OCLC held its final print run of library catalog cards, bringing to extinction a product that reached its peak production of 131 million cards in 1985. As libraries began to add electronic catalogs, production numbers slowed. Even OCLC eventually created their own cloud-based management system that rendered the cards obsolete. One of the last holdouts? Concordia College Library, who was only using the printed cards as a backup anyway.

Those of us of a certain age remember scouring the card catalogs, often winding our way through a maze of title, author, subject, and cross-reference notes to find the neatly-typed information that would lead us to the right book. As information went digital, many libraries sent those beautiful card catalogs to basements or even auctioned them off as fundraisers. Now they’re often a sought-after flea market item or likely available as an expensive replica at Pottery Barn.

But what to do with those cards? If your library is like mine, the staff has some tucked away in cabinets, nestled next to date due stamps and card pockets. In case you find a few, here are some uses for them in your library:

1. Coasters. Never near the keyboard of course.
2. Get out the stapler and make a fabulous bulletin board background.
3. Let your smaller patrons play with them. A few years ago at my library, we tied Library Science into the Science theme and let children ‘play’ library. They stamped and stickered to their hearts content, just like in the old days.
4. Jazz up your library duds. Search ‘recycled paper jewelry’ on Pinterest and you’ll have a lovely necklace in no time.
5. Spend some time trying to match the cards up with the books in your library. You’ve got nothing better to do anyway.
6. Sell them on Etsy. Really.
7. Patrons love crafty programs. Check out the Grains of Earth blog for a fun post titled “10 Great Ideas for Upcycling Library Catalog Cards”. Think holiday gift giving!
8. Disable access to your online catalog on April Fool’s Day and have the patrons use the cards. It will be fun to watch.
9. School Media Specialists may want to throw a bunch in the air and have the students put them in Dewey order.
10. And finally, follow the folks at OCLC and recycle them for donut money. Yes, according to the CNN article, the environmentally conscious staff there will still continue to buy donuts even though their stack of catalog cards will soon disappear.

I can’t say I’m too sad to see catalog cards go, maybe because it feels like it happened years ago. Now if we could only get those online catalogs to work the way we want them to… 
https://www.oclc.org/news/releases/2015/201529dublin.en.html

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These retro yearnings recall some of the humanity and optimism that marked the early social web. By stripping away many of the trappings that mark modern social networks, sites like tilde.club mark an attempt to refocus on basic human decency. As Ford writes on Medium: “If you are respectful of others, you will be welcomed, and people will be excited to see your web pages and to meet you. This is not a special characteristic of tilde.club; this is a basic characteristic of decent humans that somehow has become atypical on the Internet.”¹

Aside from making me feel old, all of this gets me thinking about the online library space as a source of empathy. We pride ourselves on our ability to create a welcoming environment to all our users. But what happens when we can’t provide
a direct, human experience? Is it possible to provide a sense of empathy when the library site is designed to substitute for direct interaction? There’s a balance to be struck between convenience and personalization, and library websites have to
work especially hard to walk the line. It’s impossible to underestimate the importance of taking the user’s perspective when making decisions about an organization’s online experience.

Browsing a Mile in Your Patron’s Shoes

Whether you’re working online or off, it’s easy to make assumptions about how patrons will use a specific feature of your library. “If we put up a sign at the entrance, no one will bring food or drinks into the building.” “Let’s put an announcement on our webpage, and that way we’ll reach everyone at once.” I’ve heard each of these suggestions on many occasions—and done the suggesting more than a few times myself.

Our assumptions often translate into a completely different experience for the user. Putting up a sign is no guarantee that something will actually get read—especially if you have so many signs that they simply become background noise. The sheer variety of web experiences and screen sizes mean that online “signage” is never in the same place for everyone. As others have observed “Work Like a Patron Day”² or performed kindness audits³ on their physical spaces, testing your online spaces from your user’s point of view can really help you see past your own assumptions. Backing this with a simple but consistent testing process can provide the data to illustrate these issues to your peers.

At Carnegie Library of Pittsburgh, we’ve been undergoing some basic usability testing with our patrons. What follows is a brief look at our process.

Take It All In

Just because you’ve put something online doesn’t mean your users are actually clicking on it. Library websites can be simple designs, or overwhelming beasts with hundreds or even thousands of pages. In either case, it’s best to start by understanding what elements your users are actually clicking on. Google Analytics (or another traffic tracking tool) can quickly illustrate what parts of your online space are visited the most. By running a simple overview of what pages are visited most frequently in a year, it’s easy to see what your users actually expect from your online space.

If you have a more complex site, you will likely see a tremendous gap between those pages that are visited most frequently
and those that are seen by a few people. What percentage of your overall site content falls into this first section, and how much fills out the rest of your virtual space? In some cases, it’s easy to see how a tiny number of pages represent the vast majority of all site traffic.

What does this breakdown say about what your users are actually hoping to encounter when they come to you for information? How does this compare to the rest of your traffic breakdown? Are there any surprises on either side of the divide—are there any unexpectedly popular niche pages, or is a “core” library function being overlooked?

In many cases, this long tail may represent the library’s early ambitions to index the Internet. As with signage, there’s a knee-jerk response to getting information up on the web without considering the overwhelming effect of all this content in the aggregate. What do these pages accomplish that couldn’t be done with a guided web search or library consultation?

Understand the Actions

As you work through this content breakdown, consider the motives behind each pageview. What does each click tell you about what task the user hopes to perform? Do the pages at the top of your most-viewed indicate specific goals? By taking each of these goals and translating them into action statements (“Find a book,” “Ask a librarian,” “Get library hours,” are a few examples), you can start to outline the essential parts of your website. After you’ve compiled a list of the top ten to twelve tasks, go back to your full list of webpages. How many of these translate into a concrete task your patrons can perform? You can start to see what’s most important to your users—and what gets in the way.

