Now more than fifty years later in this day and age of constricted language like BTW, GGIMA (good grief it’s Monday again,) and ROFL, we end up with “Apps.” In a former language called English, these things are actually computer programmed applications. “Distros” are actually updated software program distribution files which send us apps.

Like the handmade cards above, we now have those kinds of electronic apps; a way to capture important but elusive bits of information not in our databases, but in our cumulative knowledge which can greatly help our customers/patrons.

We are now living in a world of links which are supposed to help us in our daily lives. Often we now find searching for solutions brings us to databases of links to suggested problem solving or forums. The issue is these are often circular, one doesn’t always know exact terms to bring up a solution, and you can spend a good portion of time without getting the answer needed. Computer generated answers to our searches are unlikely to be what we need, and often following them don’t work.

Librarians are in a unique position to find those URL links, phone numbers, and people by collecting these undocumented bits of information, and this collection can be facilitated by certain apps.

We now have, by virtue of the Internet, enough links about apps to keep us searching for what we need for a very long time. Searching for “Librarian’s note-taking app” gives a result of 3,400,000 items. I don’t think there’s time to look and try out all of those.

Of course, each of us have different needs for which some apps might be useful, but our particular way of working doesn’t fit the way the app wants us to work. So is it trial and error that we use apps? Do we get friends to suggest a good app for us? There are of course resources we might use (see below links and reference.)

To fix things; to fix issues, we need to determine, as in all goals, the issue or problem. These are the things strategic planning is all about. What’s the mission, the goal, the tasks needed to achieve? Once we have that information, it is a good hunt, but not an extensive one. I’ve written about finding things; it’s a process which is pretty much the same as for finding the right app:

Example: Do we need to take notes? Do we need to find what notes we made? Is there a search engine for this app? What will it search? What is the criteria needed for my app? In the case of the Evernote app, I found it could search words within photos placed on Evernote. I find that wonderful and fascinating as it was something we tried to do unsuccessfully back in the 1980s. Do I use Evernote? Not now, but I may decide to go back to it if I discover it works better than some of these desktop search programs.

THE APPS LIBRARY FOR LIBRARIANS

ACQUIRING BOOKS

BookBub, a daily email that alerts readers to free and deeply discounted ebooks that are available for a limited time.

BOOKS ABOUT APPS.

Selecting and Evaluating the Best Mobile Apps for Library Services

LISTS OF APPS:

Everything

45 Most Exciting Apps For Librarians – This alternative list to Everything desktop search engine is quite valuable.

10 Must Have iPad Apps For Librarians

Apps for academics: mobile web sites & apps: Library research

TRAINING :

Best Apps for Teaching & Learning 2016

LIBRARY RECOMMENDED APPS:

Mobile Apps for Libraries

Mobile Apps via Alexandria Library

ORGANIZING:

4 Android Apps for Managing Your Personal Book Library – This could come in handy for reference; categorizing books for different research requests.

PUBLIC RELATIONS:

A suite of apps for business, organizations, and churches.

The post Useful Apps for Your Library first appeared on Public Libraries Online.

Epic! was founded in 2013 and launched its app in 2014. This on-demand digital library has grown to include approximately 25,000 books and educational videos appropriate for elementary students ages five through twelve. With publishing partners such as HarperCollins and National Geographic, Epic! brings a vast array of award-winning fiction and nonfiction to children’s fingertips, as well as audio books for them to read along with. Epic! also carries Spanish and Chinese books, along with bilingual versions of both languages.

In regards to his inspiration for the app, Donahue said, “We wanted to see if we could encourage kids to read more on digital devices even though videos and games are right there. We did that!”

Parents pay $4.99 per month for unlimited content with no ads or in-app purchases which will allow four different children’s profiles. The app must be connected to WiFi in order to stream connect, but books can be downloaded to be read offline which is great for family vacations. Epic! recommends books based on the child’s reading level and keeps a detailed log on which books they read and for how long. It also offers badges as a reward to keep children motivated to read and allows them to level up like they would in a video game the more they read. Epic! uses interest-driven focus to keep kids engaged allowing them to jump from a video into a book and other interactive content and back again. This allows children to surround themselves and read about things they are already interested in.

For educators, Epic! allows free access to the app and digital library. According to the company, 87 percent of K-5 schools in the U.S. are using Epic! for reading time in English language arts and other classes. Epic! allows educators to incorporate technology into their teachings as a way to engage students who have grown up in the digital age with mobile devices at their fingertips. Teachers can create profiles for all of their students and supplement their lessons with the books and videos provided. Epic! provides special book collections for a range of subjects including science, history, math, and government. They can also assign specific books to students and then create quizzes to test reading comprehension.

Many schools use Accelerated Reader (AR) or Lexile reading levels to determine what books a student should be reading. Students or parents can search for specific books using these parameters allowing Epic! to connect a child’s home education with the classroom. While Epic! does not have Accelerated Reader quizzes on its website, any book that has an AR number should have a corresponding quiz the student can take at school.

Reach Capital General Partner Jennifer Carolan said one of the reasons her firm invested in Epic! is the company’s ability to bridge the gap between home and school. “In classrooms all over, we saw Epic! spark children’s love for reading and inspire them to share their learning with others. We were impressed with Epic’s ability to capture the hearts of educators, children, and parents and create a seamless connection between school and home learning.”

The post Epic! App Raises $8 Million to Keep Kids Reading first appeared on Public Libraries Online.

“The caller would like you to talk a little about e-books,” said the radio announcer as my colleague and I talked on the air about library services. So, I launched into my elevator speech about how our digital collection is in high demand, but our physical collection is still our core service. I chatted away about all the e-books and e-audiobooks in our collection.

And then a second caller asked a follow up, “What is an e-book?” An eye opener for sure.

It’s easy to assume the digital divide is closing as public librarians who use technology every day in our work. Evidence shows this isn’t the case.

Recently, the Nielsen Norman Group released an article on an international study by Organisation for Economic Co-operation and Development (OECD) [1]. The researchers tested adults aged 16-65 in countries including the United States, Japan, the Netherlands, the UK, Germany, Singapore and Canada. One of theresults found26 percent of the adult population has no technology skills. Of those with skills, most are limited to using basic email or web browser functions [2].

In the table below you can see the level of skills defined and the OECD study averages. You can see the full breakout by country in the article. The ranges do not vary much when broken down by country.

So while 77 percent of Americans have a smartphone and nearly 50 percent have a tablet, that doesn’t necessarily mean they know how to use them well [3]. We hear stories like this all over our library system. For example, an elderly couple came in to meet with one of our librarians after purchasing a smartphone and a tablet from a local retailer. They wanted to know how to make phone calls and connect to the Internet. Our librarian was more than happy to help.

You might not have woken up this morning feeling like a technology guru but reality is your skills are likely in the top quarter of the world’s population. As a public librarian, your mission, should to choose to accept it, is to bridge the digital divide. We have our work cut out for us. Don’t assume your definition of “basic skills” is the same as the next patron who comes to your desk for tech help. If someone asks you about e-books, “Do you know what they are?” might need to be your first reference interview question.

References

[1] Nielsen, Jakob. “The Distribution of Users’ Computer Skills: Worse Than You Think.” Nielsen Norman Group. November 13, 2016. Accessed Jan. 21, 2017.  https://www.nngroup.com/articles/computer-skill-levels/

[2] OECD (2016), Skills Matter: Further Results from the Survey of Adult Skills, OECD Skills Studies, OECD Publishing, Paris. http://dx.doi.org/10.1787/9789264258051-en

[3] Smith, Aaron.  “Record shares of Americans now own smartphones, have home broadband.” Jan, 12 2017. Pew Research Center. Accessed Jan. 21, 2017. http://www.pewresearch.org/fact-tank/2017/01/12/evolution-of-technology/

The post Your Mission: Technology Guru first appeared on Public Libraries Online.

