librarians efforts to stimulate curiosity seemed like a logical partnership between librarians and faculty. I thought their ideas for developing activities, such as browsing press releases, and adopting positive language were especially helpful. Along with having students take a Curiosity Self -Assessment, these ideas helped me visualize creating my own environments and partnerships. It helped me solidify the thought that the library is a place for curiosity. I also took satisfaction in knowing that their examination allowed for curricular change in the end.

The other article I found interesting and then even more interesting was Catalano et al.’s article. Seeing how “21st century trends” were defined and its findings put into perspective how prevalent these trends are was interesting in itself. This increased at a later point because I recently read Alia Wong’s article in The Atlantic entitled “College Students Just Want Normal Libraries.” The title essentially says it all—Wong writes: “Many college libraries are reinventing themselves, but perhaps they’re trying to fix an institution that isn’t, in fact, broken.” After reading about hyperlinked libraries, this article seemed to be grounded in the worry that libraries, librarians, are experiencing technolust—we want the latest technology and trends because we want people to come in the doors. Yes, of course, we want technology and we want people to come through the doors, but the reasons for this aren’t based on whimsy. They’re based on patrons’ needs, such as Hardenbrook’s guiding article for starting a student food pantry or as minor (or significant!) as Bakersfield College’s small section of popular fiction and DVDs.

Photo of popular reading and DVDs shelf
BC Library’s popular reading and DVD shelf. This idea came about due to many patrons asking for “good books” to read and the library listening to the feedback from its patrons.

Understanding what “21st Century Trends” were in Catalano et al.’s article also helped me come to the conclusion that academic libraries aren’t adopting wild and new technology in place of books. They’re investing in practical areas such as innovative reference or institutional repositories. While Wong is worried about the push for digital in spite of reader’s preference for physical materials, she does bring up that community college students prefer reliable Wi-Fi over virtual reality headsets and that Duke University students see the need for physical materials as more important than virtual reference. This, however, doesn’t take into account that different types of academic libraries need different types of things. It would be ill-advised for a community college library to buy a 3D printer without an academic program for that (not to mention the infrastructure to support it). New ideas should be explored, examined, assessed, and either adopted or dropped based on the patrons. The hyperlinked academic library takes the needs of its students over merely adopting technology because everyone else is doing it and thinking that it will solve everything.

Hyperlinked Communities and Skateboarding

Screenshot of the Pushing Boarders conference website
Screenshot of the Pushing Boarders conference website

An academic skateboard conference?

When the notification from my Google News app came across my screen I was confused. “What? There’s an international academic skateboarding conference? What the heck is that?” I had so many questions. So the recommendation, built upon my search history (and possibly my viewing of hundreds of Instagram skateboarding clips), did its trick and I clicked to read more. The article was titled Why an Academic Skateboard Conference? written by Adam Abada detailed the five-day conference in Malmö, Sweden. It covered such topics as “education, allyship, heritage, preservation, corporations, social media, the male gaze, religion, design, sexism, grass-roots skateboarding, non-profits, NGOs, print media, web media, and journalism.” Now why am I bringing this up in a discussion about libraries? Well, one of the overarching and prominent themes of the conference was inclusivity. Abada explains:

Often the culture of skateboarding — dictated almost exclusively by middle-class cisgendered white men — doesn’t allow that much space for people who don’t look or live like them. It routinely cool-guys many people out with a “shut up and skate” attitude before they even get to begin. That attitude is what has made skateboarding inaccessible to so many people — namely women, LGBTQ+, gender non-conforming people, trans people, and many people of color, who are not afforded safety or acceptance within the community itself.

Inclusivity is an important aspect of Hyperlinked communities. It was this passage that reminded me of Lauersen’s keynote speech at the UX in Libraries conference. Lauersen brings up skateboarders, too, and how there’s change and fear: “In libraries we ban things.” This excludes a whole group of potential users. This fear is also illustrated in his story about how he used to hide his money in his sock because he was worried about the makeup of the neighborhood—though he had no experience with it before. This fear drives a lot of exclusion and the library should be a place where inclusivity should be supported and celebrated. I loved how Lauersen said its not about saying we’re inclusive, but actively asking people to join, to dance. ALA president Loida Garcia-Febo ends her statement about equality, diversity, and inclusion with the call for us to move the conversations and, most importantly, the actions forward. Inclusivity demands action. As Abada writes on this note:

A photo of my skateboard
My old skateboard that I’ve had since I was younger.

It’s a case for examining our behavior as skateboarders: who and what we’re cheering for, what words we’re using, who we’re inviting to the session, and who we’re including in our media. Cheering for your friend when they land a trick? Do the same for the young girl learning to push at the park. Hear someone saying “pussy?” Tell them that’s not OK. Only skating with other guys? Invite someone who identifies with a different part of the gender spectrum to come skate. Want to feature more trans skaters in your magazine? Reach out to the trans community.