Observe and Listen

Once you’ve codified your own internal assumptions about patron behavior, it’s time to see how all of this plays out in practice. This might be the scary part: you’ve got to talk to your patrons. It’s OK—they’re often more scared of you than you are of them.

Ask your patrons if they have a few minutes to spare to help improve your website. You can take some basic demographic information if you like, but keep the focus on how they actually engage with the online experience. Pick one or two of the tasks from your list, and ask them how they’d fulfill this goal using your website. (For example, “How would you find appropriate books for a thirdgrader?”)

Once you’ve asked the question, just sit back and watch how they browse. You can have them narrate the thought process, but it’s often their non-verbal behavior that can tell you more about your online experience. Do they hesitate while browsing? Do they look confident, or do they seem confused? There are no right or wrong answers in this exercise—seeing this process from their own eyes will be more than enough to illuminate what works and what doesn’t about the online experience you’ve created.

If you keep the usability test short (you can have them perform additional tasks, but the entire exercise should last no more than ten minutes), you’ll increase the likelihood that your users will be willing to talk. Offering small incentives like candy or extra public computer time can also help sweeten the pot. In some cases, this can prompt a much larger conversation about successes and pain points in your organization’s overall user experience. If you’d like to engage with patrons outside the building, it’s fairly simple to adapt this exercise over Skype or Google Hangouts. Both platforms offer the shared video and screen-sharing features that will enable you to track both onscreen activity and facial expressions. Click here for a sample usability testing form.

Trust, but Verify

In her book Just Enough Research, designer Erika Hall advocates for taking small steps toward understanding user behavior. “People who make design decisions at any level benefit from asking more and better questions.”⁴ As service providers with a lot of flexibility in how we engage our audience, every public library staff member makes dozens of tiny design decisions every day. Having a tool for identifying how these decisions play out for our audience can provide us with more solid ground from which we can adapt, iterate, and experiment. By starting the process off from this position of empathy, we’ll eventually be able to take greater leaps—possibly even setting the stage for the library clubs of the future.

References

1. Paul Ford, “I Had A Couple of Drinks and Woke Up with 1000 Nerds: The Story of Tilde.club,” Medium.com, Oct. 9, 2014, accessed Mar. 10, 2015.
2. Brian Herzog, “Work Like a Patron Day,” Swiss Army Librarian, Oct. 10, 2007, accessed Mar. 15, 2015.
3. Kate Sheehan, “On Kindness, Libraries, & the Big Picture,” Tame the Web, Aug. 31, 2009, accessed Mar. 15, 2015.
4. Erika Hall, Just Enough Research (New York: A Book Apart, 2013), Kindle ebook edition, chapter 1.

The post Exercises in Empathy first appeared on Public Libraries Online.

Digital and online instructional videos, tutorials, presentations, and reference guides are an extension of services already offered to patrons. One-shot digital reference and instructional objects such as these can be used to supplement reference services and, in some cases, fill in where reference services aren’t an option. The visual and audio components of these online modules can appeal to many of the same sensibilities that patrons seek from interaction with a reference librarian. These tools can be used by patrons who would not otherwise approach the reference desk. They can also answer questions or address concerns that can be answered simply and without the need for more in-depth guidance or service interaction.

Creating Content
Consider what you know about your library resources and your patrons’ needs. Are there repeated reference interactions that could be easily answered with a short tutorial? Is there anything you would like your patrons to know about your library that you can highlight with a reference guide or video? Start with the basics: finding books and movies on the library’s online catalog, checking patron accounts and renewing items, tours of the library space and collections, and Ready Reference guides.

Creating Digital Tutorials and Guides
Practically anyone can hone the skills to create online reference or instructional content. The technology required to make these objects varies in cost and, in many cases, can be made using free downloadable software. Screencasting or video-creating software can be used individually or can be used in conjunction with audio software or presentation tools and can be uploaded to sites like Youtube or Vimeo. The following are some websites that offer screencasting and video-creation tools:

• Jing is a free software downloadable at http://www.techsmith.com/jing.html
• Slidecast on the Slideshare site is a free tool that can be upgraded by a paid subscription at http://www.slideshare.net/.
• Camtasia offers a free 30-day downloadable software trial at http://www.techsmith.com/camtasia.html
• Adobe Captivate offers a free 30-day downloadable software trial for users who sign up for a free Adobe user account at http://www.adobe.com/products/captivate.html

The following are free downloadable tools that you can use to create audio tracks or podcasts:

• Audacity is a free audio recording software that can be downloaded at http://audacity.sourceforge.net/
• The downloadable LAME Encoder can modify files created on Audacity and other audio recording software into MP3 files at http://lame.sourceforge.net/

Once presentations are created they can be uploaded to screencasting sites and used as content for tutorials or instructional videos. Learn about the presentation software at the following sites:

• Google Drive (formerly Google Docs) includes presentation software. You can get started with Google Drive at https://www.google.com/intl/en_US/drive/start/
• Prezi is a presentation tool that creates dynamic presentations that stray from the linear one-dimensional look of Microsoft PowerPoint presentations. Visit the Prezi site to learn more about it at http://prezi.com/

There is no end to the kinds of software available for free download on the Internet and there is no limit to the amount of creativity that a librarian can bring to digital instructional tutorials. For a list of downloadable software visit CNET at http://download.cnet.com/windows/.

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