MELSA previously offered a program called Museum Adventure Pass, which allowed patrons to check out physical passes to local museums and other institutions.  This program was well-loved by patrons but had downsides, including the fact that patrons had to physically go to a library branch to obtain one of a limited number of passes, which often ran out early in the day, and patrons had no limits on repeat checkouts.[ii]

With the new smARTpass, patrons can obtain tickets and passes straight from an app on their smartphones, making them more widely available to MELSA patrons.  These tickets are still limited and still run out quickly, sometimes within hours, but new policies help spread the cultural wealth among patrons.[iii]  First, patrons can generally only reserve one pair of free admissions to each institution per year, unless the institution permits more, and once reserved the admissions cannot be returned – if they are not used the patron still cannot reserve another set that year.  Second, patrons can have only two active reservations at a time, with reservation slots available up to two months in advance.  With this policy, if a patron reserves a set of tickets to two different institutions for the next month, they cannot reserve a set of tickets for another institution until they’ve used the first of their reserved tickets.[iv]

“It works best if you have a lot of cultural organizations that can contribute, so lots of people can take advantage of it,” said Sally Lederer, communications manager for MELSA. “Luckily for us here we have a lot of great arts partners.”[v]

MELSA has partnered with more than two dozen organizations to provide passes and tickets for this program.[vi]  The tickets are provided by the organizations and are not paid for by MELSA; it is up to each institution to decide how many tickets they will offer, with what restrictions, and for what specific dates.  Partners can also offer discounted tickets, which are usually not limited by the free ticket policies, allowing interested patrons further admission to their favorite institutions.[vii]

“The good thing about [smARTpass] is that it’s really scalable for different sizes of organizations,” said Lederer.  “It can be a small theater company or a large museum that’s open every day; it just depends on what the organization has to offer.”[viii]  Current smARTpass partners include museums, orchestras, smaller music ensembles, theaters, and even a dance studio.[ix]

The smARTpass app was built by Nerdery, a Minnesota-based web developer, and the app and website are maintained by MELSA staff.  The app’s backend allows partners to generate reports to see how many people are using the partner’s offered tickets and which libraries the users come from.[x]

The program is marketed with ads on local news sites,  MELSA’s website,  websites of its member libraries, and in individual branches via bookmarks and posters. Currently, smARTpass has about 16,000 registered users, a small percentage of the library population, and “the ones on there are pretty serious about making reservations,” said Lederer.[xi]

References

[i] “Partners.” MELSA smARTpass. Accessed January 21, 2017 https://smartpass.melsa.org/partners/

[ii] Sally Lederer, Communications Manager at MELSA, in a phone interview with the author, January 5, 2017

[iii] Ibid.

[iv] “How it Works.” MELSA smARTpass. Accessed January 21, 2017 https://smartpass.melsa.org/how-it-works/

[v] Sally Lederer, Communications Manager at MELSA, in a phone interview with the author, January 5, 2017

[vi] “Partners.” MELSA smARTpass. Accessed January 21, 2017 https://smartpass.melsa.org/partners/

[vii] Sally Lederer, Communications Manager at MELSA, in a phone interview with the author, January 5, 2017

[viii] Ibid.

[ix] “Partners.” MELSA smARTpass. Accessed January 21, 2017 https://smartpass.melsa.org/partners/

[x] Sally Lederer, Communications Manager at MELSA, in a phone interview with the author, January 5, 2017

[xi] Ibid.

The post Patrons Can Check Out a Museum Pass with smARTpass App first appeared on Public Libraries Online.

Irlen describes these visual problems as Scotopic Sensitivity Syndrome (SSS) and includes such problems as dyslexia. From my reading of Superlearning (1979) and Superlearning 2000 (1995) by Sheila Ostrander and others, I had become aware of many techniques to learning as well as those learned in education courses for teachers but using colors for reading was new to me.

The correctional library programs, for which I was director, had developed a reading lab which houses special reading materials and uses peer tutors to help inmates and school students with their reading difficulties. I spoke with Laws, who was also a Certified Special Education Teacher and we began to discuss what we might do at the state prison. She was hired as a consultant through a Department of Education grant for “Innovative uses of Technology in Education.” This program would allow us to develop a program based on the use of visual testing and use of colors in reading training. An acquired color machine allowed printed text and graphics to be focused onto a TV monitor with selected colored backgrounds or letters. These would be switched until an optimum combination was found for each student. With the machine we could also alter the size of the letters. By coordinating information from school TABE tests, our library brought together twenty-eight men who volunteered to be part of this program and Laws began meeting one-on-one with the inmates.

She would test the men for their current reading ability and their ability to see through various color overlays or color backgrounds with enlarged type on the color machine. Laws would also test for right and left brain coordination. After doing this for each inmate, she would write a “prescriptive” program for each. Exercises, including eye, breathing and relaxing, reading lists, color overlays, and sometime relaxing music, were all part of the prescription. Twenty-six of the twenty-eight students, we found, could read or see words better with the color overlay, one or two with larger print. Gary, (pseudonym ) on the other hand was found to have no sense of “visualization.” He couldn’t remember what he learned from one day to the next. He hardly could talk, as words did not come to him because of brain damage.

Laws started helping Gary by asking what he was interested in – Cars. He had been a mechanic and knew a great deal about cars. Laws drew a picture of a car and had Gary tell her what the parts of the car were – the hood, the trunk, the bumper, wheels. After about eight items, she wrote the names of the parts with arrows to the drawing of the car. Then she had him make up a large drawing for a book. Each time he and the tutors met, he would learn more words that went with the parts of the car he knew. About two months after this all started, I was present when Gary was able to put together about ten words into a sentence. Not only could he retain the words, but he was beginning to relearn how visualization could help him learn. It was the beginning of retraining the wounded brain. By the time the program ended, Gary had a vocabulary of about 30-50 words.

Many of the other students made remarkable progress as well. At the start of the program, one other inmate was adamant, no one could help him to read. He not only became a model student (less disruptive) at the prison school, but became an advocate of the lab and started helping other students increase their reading ability. Within two months, twenty-six men were reading at least 2-3 grades, if not more, above the ABE tested level when they started working with Laws.

There has been much research on visual and brain cognition, and software from many agencies has helped. Not all the software out there allows for color background or varying text color. Many computer programs in the assistive technology arena are for reading comprehension, not for help with vision. One program which includes adaptive facility for vision and colors, Easy Reader, is now available via Dolphin.

Libraries that aren’t yet involved need to get on board with assistive software for reading. With the visual and brain training techniques we now know of, I believe crime and disruptive behavior in schools and cities could decrease. Having worked ten years with inmates, I believe the frustrations, lack of achievement and concurrent disruptive or unacceptable behavior in adults are more likely to be directly related to the lack of reading ability than any other outside event or condition.¹ Even though reading may not solve all behavioral problems, we can strengthen the whole country through a focus on correcting reading problems through the newest technologies and machinery we already have available.

References

1. Are Reading and Behavior Problems Risk Factors for Each Other? Paul L. Morgan, George Farkas, Paula A. Tufis, and Rayne A. Sperling.

The post Reading With Colors first appeared on Public Libraries Online.

3-D printers are perhaps one of the most obvious creation tools that have started to penetrate today’s libraries. Weller writes this shift will transform libraries into places where people go to create the future, rather than research the past. Eventually, libraries could pave the way for creation in areas like genetic engineering and alternate reality. It is possible, he writes, that in fifty years our patrons would check out experiences such as visiting other planets or thinking like a dog, just as they currently check out books or DVDs.

Eventually, today’s flood of traditional data will shift into a human desire to access “sensory data,” he writes. Sensory data is essentially the act of sharing others’ experiences. Through this change, he argues that librarians will remain as important as ever as they help patrons make sense of this information. We will need to help patrons navigate this sensory data landscape, as well as continuing to give them a physical space to create.

The majority of Weller’s speculation does not surprise me. As we see 3-D printing become increasingly prevalent in society, especially in the fields of medicine and engineering, I see libraries as more important than ever in providing spaces for our patrons to create. Additionally, the runaway success of Pokémon GO’s virtual reality technology suggests to me that we are not terribly far away from superimposing more complex experiences onto our own lives. Libraries are a great candidate to provide these services and experiences.

It is refreshing to see a mainstream news article discuss the positive aspects of libraries and how they can transform to remain meaningful in the future. Does Weller’s research coincide how you see libraries evolving? Where do you see public libraries in fifty years?

References

^[1] Weller, Chris. “Libraries of the Future Are Going to Change in Some Unexpected Ways.” Business Insider. August 24, 2016. Accessed September 9, 2016. http://www.businessinsider.com/libraries-of-the-future-2016-8?r=UK&IR=T.