Call to action brings about more change than just talking about it. Librarians actively need to ask those we want to include to “dance” or, if they prefer, to skate.

Bibliotech: Why Libraries Matter More Than Ever in the Age of Google by John Palfrey

Bibliotech by John Palfrey cover
Book cover

The subtitle of this book is essentially what this book is about; Palfrey explains why libraries still matter and will continue to matter in the “dreaded” Digital Age. (I only use “dreaded” here to describe the adversity to change most people feel when new technology appears). Palfrey reviews what libraries do well, what they need to do better, what the dangers are, why libraries are still important and still relevant, and is, overall, a call to action for librarians. Bibliotech was published in 2015 and written by a non-librarian. Palfrey uses the term “feral” to describe someone in a library position without a librarian degree and, by doing this, describes himself; Palfrey was a law professor before becoming Harvard’s library director and chairman of the Digital Public Library of America (DPLA). Despite this (or maybe because of this), Bibliotech espouses some of the components of participatory service and the Hyperlinked Library. However, Palfrey doesn’t go as far as to include the user and making the user an active participant in developing services for the users. In this sense, though the work encourages the librarian to ditch “nostalgia,” he latches on to everything being on the librarian’s end.

 Palfrey (2015) states that one of the primary problems librarians face is the “hybrid nature of today’s information” in both digital and analog forms (p. 28). He goes on “libraries are in crisis not only because it is impossible to collect and catalog the vast quantities of printed and digital material that are being published every year, but also because it is prohibitively expensive to even attempt it” (p. 27). With budgets being slashed, this undertaking is more difficult. He calls for libraries to collaborate in acquiring and preserving materials. Networking and collaborating is essential to doing things better. Along with this, libraries need to collaborate in developing technologies and services “that will make them relevant for the near-future” (p. 38). Another point he makes regarding librarians themselves is that the ones who are thriving are those that work with other libraries and librarians and are “agents of change,” embodying the future rather than reacting to it (p. 134). Research and development and professional development are two areas where librarians could do better. Risk-taking, he also states, is a missing feature of today’s libraries. As one librarian, Kari Lämsä, puts it:

Libraries are not so serious places. We should not be too afraid of mistakes. We are not hospitals we cannot kill people here. We can make mistakes and nobody will die. We can try and test and try and test all the time.

(p. 214)

This quote really stood out to me and reminded me that taking risks is a part of participatory service. Risk-taking, along with research and development, is an important part of moving things forward. The focus remains on redefining the library to be “demand-driven, firmly grounded in what people and communities need from libraries today and in the future” (p.227).

These ideas of collaboration, embracing change, R&D, risk-taking, and redefinition to become more customer- and community-driven are surface-level ideas of the Hyperlinked Library. A somewhat similar idea to participatory services that Palfrey advocates is “hacking libraries,” meaning to reconceptualize libraries towards a people- and services-focus over materials (p.114-15). However, Palfrey’s idea is solely on the end of the librarian and other professionals in improving services. He calls on librarians to work with graphic designers and user experience experts, business consultants, and “those who love libraries and seek to serve the public interest” (p. 128). The user is left out. There isn’t an emphasis on encouraging the user to participate, be engaged, and evaluate. He believes some aspects of the library should function like labs, where people create new knowledge using existing knowledge the library provides (and that there should be systems in place to accurately archive these works); however, real participatory service encourages library users to work with librarians to add, plan, and evaluate new services. Users are experts in what they need.

Inside the Walter W. Stiern Library in Bakersfield, California. Credit: Vincent Gutierrez
Moving forward. Credit: Vincent Gutierrez

Towards the end, Bibliotech outlines a ten-step plan for moving libraries forward. These are insights into how libraries can move into the future. Most of these also align with the very basic concepts of the Hyperlinked Library. Bibliotech does an effective job of emphasizing that libraries have an important place in the Digital Age, though Palfrey does leave out a key component: the library user.

References

Palfrey, J. (2015). Bibliotech: Why libraries matter more than ever in the Age of Google. New York, NY: Basic Books.

Delight

I’m going to start by referencing a Fox News article about something that recently happened on Twitter. Yes. That Fox News. No. It wasn’t a negative story about libraries. You may consider it superficial or possibly vapid, but recently Chrissy Teigen visited a library for the first time in 23 years. Chrissy Teigen is a television personality, model, and author. She had this to say [language advisory!]:

Aside from free publicity for libraries in general and starting a conversation about how awesome libraries are, why am I writing about this? I’m not typically concerned with celebrities and I only knew her as someone my fiancé follows and sometimes talks about. When I first read about this I thought, Awesome! Another ally! But later, after I read Steve Denning’s (2015) article “Do We Need Libraries?” I thought about this exchange on Twitter and about how Denning describes how businesses are shifting focus from seller to buyer. Denning states: “The customer has choices and good information about those choices. Unless customers and users are delighted, they can and will take their business elsewhere.” It was that keyword “delight” that triggered this memory and association. Teigen was delighted by her library experience and that’s something we need to aim towards for everyone.