The post The Library of the Future Is Coming, and It’s All About Experience first appeared on Public Libraries Online.

In all types of libraries, services, collections, and spaces are being redesigned as a response to changing patron needs and preferences.  Advancement in technology is fueling these changes. Outside of libraries, these changes are causing businesses to rethink their products, services, and delivery methods.  All of this together is changing how the modern workforce performs its work and the skill sets it needs in the dynamic modern workplace. At Johnson County Library, located in the Kansas suburbs surrounding Kansas City, these factors combined, led  to the creation of a makerspace.[1]  As the library re-evaluated its approach to traditional business reference services, a redesign of the central library was also in the planning stages.  Moreover, a flexible approach to programming allowed these three forces to combine, creating fertile grounds for the launch of a makerspace.

Getting Started

Often times getting started can be the biggest hurdle.  Makerspaces can take on many forms and include a wide variety of tools.  Meredith Nelson, the reference librarian who launched Johnson County Library’s MakerSpace, offers a pragmatic approach to creating the makerspace that your community wants and needs. “Start out with programming. The people that show up are your supporters. Talk to them… Before investing, figure out what the community wants,” she said.[2]  Her advice demonstrates that having a physical makerspace is not a requirement for embarking on related activities.

Similarly, Michelle Luhtala, New Canaan (CT) High School librarian, recommends not investing heavily in tools and technology initially.  As she transformed a traditional high school library into a makerspace, she started with “a few things like basic craft supplies and Legos that other teachers had recommended, but she took her cues from the students.”[3]  Both Nelson and Luhtala employed an approach that tested the makerspace waters before diving in head first.

Customizing Your Makerspace

Notably, makerspaces can take on many forms ranging from large dedicated spaces to a mobile concept where technology travels to patrons in various locations.  Additionally, the types of technologies and tools made available in makerspaces ranges greatly.  In short, makerspaces are not one-size-fits-all.  For optimal success, makerspace resources, services, and programs should be customized to the community. For example, a public library serving a rural community may want to focus on soil science tools and drone technology as both are at the forefront of modern agriculture.  This focus wouldn’t be a good fit for an urban community that likely would have other interests. Referring to Nelson’s advice to start small with programming, your patrons can tell you want they want and need.  As you test the making waters, collect feedback to inform what your makerspace should look like as it matures.

Engaging All Ages

Often programming focuses on a singular age group. Storytimes are aimed at specific age ranges, while book discussions target a more mature audience.  Programming that targets mixed age ranges is more difficult.

Like other library programming, makerspace programing can also focus on a specific age group.  However, there is ample potential for families that encompass multiple age groups.  Nelson says that she has seen “whole families engaged” in the Johnson County Library MakerSpace.  Parents and grandparents visit with children and grandchildren to use the space’s tools and resources. As families, they attend programming activities like the MakerSpace Passport program, launched in the summer of 2016. Example projects in the Passport program included coding, soldering, a sewing project, woodworking, and a stop-motion movie. During the Passport program 2,333 projects were completed.  Nelson notes that this programming series was very hands-on for staff, and therefore, quite time intensive. As a comparison, an interaction on the reference desk may be quite brief.  The interactions in the MakerSpace tend to be more technical and in-depth, requiring significant staff time and expertise.

In summary, the idea of starting a makerspace can be overwhelming given the resources, expertise, and time commitment.  However, you can ease into the project to develop a space that is useful for your community.   No clear guide exists for creating the ideal MakerSpace, this is because they are focused on local needs and specific to each community.  This ambiguity creates opportunity in crafting the best makerspace for your community.

References

[1] MakerSpace Home. (n.d.). Retrieved September 12, 2016, from https://www.jocolibrary.org/makerspace/makerspace-new.

[2] Meredith Nelson Interview [Personal interview]. (2016, September 7).

[3] Schwartz, B. K. (2016). Launching a Makerspace: Lessons Learned From a Transformed School Library. Retrieved September 12, 2016, from https://ww2.kqed.org/mindshift/2016/07/31/launching-a-makerspace-lessons-learned-from-a-transformed-school-library/

The post Getting Your Makerspace Off the Ground first appeared on Public Libraries Online.

When looking at demographic groups (age, sex, race/ethnicity, household income, educational attainment, and community type), more than half of all people in each group owns a smartphone. The only two groups with lower smartphone ownership numbers are those ages sixty-five and older (30% own smartphones) and those who do not have a high school diploma (41% own smartphones).

Of the seven types of devices the Pew Research Center studies (cell phones, desktop/laptop computers, tablet computers, MP3 players, game consoles, e-book readers, and portable gaming devices), the only other device whose ownership is rising is tablet computers. In fact, the share of Americans who own a tablet computer has risen ten times since 2010, up to 45% from 4%. Perhaps as a direct result of sharp increases in smartphone and tablet computer ownership, e-readers have dramatically decreased in popularity. Only 19% of U.S. adults own e-readers, but 32% reported owning one in early 2014.

After cell phones, computers are the second most popular devices with some 73% of U.S. adults owning one. Interestingly, that number has dropped from 80% in 2012, likely due to the increase in smartphone and tablet computer ownership. Also on the decline, 40% of Americans own an MP3 player, down from the high point of 47% in 2010. Ownership numbers for both game consoles and portable gaming devices have remained the same in the past five years. 40% of Americans own a game console, while 14% own a portable gaming device.

The analysis in this new report is based primarily on telephone interviews conducted March 17-April 12, 2015 among a national sample of 1,907 adults ages eighteen and older living in all fifty states and the District of Columbia. For the full report, visit http://www.pewinternet.org/files/2015/10/PI_2015-10-29_device-ownership_FINAL.pdf.

Sources:

http://www.pewinternet.org/2015/10/29/technology-device-ownership-2015/

The post Technology Device Ownership: 2015 first appeared on Public Libraries Online.

Why Tell Your Story Online?

Many libraries are restricted by city or county rules on employee advocacy. When funding or programs are at risk of getting cut, staff have to get creative in promoting the value of the library in the community. Digital advocacy is a great method of not only visualizing that value, but also disseminating it to your community through social networks, email newsletters, and your website.

The Rockefeller Foundation published a report in 2014 called Digital Storytelling for Social Impact, which offers insights and ideas from interviews with thought leaders in entertainment, brand strategy, and philanthropy. One of the key quotes from the report reinforces the importance of digital storytelling or advocacy for community-centric organizations, such as public libraries:

“Stories can embody values; they can show how an organization is living its life by giving tangible examples. Putting faces and names to [an organization’s] values goes much further to promoting high-level concepts that aren’t as tangible.” [1]

So where to begin? One place to start is by interviewing community members or staff members about what they like about the library and what they do while they’re there. You could also frame your story around library usage data or a timeline of a project, such as a summer reading program or an event of which you’re particularly proud. Also remember that digital advocacy comes in many forms, from blogs to videos to digital slideshows.

A Few Examples of Digital Advocacy in Action

TechSoup has an annual digital storytelling contest called Storymakers, but we’re always supporting nonprofits and public libraries in telling their stories online through educational webinars, product donations, and informative content. I thought I’d highlight some of my favorite examples of digital advocacy that we’ve seen over the years.

The Norton Public Library won the prize for Best Library Video in the 2012 Storymakers contest with its video, 12 Things to Do in a Library. Teen patrons created the video to promote the library’s collection of pop-up books. This project not only gave the teens a chance to show off their video skills, but it also created a new generation of library advocates.

The Oakland Public Library (OPL) is also engaging its community to tell the library’s stories. Sharon McKellar, the community relations librarian, talked about the importance of sharing everything you do on a TechSoup for Libraries digital storytelling webinar. Much of the library’s sharing is done on the OPL’s network of blogs, where library staff and partners write about events, share new additions to collections, and answer community questions. Sharon also does a fantastic ongoing series on strange ephemera found in the Oakland Public Library’s books, which has gotten the attention of local media as well as Library Journal.

Digital advocacy doesn’t end after the creation and production of your story. The M.N. Spear Memorial Library in Shutesbury, MA got a construction grant from the Massachusetts Boardof Library Commissioners, but it needed a local match to actually receive it. The library had to privately raise funds in five months, so library staff members produced a video called Where Would You Be Without Your Library?

The staff reached out to the Massachusetts Library Association to promote the video and somebody from the association got Cory Doctorow of BoingBoing interested. After he shared it, the campaign went viral with promotions from John Hodgman, Wil Wheaton, Neil Gaiman, and other library-loving celebrities. But the video’s success wasn’t sheer luck: the library strategically reached out to cause-driven websites and newsletters, as well as library and book-related blogs, and told them about the campaign.

At the 2016 Public Library Association conference, Crystal Schimpf of Kixal and I will be presenting on behalf of TechSoup for Libraries about the ways that digital stories can be used for advocacy efforts, from raising awareness to political action. We’ll be sharing tips and ideas on how to create a compelling story for your library, and how to leverage it to show your impact in the community. Be sure to drop by Lights, Camera, Advocacy: Digital Storytelling for Your Library session at PLA 2016.

References
1. The Rockefeller Foundation, May 06, 2014, “Digital Storytelling for Social Impact.” p. 8. https://www.rockefellerfoundation.org/blog/digital-storytelling-social-impact/. Accessed October 26, 2015.

The post Share Your Library’s Impact with Digital Advocacy first appeared on Public Libraries Online.

One of the great aspects to this program is that not only are they reaching out to young girls, but they are also inspiring the girls’ mothers, providing an opportunity for both generations to learn in a fun environment. This ten-part workshop series provided opportunities to learn about circuits, engineering, architecture, art, and more. Many of the classes had the participants considering ways to better their worlds, like the first program where attendees considered how to make human experiences better in public spaces, or the workshop where they worked on posters highlighting shelter animals up for adoption.[1] Looking at the pictures in the Make-HER blog shows a glimpse of the fun had by attendees while learning.

Leading the instruction was a group of ladies who all have myriad experiences that enabled them to teach various skills to the attendees. Looking at their bios, one of the impressive things about the instructors was that they all had different backgrounds; some of them had studied their field of expertise, while others were self-taught.[2] What a great way to showcase the wide variety of ways you can learn and be excited about a topic!

While writing this post, I was thinking quite a bit about why a program like this is important. Providing an opportunity for girls and their mothers to work and learn together is a huge benefit. However, knowing what I’ve heard about girls and women studying and working in careers in STEM fields, I decided to see what kinds of articles I might find on the topic. Several pieces came up regarding girls and the maker movement, many of which focused on using making as a way to get girls interested in STEM studies.

One article that provided some insight came from Kristin Houser for iQ by Intel. The article mainly discussed findings from a report called, MakeHers: Engaging Girls and Women in Technology Through Making, Creating, and Inventing. This report says that the maker movement “could help bridge the gender gap in STEM fields.”[3] By hosting programs for girls, Sunnyvale is contributing to closing this gap. Houser also had information from Forbes stating that girls don’t often have female mentors or role models in the STEM world.[4] By having all female instructors for the Make-HER program, Sunnyvale Public Library has provided the participating girls with women they can look up to as examples.

Not only did Sunnyvale hold all these programs, but they put much of the information on their website. Check out the activities at home (or maybe in your library, too). A listing of some of the major materials used for the various projects is also included. I know looking at the different projects definitely got ideas flowing for me!

[1] “Blog.” Make-HER. 2015. https://sunnyvalemakeher.wordpress.com/blog/ (accessed August 19, 2015).

[2] “#LadyMakers.” Make-HER. 2015. https://sunnyvalemakeher.wordpress.com/ladymakers/ (accessed August 19,      2015).

[3] Houser, Kristin. “Girls in Technology: Maker Movement is a Natural Entry Point.” iQ. January 16, 2015.

http://iq.intel.com/report-shows-maker-movement-natural-entry-girls-women-technology/ (accessed August 20, 2015).

[4] Ibid.

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The pendulum, it swings. Eight years ago, my charge as a technology librarian was to herd the cats — to introduce new technology and ways of serving the digital patron to an organization that was largely skeptical of change. Cut to now, and I’m … still herding cats. Only, this time, it’s the folks at all levels of the organization who want to incorporate tech into every service they can think of. Sunrise, sunset.

Does that mean we’ve had a complete polar shift in the way technology operates in libraries? Yes, but also no. Maybe we’ll even throw a “maybe” in there for good measure. The pendulum will keep swinging, meaning we’ve got to be ready for shifts in either direction. Sound confusing? Of course it is. There’s a tremendous tension between the wish to provide stability and the urge to forge new ground. In our quest to provide quality service and access to all, it’s no wonder we feel pulled in all directions at once.

So here’s the thing: it’s our users who are jumping from one side of the spectrum to the other. And they often make that leap without even realizing it. A recent study of retail shopping trends by marketing firm Deloitte Digital [1] shows a dramatic fluidity between the way customers interact with a store’s virtual and physical spaces. Without any clear distinction between online and offline shopers, stores must focus on creating customer experiences that can successfully cross over. If we apply this to libraries, its’ a question of making our place-based services as welcoming as possible, while extending the ongoing conversation to the corners of the virtual realm we deem appropriate.

Designing experiences that navigate this tension (while acknowledging that it’s constantly shifting!) will be key for libraries as they engage with emerging trends in technology and service. Below are two situations where this tension is in full effect.

The Personal and the Protected
I’ve been following the work of the Library Freedom Project  with a great deal of interest. Project leader Alison Macrina received a Knight Foundation News Challenge grant earlier this year to spark a conversation on digital privacy in libraries. By installing anonymous browsing tools on public PCs and creating training resources for library staff and patrons alike, the Library Freedom Project seeks to raise awareness about online surveillance, and to help libraries preserve individual anonymity as they provide essential access to the Internet.

At the same time, there’s a strong urging to use digital tools to enhance the connection between libraries and patrons, offering personalized services founded on the retention of patron data.

Is it possible for these two approaches to coexist? Is it fair for libraries to say “we’re protecting your privacy” while simulatneously collecting significant amounts of information in order to provide better experiences? What happens when we bring third parties into this mix? If we are to find a balance in this discussion, it’s by providing transparency and context. People have a lot of trust in libraries, and that creates an opportunity to build a deeply personalized relationship with our users. By exposing the mechanics of personal data tracking, we might be able to provide the context for why this stuff matters. And if we can give our users control over their own data (by offering encrypted spaces where they can track — and selectively delete — their own library activity), we could get more people asking why they don’t have the same level of control when they visit other websites. Doing so offers our users a valuable object lesson in the value exchange that comes with any type of data collection, and gives them the tools to make informed decisions for dealing with other, potentially more invasivie entities.

Solidifying the Ephemeral
I’ve been hosting an event every few months at my library called Show Your Work, where I invite community members to make pitches for their creative, technological, or entrepreneurial works-in-progress. They take questions from the audience, and receive advice from a panel of local experts.

I’m always impressed with the variety of submissions we get. We’ve had people with established businesses, such as a company manufacturing guitars with interchangeable faceplates. Others are taking a more philanthropic bent, creating a mobile app to help restaurants and grocery stores wishing to donate to local food banks find people to make deliveries. What surpised me most where the projects that garnered the most enthusiastic responses: each one a proposal for a digital archive collecting ephemera from very specific local micro-communities.

In the wake of so many creative projects, why did these archives (one for artists, one for the city’s punk music scene) strike such a chord with our audience? Amid the robots and other cutting-edge creations being pitched, these collections seemed incongruous — even more so for us, as an institution looking to make its mark as a place known for the creation of new things. Show Your Work was designed to carve out space for the library as a place for makers, coders, and entrepreneurs. How is it that these digital pop-up libraires are resonating so well?

The fact that these archives stood out on two separate occasions seems to indicate that these niche-interest, extremely personal, born-digital colelctions are a space worth exploring. This pent-up demand may represent an underlying desire for someone to exist as chronicler of a city’s living history. The only things that have changed are the artifacts. This becomes all the more important as time catches up with our existing archives, and more of the material worth documenting only exists in a digital form. Without a traditional space for collecting these “ephemeral” digital creations, members of the community are rising up to meet the need.

As libraries seek to fill in the blank on the “books + ____” equation, this act of documentation can serve as a virtuous cycle, providing a near-instant cycle of community knowledge creation and preservation. As the rush to create, design, and iterate heats up, building collections in the moment can help add that element of reflection to the whole process.