Reaching Everyone

One of the concepts, as explained by Stephens (2016), of the Hyperlinked Library is reaching all users, not just the ones who come through the doors (p. 2). As libraries are constantly expounded as being democratic, equalizing institutions, the hyperlinked library is for everyone, even those who think they may not need it. Shannon (2014) states that new entrepreneurial models “broaden the library’s narrative to include everyone, not only the ‘have-nots.’” Clearly, users like Teigen are “haves” and reaching those users is important, but keeping all our users delighted is important as well so they come back, so it’s delightful to use the library. While Teigen didn’t mention newer library ventures such as 3D printing, seed libraries, or digital services, and we may not know her library’s organizational structure or model, we can think about how much more delighted these users will be when they discover they can do the things they normally associate with libraries and then some. Not that it has to all be about delight, lest we overstep the line between gimmick and delight, but we must keep in mind to “integrate the new built on a foundation of core ethics and values” (Stephens, 2016, p. 2).

I had my own experience recently. I utilized the Zip Books service at my library branch. This service allows a user to request a library book not in the catalog or available through interlibrary loan and ships it to you from Amazon.

https://www.kerncountylibrary.org/zipbooks/

Within three months, you return it and it becomes part of the library’s collection. I’m a long time user of the public library, and being able to use this service made me feel delight, but knowing that this allowed me as a user to have some slight control over the library’s collection was an even better feeling. Including the user, and thinking of the user, is another concept behind the hyperlinked library. This example also shows that new integration built on the foundations of core ethics and values. Services like this allow us to be better aligned with our ethics and values and make sure the library remains for everyone–me, Teigen, and everyone else.

References

chrissyteigen. (2019, August 7). I just went to the public library for the first time in *23* years… [Tweet] https://twitter.com/chrissyteigen/status/1159163126891204609

Denning, S. (2015, April 28). Do we need libraries? Retrieved from https://www.forbes.com/sites/stevedenning/2015/04/28/do-we-need-libraries/?utm_campaign=ForbesTech&utm_source=TWITTER&utm_medium=social&utm_channel=Technology&linkId=13831539#5206ac496cd7

Mattern, S. (2014, June). Library as infrastructure. Retrieved from https://placesjournal.org/article/library-as-infrastructure/

Stephens, M. T. (2016). The heart of librarianship: Attentive, positive, and purposeful change. Retrieved from https://search-ebscohost-com.libaccess.sjlibrary.org/login.aspx?direct=true&db=nlebk&AN=1350356&site=ehost-live&scope=site

chrissyteigen. (2019, August 7). I just went to the public library for the first time in *23* years… [Tweet] https://twitter.com/chrissyteigen/status/1159163126891204609

An Introduction

Hi everyone!

My name is Vincent Gutierrez. I’m from Bakersfield, California. I attended CSU Bakersfield and received my BA in English with a minor in Communications in 2017. This will be my second to last semester (hopefully!) before I receive my MLIS. My focus is obtaining a career in an academic library.

I’m writing this post from the Morro Dunes Campground in Morro Bay, California on a weekend vacation with my family. We come here a couple times during the year. It’s our favorite spot.

I work full time and go to school full time. I have two daughters and two sons and an amazing fiance who is a teacher. Together we like going to concerts, going camping, and playing Pokemon GO (yes! we still play!). Our life is pretty busy to say the least!

In my spare time I enjoy reading, creative writing, and playing video games when I have the chance and time allows. I’ve recently been wanting to get back into skateboarding, as I used to skate when I was younger.

I thought it would be cool to share my summer reading list. I didn’t get a whole lot done since I also took a summer class (INFO 285: Applied Research Methods).

  1. Stephen King and Owen King’s Sleeping Beauties
  2. Susan Orlean’s The Library Book (This is one of my new favorites!)
  3. Stephen King’s The Dark Tower 6: Song of Susannah (Audiobook)
  4. Haruki Murakami’s Kafka on the Shore
  5. Stephen King’s Doctor Sleep
  6. Stephen King’s The Dark Tower 7: The Dark Tower (Audiobook)
  7. Octavia E. Butler’s Kindred (I absolutely loved this book!)
  8. Ursula K. Le Guin’s The Dispossessed (currently reading)
  9. Pat Barker’s The Silence of the Girls

As you can see, I’m a big Stephen King fan. I started reading It the summer between middle school and high school at my aunt’s house in Arizona. My favorite of his books are 11/22/63 and The Talisman (which he wrote with Peter Straub). I’ve been reading/listening to the books I’ve missed after I had stopped reading him for a while.

Did you have a summer reading list? How did you do? I’m looking forward to working and learning with all of you!

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