Walking the Line
Finding the nuance in these polarized sitations can be incredibly difficult. As you seek out the right path for your organization, it’s important to remember that these aren’t dichotomies. Both sidees of the equation will always exist. There will be a place for libraries on each end of the debate. (After all, isn’t representing the many sides of an argument a core part of what we do?) These inconsistencies are what make the digital realm increasingly human. Carving a path through this analog divide is how we can make better places to live.

This is Where I Leave You
This is my last column for Public Libraries. I’ve been truly fortunate to have been given this platform to explore some of these foundational issues surrounding library technology. I’m grateful to each of you for reading, and I hope you’ll continue to share your stories of how your are adapting your libaries for the perpetually connected world. I wish you nothing more than the best of luck

Reference
1. Kasey Lobaugh and Jeff Simpson, “Deloitte Digital Study: Digitally-Influenced Sales in Retail Brick-and-Mortar Stores to Reach $2.2 Trillion by Year-End,” Deloitte Digital press release, May 13, 2015, accessed August 4, 2015.

The post The Wired Library – Tech Trends and Tension first appeared on Public Libraries Online.

In 1939, the American Library Association adopted a Code of Ethics to “maintain ethical standards of behavior in relation to the governing authority under which they [the librarians] work, to the library constituency, to the library as an institution and to fellow workers on the staff, to other members of the library profession, and to society in general.”[1] Although the code was amended in 1981, 1995, and again in 2008, one thing didn’t change – the document remains a framework. The statements [in the code] “cannot and do not dictate to cover particular situations.”[2]

How, then, do we know what to do in such situations? “Establish ethical standards, educate staff, and take transgressions seriously!”[3] says Pat Wagner, a library consultant and trainer who believes the main reason for unethical behavior is to avoid conflict. Not enforcing front-line behavior is one of the biggest mistakes a director can make. Some common behaviors that demand attention include staff gossiping about patrons at the circulation desk, allowing special privileges for friends or favorite patrons, and not considering barriers to access.

Further, Wagner encourages libraries to engage in conversations with those both inside and outside of the library and to build relationships before issues arise so that it will be easier to deal with problems when they do. It is especially important to have a clear understanding of ethical expectations as we move into the future.

Wagner points out that issues are already arising out of use of maker spaces and curating user-created content. And with ever shrinking budgets and rapidly advancing technology, considering how best to serve the community’s needs bears discussion. “Good people can have different ethical systems and disagree about what the right thing to do is,”[4] she says.

For a list of ethical resources:

sieralearn.com/resources-for-the-study-and-practice-of-ethics/

For more information about Pat’s work:

sieralearn.com

Works Cited

[1]History of the Code of Ethics1939 Code of Ethics for Librarians (History of the Code of Ethics1939 Code of Ethics for Librarians): http://www.ala.org/advocacy/proethics/codeofethics/coehistory/1939codeethics

[2]Code of Ethics of the American Library Association (Code of Ethics of the American Library Association) http://www.ifmanual.org/codeethics

[3]Wagner, Pat. “Re: Library Ethics” Message to author. May 1, 2015. E-mail.

[4]Wagner, Pat. “Everyday Library Ethics – Part One” Online video. Florida Library Webinars. Florida Library Webinars, 16 Aug. 2013. Web.  27 Apr. 2015.

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Early experimenters with tablets found them a bit weighty and burdensome, but newer technology has eliminated that complaint for the most part.  Some libraries have taken the tablet concept a bit further and even use them to check out material, renew an item, or place other items on hold, thus eliminating the requisite stop at the circulation desk.  Also, in reference to downloadables (e.g., books, recorded books, movies) librarians have found that it is easier to teach the patrons how to use the features on the actual products people will have at their home, as opposed to reading directions from a desktop.

At the Boise Public Library (BPL), they have begun to switch out desktop computers altogether and replace them with tablets for the librarians in their offices/reference desk. This way they can “work” on them and also be roving reference librarians without switching from one piece of equipment to another.

Full disclosure:  I do not own a tablet, although I have used them at friend’s houses and at work for a special project.  The one I used at work was not owned by my library, but was my boss’ personal tablet that I used for an offsite cataloging project for a major donor. It took a little getting used to; I favor a mouse to a touch pad any day of the week.  That being said, I can see the efficacy and need to integrate tablets into libraries.  In the long run, they will probably eradicate paper and ink waste from printing out locations of books for patrons or receipts from check outs. The integration of tablets is just another sign of the times that libraries need to and will amend to.

References:

http://lj.libraryjournal.com/2015/01/technology/meet-the-tabletarians-mobile-services/#_

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Generally the opinion of some library people is that they don’t have to be especially secure because they are libraries. The idea is security through obscurity. However, all that does is cause libraries to play a waiting game. It is not a question of IF there will be a problem, but when.

Libraries have a plethora of computers with good bandwidth and servers with lots of space. By the very nature of libraries wanting to provide open access, they are a target for potential hackers. Open access is both a tenant of who we are as libraries and extremely important. It is not our intent, at all, to say there should not be open access! However, we must provide this service with our eyes open — knowing it could come back to bite us later. This mode of thinking isn’t meant to scare you, but to cause you to stop and think.

In order to continue to provide the best access possible, we pose the following questions:

When was your last security audit? Have you checked to see that all your recent computer updates installed properly? Did it fix security holes or make the existing ones bigger? Getting someone to do a security audit is similar to getting someone to do a home inspection. There are plenty of people you can call, but you want someone who really knows what he or she is doing so it saves you time and money later on. To find a good security auditor you want to check with current and previous customers of your potential contractor. Are they pleased with the service they received? Did they feel it was worth the money?

Have you kept up-to-date with your updates? Sometimes something as innocuous as not updating a browser plug-in like Flash or Acrobat can be a problem. Are all your Windows updates done? Is your anti-virus up-to-date?

How good are your back-ups? This is one of those questions that can strike fear into your heart. The idea is that back-ups are there if you have a problem, but do you know if they would even help you? Have you ever tried to restore anything from one? This is just about checking to see that the files you are backing up are ones you can actually use. How often are you rotating your back-ups? What length of time do you back up your files? A day? Two days? Do you set one of your back-ups aside every so often to make sure you are not preserving compromised data that has been backing up onto what you would use to restore all your files if necessary?

Have you checked your technological band-aids? Sometimes changes to systems are made in the heat of the moment to accommodate immediate needs. Have you gone back and made sure they were done in the best possible way? Someone placed those band-aids in the best possible way at the time, but that may not be the best long-term fix for the problem.

How are you managing all your updates? There are programs like Ninite (https://ninite.com) and Wpkg (http://wpkg.org/) that can help you manage your non-Microsoft applications updates.  Are you paying attention and checking regularly for your Windows programs updates as well?

Are you ignoring security concerns because you have Apple devices? There is the belief that if you run devices from Apple that you will not be a target for hacking. That is not wholly true. It is true that there are not as many Apple computers to target as Windows computers, but that again is security through obscurity or quantity. Recently Apple has had some security issues so staying updated on your iOS updates and Apple applications updates are important. There are programs like “Get Mac Apps” (http://www.getmacapps.com/) that function similarly to Ninite and Wpkg for Windows devices that manage updates.

My IT person says you guys are wrong! We’re okay with that. Everyone will have local concerns and parameters that make different levels or types of security better or worse for them. Security can’t impede workflow or be so lax that it’s nonexistent. In the end, if you are staying up to date with your virus protection and different program updates, you should be fine. But sticking your head in the sand and pretending security isn’t an issue won’t protect you from anything either. As long as you and your local security person have talked and made a plan that works for your library, then our work has been done.

Melanie A. Lyttle is the Head of Public Services Madison Public Library. You can watch her YouTube channel, Crabby Librarian, at http://www.youtube.com/watch?v=7Rv5GLWsUow. Shawn D. Walsh is the Emerging Services and Technologies Librarian at Madison Public Library.

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The E-Rate program is built to “help libraries gain affordable, high capacity broadband. . . ; boost library participation in the program; and increase the efficiency of the application and review process” for eligible libraries. Furthermore, the “Got E-Rate?” page lists information about the Federal Communications Commission (FCC) reforms of the E-Rate programs and what this means to libraries, particularly public libraries. The page has a lot of information that may or may not be difficult for you to decipher, so I recommend taking a look at “Library Leaders: E-Rate Opportunities Take Center Stage” by Marijke Visser.

Visser breaks down the main take-aways of the E-Rate program with these points:

1. About $1.5 billion has been added to the funding for the E-Rate program
2. The American Library Association, Public Library Association, state library agencies, and other organizations will produce E-rate resources that are aimed to provide libraries that are interested in applying for E-rate funding with “communications, education, practical tools, and technical support.”
3. Increasing broadband capacity is not simply for rural libraries, but also applies to suburban and urban libraries that may need to expand their services.

After reading both of these articles, I had a few initial thoughts:

1. As a librarian, I am (typically) aware and/or reminded of the digital divide in communities. Connecting and working with librarians throughout the state and nation has exposed me to the different resources available (or unavailable) to public libraries and the disparities between communities. However…
2. …as an individual, I tend to forget about things like the “digital divide.” This is easy to do when I’m in my own little world, streaming music from my iPhone on my way to work, and watching Netflix on Apple TV at home. But…
3. ..the digital divide is real. Just take a look at the statistics, “How Americans Go Online” published by Pew Research Center’s Internet and American Library Project. The graph shows the correlation between lower income and education levels with lower access to Internet usage at home and in general. Race and geographic location affect the result.

The Internet is a necessity for not just checking email or research, but also for applying for jobs, learning new technological skills, and gaining confidence. If a person is unable to have broadband access at home, it is all the more imperative that their local library have sufficient access to not only bridge the gap in the digital divide, but also in digital literacy. What are your experiences with broadband access in your community?

Sources

“Got E-rate?” Got E-rate? Web. 22 Feb. 2015. http://www.ala.org/advocacy/goterate

“Library Leaders: E-rate Opportunities Take Center Stage.” District Dispatch. 28 Jan. 2015. Web. 1 Mar. 2015. http://www.districtdispatch.org/2015/01/library-leaders-e-rate-opportunities-take-center-stage

“How Americans Go Online.” Pew Research Centers Internet American Life Project RSS. 24 Sept. 2013. Web. 24 Feb. 2015. <http://www.pewinternet.org/2013/09/25/how-americans-go-online/>.

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Writing strong and effective technology proposals is something that we, as educators and library professionals, should be able to do and be able to do well. Odds are, if we’re going to implement innovative and creative technology in our libraries, we’ll probably have to make a strong case for it to appear in the budget. Let’s face it, innovative technologies like 3D printers, vinyl cutters and professional recording studios don’t exactly fall into the “essential needs of the library” budget line, nor do the latest and greatest computers for that matter. While Macs are cool, they aren’t that cool.

Unless you happen to work for one of those five-star-Library-Journal-endless-budget-how-do-they-keep-doing-it-libraries, you need to accept the fact that you’ll have to put in some extra effort if you want your library to be able to keep up with what’s hot.

The following steps are a framework for creating proposals that will get people to listen:

1. What do you want? How much does it cost? Who cares?
The most important part of any proposal is identifying the thing that you actually want and how much it costs. This is simple and needs little explanation. What is not simple, however, is pinpointing who will actually care or truly benefit from the things we purchase. The best way I’ve found to begin this process is to first propose my idea (and cost) to some of my very close non-library friends. The ones who will tell it like it is. If their response is, “Why would the library waste money on that?” or the rhetorical “Who cares?” and I cannot convince them to respond otherwise, I probably have some more thinking to do.  For further information on this, see step 3, “Purpose.”

2. Know your audience: Think about who are you proposing to and tailor it towards them. The Library Board? Management? The Director? Friends of the Library?

If you’re proposing that the library should purchase a 3D printer, find out what would interest those who are you proposing to. Is the Board President an avid Star Trek fan? Of course she can print a replica of the Starship Enterprise with the new 3D printer.

Want to learn the rest of the steps? Head over to DigitalLearn.org.

Jason Pinshower is the Information Services Librarian and the Technology Trainer at the Fox River Valley Public Library District in Illinois where he creates and teaches technology courses, develops the eBook collection and manages the 3D printer among many other things. You can contact him at jpinshower@frvpld.info.

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The Westport Library in Westport, Connecticut, has contributed a great deal of resources towards several expensive high tech purchases. One such acquisition is the SolidWorks computer-aided design software.[1] This was used to reach out to a niche community—primarily postgraduates trying to hone their skills—a purchase that benefits a fairly small audience.  Funding such projects could be controversial in some communities since it is funneling general funds towards a service that requires a fair amount of expertise to use and hence is fairly limited in reach.  The other way to view this is that the library is providing value to a group that might not otherwise look to the library for services.  It can also be a way to create advocates in the community from different sectors, particularly in this instance where it was in response to a suggestion from a local biomedical engineer.[2]

Generally, these decisions might be difficult to gain support for, but outside funding sources can greatly impact how an idea is sold to the Board of Trustees and the broader community.  The funding for a pair of programmable NAO Evolution robots was provided by a family foundation.[3]   While the funding for the robots was provided, it still required time and effort to promote these purchases, create programming around them, see that they are used in a manner that keeps them in good repair, and avoid any usages that might cause harm to patrons or the device.  This is not for every library, but it seems to have been well utilized by Westport.  The library received a great deal of media attention from news services throughout the country and from Russia, Spain, and Vietnam.[4]  This publicity can greatly enhance the library’s visibility and can inspire community members to look to the library for non-traditional services.

Yet investing in makerspaces is not only about creating media coverage. The high tech resources allow the library to create and share knowledge in new and unconventional ways.  Maxine Bleiweis, executive director for Westport Library, has noted how these additions are in line with the latest information on learning theories and how creating new content shows a high level of understanding of a given concept. She also correlated these costs to subscription costs for databases.[5]

Libraries should consider whether they can and should contribute part of their collection development budget towards new learning technologies. A key question that every library needs to consider when making a large investment of time and resources is how it relates back to the institutions mission.  The mission of the Westport Library “to empower individuals and strengthen the community, providing a welcoming destination that stimulates curiosity, encourages lifelong learning and promotes the open and lively exchange of information and ideas.”[6]  The high tech additions of the makerspace seem to effectively fit into this mission, and they have the resources to support this new technology.

A recurring question in library circles is what the library of the future will look like.  A key aspect of this is the extent to which makerspaces and particularly high tech makerspaces are a part of this future.  While it is unlikely that every library will have highly technical, expensive equipment, it should not be inconceivable that a library can provide this type of support if there is the community desire and the available resources.

Works Cited

[1]    Enis, Matt.  “Westport Maker Space Expands with Robots, SolidWorks Courses and Volunteer Training.”  Library Journal.  Accessed November 22, 2014.  http://www.thedigitalshift.com/2014/10/hardware-2/westport-maker-space-expands-robots-solidworks-courses-volunteer-training/

[2]    ibid

[3]    ibid

[4]    ibid

[5]    ibid

[6]    “About WPL.”  Westport Library.  Accessed November 22, 2014. http://westportlibrary.org/about

Cover Photo Credit: CSM Library CC BY 2.0

The post High Tech Makerspaces first appeared on Public Libraries Online.

Education – The first way to keep the technology from being unfairly blamed for problems is properly teaching people how to use the device in question. In our observation, if people are given the tools to understand something, technology or otherwise, things turn out better. If people are just following a specific set of steps in a specific order with no understanding of why, there is more room for problems. One departure from the prescribed directions and the person does not know how to get the technology to behave. A person who understands why the steps work the way they do is more likely to be able to adapt and keep the technology working if some external force acts on the situation making things malfunction.

Patience – This is the first way to begin to figure out what the problem is. Take the time to talk with the person having the problem and understand the situation from their perspective. Watch what the person is doing. Is the problem replicable? If a behavior can be observed and then changed to get the technology to work right, then it’s the person. If the problem is replicable but all behaviors are correct and right, it’s something within the technology.

Respect – If you do not have respect for the person having the technological problem, there will be more technology problems. Whether or not, the technology is ultimately to blame, the person thinks it is. If he or she believes technology is a problem, the person will develop his or her own (sometimes elaborate) ways to avoid technology. Or even worse, they will ignore or not report other problems with the technology because they believe there is nothing that can be done to correct the problem. Additionally you may also have the user who cries wolf. Even if you know without a shadow of a doubt that there isn’t a problem, you must treat the person like their concern is legitimate and help them through it.

History and Home – Each person has a past, and each person has a home. Technology is so pervasive at this point that most people have a history with technology as well as technology in their homes. The biases and experiences from those involvements follow the person. If they can’t figure out how to program a DVR, they may not have a positive attitude about other technologies. If they have encountered  unreliable technology in the past, they may expect a similar experience from all technological interactions.

Due Diligence – Technology has to be maintained, and problems have to be communicated. All people involved, both those that maintain the technology and the people who use it, have to communicate with the other. There is no way to figure out what the problem is if no one talks to each other. In many instances technology issues have a pattern; finding ways to uncover that pattern via documentation can often make the difference in how quickly issues are resolved.

We wish we could tell you there was a specific set of steps to follow to use to tell whether it’s the human or the technology. But perhaps the ideas listed above will help figure out what the problem is.

Melanie A. Lyttle is the Head of Public Services Madison Public Library. You can watch her YouTube channel, Crabby Librarian, at http://www.youtube.com/watch?v=7Rv5GLWsUow. Shawn D. Walsh is the Emerging Services and Technologies Librarian at Madison Public Library.

The post Whose Fault Is It? The Technology Or The Human Using It? first appeared on Public Libraries Online.

First of all, Gwyn and I decided to host a virtual library conference on Google Hangouts after attending the 2014 PLA Conference in Indianapolis, IN. I don’t know if you’ve been to PLA before but it’s such an amazing opportunity to meet and learn from fellow public librarians. One of my favorite parts was participating in Spark Talks (link to article about SparkTalks: https://publiclibrariesonline.org/2014/04/fast-five-my-experience-as-a-spark-talks-presenter/). Gwyn and I discussed using Google Hangouts On Air to livestream library programs. We received a lot of positive feedback and had so much fun learning new ideas from other librarians that we wanted to continue the conversation.

Fast forward a couple of months and we decided to experiment: we would use Google Hangouts On Air to connect with librarians in a virtual conference, which we named Library OnConference. The conference would include a keynote presentation and then small group hangout sessions based on topics of interest. It would be free and since it was on Google Hangouts, there were no travel costs.The support that we received from fellow librarians was truly amazing: R. David Lankes agreed to deliver the keynote presentation and nine different librarians agreed to moderate small group hangout sessions that included Digital Librarianship, Business Librarianship, Community Engagement, and Reader’s Advisory.

We also created a website for the conference and a Twitter account. After that was in line, we asked people to spread the word and were pleasantly surprised to see that over 60 people registered for the conference from around the country.

On conference day, R. David Lankes delivered an incredible keynote speech that focused on continuous learning in librarianship (link here: https://www.youtube.com/watch?v=zB3Ewz79cKA) and participants broke up into small group hangout sessions afterwards. The whole event went surprisingly smoothly and it was fun to read the Twitter feedback from participants. We sent post-conference surveys that had both positive feedback and suggestions—both of which was very encouraging.

The Pros: It was completely free! Aside from buying the domain for the conference website, there were no start-up fees and absolutely no cost to the participants. Additionally, unlike other virtual conferences where people listen to a presenter but don’t really get to interact, the small group hangout sessions allowed people to share ideas.

The Cons: Like any other online video conference host, you will have your occasional background interruptions or connection issues. Additionally, ensuring that participants had proper training and equipment, like headsets and microphones, was a challenge.

So would we do it again? Absolutely. It was a great learning experience for everybody involved in the conference. There are things that we will change and tweak for a future Library OnConference, like improving pre-conference training sessions and the registration process. But we definitely want to do this again!

Should you host a virtual library conference? Yes! It’s challenging but also energizing to see library colleagues from around the nation connecting with one another. Even if you just use Google Hangouts to “hangout” with people that you’ve met at an in-person conferences, it’s a fantastic, free way to continue to build library relationships.

Learn more about the conference and the moderators at www.liboncon.com. Are you interested in organizing in a virtual conference?  Share your thoughts below!  

Cover Photo Credit: Scott Maxwell

The post A Free Virtual Conference for Librarians? It’s On! first appeared on Public Libraries Online.

Libraries that offer gaming programs or circulate games should consider attending Gen Con to better serve their patrons.  Gen Con is a great place for librarians to learn about and playtest games to add to their collections.  I was at the convention for 3 days, and I still wasn’t able to experience everything.  While there I learned about many games I’d never even heard of. Moreover, I was able to playtest games that are currently out, as well as upcoming releases.  Reading reviews of board games, and even seeing them played on YouTube, are nothing in comparison to getting my hands on the actual games themselves, and playing through with a group of people.

The convention is broken up into an exhibit hall, a large play hall in the back, and multiple rooms with different events happening throughout the convention center.  Purchasing a badge allows you into the gaming area and the exhibit hall, but many of the events cost extra.  Many of these events require tickets, which often sell out very early. Next year I plan on deciding what events to participate in ahead of time and purchasing those tickets as early as possible.

Librarians are able to get a special pass and attend on Trade Day (Wednesday), which I think could be particularly helpful.  I was overwhelmed by all of the information and gaming that was offered throughout the website and at the convention, and I was lucky to attend with friends.  I would suggest that any librarian who is attending Gen Con for the first time should partner up with someone who has been there before.  Another suggestion would be to look through the programming book, available in PDF form on the Gen Con Indy website.  The program book is currently for this year’s convention (which just wrapped up), but should be updated soon.  Even if the program book is slightly out of date, it gives an idea of what is available at the convention.

Gen Con was an amazing experience.  I left the convention with multiple new games, and an even longer list of games that I want to purchase soon.  As a librarian, I am excited to get some more table-top games to add to our ever growing selection.  I can’t wait to attend the convention again next year.

Cover Image Credit: SuSchu

The post Games, Games, and More Games – Experiencing Gen Con as a Librarian first appeared on Public Libraries Online.

The American Library Association recently published the 2013 Digital Inclusion Survey that supports this. The Digital Inclusion Survey—which was conducted by the American Library Association, the Information Policy & Access Center at the University of Maryland, and the International City/County Management Association, and funded by the Institute of Museum and Library Services—aims to explain “how public libraries help build digitally inclusive communities.” In a national survey conducted between September and November 2013, public libraries reported whether or not they provide public access to computers and the Internet, digital services, instruction for digital literacy, and tools for “civic engagement, education, health and wellness, and workforce/employment.”

The website (http://digitalinclusion.umd.edu/content/2013-digital-inclusion-survey-results-published) allows you to view results on an interactive map that allows you to search by library name or geographic area. This is especially interesting when seeing how public libraries compare on a national and state level. For example, when I compared the northern half and southern part of Illinois, the responses were pretty comparable in terms of Color Printing, Laptops, Internet, Scanners, Internet Skills, Online Learning, and Computer Skills. Yet there is a significant difference in the amount of computers available. In northern Illinois, there are over 2,000 computers at public libraries compared to less than 1,000 in southern Illinois. However, you can also see geographic demographics, so if there are significantly less people living in southern Illinois this may account for fewer computers.

Another interesting feature is the “State Details” tab that lets you see how a state measures up to the national response. Illinois public libraries are on par with the national average for educational programs and exceed the national average for summer reading. However, Illinois falls short by nearly 10% of the national average of “general familiarity with new technologies” and almost 4% of “mobile apps to access library resources and services.”

Nevertheless, the report is a refreshing reminder of the valuable services libraries offer. 98% of public libraries provide “some form of technological training to patrons” and 95% of public libraries provide assistance with employment resources. As a business liaison, this is particularly encouraging to read.

The Digital Inclusion Survey is a significant way to see how public libraries are excelling and where they are falling short. In our ever-changing digital world, these types of figures are so important for us to be aware of. If we want to continue to be vital resources to our communities, we need to be cognizant of how we can improve the resources and tools that are available at our libraries.

All of the facts and information in this essay were taken from the Digital Inclusion Survey website (http://digitalinclusion.umd.edu/content/2013-digital-inclusion-survey-results-published). Check it out to see the results from your library and/or geographic area. The 2014 survey will begin collecting data this September.

The post Surveying the Digital Inclusion Survey first appeared on Public Libraries Online.

Even though Connecticut’s situation is unique compared to most of the country, the concept of state e-book collections is not unusual. Reading Arizona is a program being developed that allow state residents, based on IP address, access to a standalone website to check out e-books. Somewhere down the line the program hopes to provide MARC records to local libraries to allow integration of titles to individual library systems. “What makes Reading Arizona unique is that all content will be specifically focused on Arizona topics and themes,” states Digital Content Coordinator Michelle Bickert of Arizona State Library. This could include popular fiction set in the state as well as academic material.

Evoke Colorado is in the early stages of a similar program for its state’s libraries. The goal is to have content for all types of libraries in the state. “Down the road, the platform is envisioned to simply be…a place where thousands of publishers can directly sell their content to libraries, where collection development librarians can select and manage e-books and other e-content, and where end users can discover e-content,” states Jim Duncan, executive director of the Colorado Library Consortium.  At some point, there might even be a variety of content that includes e-books, e-audiobooks, movies, videos, and more.

Such an undertaking does take time, funds, and patience to cover new technological ground. Challenges have included convincing stakeholders at all levels that these projects are good for their patrons. Finding the right collaborators to not only create a central location for the e-material to be stored but also to maintain that location over a period of time can be a daunting task. But leaders within both programs seem focused on the outcome of providing rich and diverse e-content for their state’s patrons. “We want to carefully manage development so that it meets the needs of Colorado libraries first,” says Duncan.

Both programs are still working on preliminary steps and may have some testing available this fall. Check both websites for the latest info.

The post Two States Creating State-Wide Library E-book Collections first appeared on Public Libraries Online.

Spun on the surface as harmless ,the promotional announcement is delicately peppered with subtly positive adjectival poetics like “empower,” “crafted,” “unique,” “opportunity.” What first reads like a pat-on-the-back concession made by Amazon (“you won little guys – we can’t compete with your local touch”) sub-textually can’t help but suggest a more sinister scheme to assert its foot into the door of previously impenetrable outposts. Not least of which is to reach a niche (but loyal) audience who has typically avoided the proprietary megalith in favor of supporting local stores (the “little guy”). The proposal’s eventual goal seems to be to angle that partnership to incrementally steal the customer base and potentially sound the death knell for the store.

Stripped of this subtext, the arrangement sounds simple, and even innocuous, enough. “Amazon’s program offers U.S. retailers two options. As “Booksellers,” an option available to retailers in twenty-four states, they receive Kindles from Amazon at a six-per-cent discount off the suggested retail price and earn a commission of ten per cent on e-book sales in the two years following the sale of a Kindle. As “General Retailers,” available to stores in any state, they profit only from the sale of the device, but obtain it from Amazon at a discount of nine per cent.”

But the thousand sins of Fortunado must not be forgotten. Remember Amazon offering a 5% discount to shoppers who served as price-shopping moles by visiting brick-and-mortar competitors, sending the price to Amazon, then bought it from them instead? Or their cloak-and-dagger supposed attempt at online/offline symbiosis with Borders? Or even the Amazonification of OverDrive—and how it allowed them to get a piece of the library-money pie they might otherwise miss out? Or better yet, maybe OverDrive builds themselves up, Amazon buys them, and inherits their nationwide client base. Stanger hyperboles have come true, and with Amazon there’s a laundry list to be sure. The point is not to confuse simpatico opportunity with aggressively angled risk vs. reward cut-throat business tactics.

Amazon is simply reevaluating the landscape and the food-chain ecosystem minus some of its more recently demised large chain and big box competitors. The bee in their bonnet has always been the independent book stores—those privately owned coffee and curiosity shops that comingle neighborhood niche and artisanal fare with books and electronics. Here, by removing their biggest threat, Amazon realizes they’ve done the little guys a favor. And now that the bigger fish have been fried, they’ve cross haired the indy’s.

Don’t get me wrong, Amazon doesn’t view them as a sling-shot wielding David, or even portend they fear an Indy store invoked “I heard a Fly buzz – when I died” rise-of-the-little-guy scenario.But the effort behind Amazon Source does indicate a humbling admittance (and jealousy) of sorts. Firstly, independents—and community focused organizations in general—offer something that Amazon cannot; a truly personalized and individualized voice, product, and service—reflecting that, in cinematic melodrama parlance, the “rebel alliance” resistance is working. Secondly, the unique, made-from-scratch services translate to Amazon as a financial threat. For a company centered on growth and influence, this serves as a glaring constituency that has proved difficult to obtain. So, in a way, Amazon Source IS a concession or an olive branch, but they stand far more to gain (in terms of ear-bending influence, marketing opportunities, and eventual customer segment severance and acquisition) than indy’s could ever hope.

But if I’ve learned anything from a seeming lifetime of Lifetime movies and definite lifespan of rom-com jiltings, it’s that your best friend was there all the time. (Meet cute take one: enter the Library as Mr. Darcy to independent bookstores’ Bridget Jones—Wait! No he’s dead. Meet cute take two: enter the Library as any role played by Colin Firth, previously played by Bill Pullman. . . ) In this case, a further extrapolation of this subtext spins Amazon’s admission of what they aren’t and why they care so much about sticking their nose into library or local business’ affairs into the real empowerment effected by Amazon Source—the inverse revelation of what we are and WHY it’s so valuable and important. And it should serve, if libraries haven’t already, as an opportunity for libraries and local indy stores to partner and stop looking at each other as competition. Our patrons and customers see us as coexisting and so should we. Book borrowers also tend to be book buyers and vice versa. Accepting this nourishes a true symbiotic relationship where ideas/instances to collaborate—such as providing book sales at a library author event—are mutually beneficial opportunities to strengthen and support community institutions and businesses at the same time.

(Photo by MorBCN on Flickr, Creative Commons license).

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Online backup storage – the cloud – is an attractive option for backing up files, especially since a) you should backup your data in different geographic locations and b) with online backup you don’t have to worry about hardware upgrades. However, online storage services are still congealing into something realistic, practical and affordable, and when you shop for a cloud service, there are many conditions to consider.

What about the initial transfer when you upload all of your files? Depending on web traffic, network speed, and other factors, it might take a long time to upload a full drive — say, 750 GB of files — to the cloud.

What if the connection gets dropped during the upload? Do you have to re-do the transfer all over again? Does the cloud service impose file-size limits or limit the amount you can upload? For example, an hour of home video, an uncompressed file, can be about 12 GB. Some services limit file sizes to less than half of that. Does that mean you have to split all your video files in half?

Another consideration is the type of Internet connection and service that you have. Most cable or DSL Internet connections enable you to transfer an almost limitless amount files relatively quickly for one monthly rate. Satellite Internet service providers charge by usage – they measure and charge for every little bit and byte that you upload and download; therefore, transferring even a single 12 GB video to a cloud service via a satellite Internet service will run up your expenses. In this case, cloud storage may not be financially practical until your Internet service changes its pricing model.

Does the cloud service have tools available for uploading files? Can you schedule periodic automated backups? Can you access your cloud-stored stuff from any Internet connection, anywhere? Can you delete stuff once you’ve uploaded it? Does the service make exact copies of your files or override your old files with your new ones?

Cloud-service costs and pricing plans vary wildly. Some services charge per volume of data. For example, one service that I looked at charges $25 a month for 250 GB of storage…$75 per month to host 750 GB of digital content. Other services have flat—and much lower—rates with no data-size limitations. That seems to be more reasonable.

It takes a lot of research and feature comparison to find a reasonably priced online service to fit your needs. It might also take some trial and error, so it is important to avoid getting locked into a long-term plan before you are certain that you are satisfied with the service.

Some services allow you to pay month-to-month and some require yearly subscriptions.

The two essential elements you should research before you decide on an online backup service are 1) cost and 2) ease of use. Consumer cloud storage is in its infancy and business models are still being invented, so take your time and make an informed decision before you open your wallet or start uploading your precious stuff. Ask your friends, relatives, neighbors and co-workers about their experiences and recommendations.

Most importantly, the saying “Don’t put all your eggs in one basket” applies to personal archiving: don’t store your digital collection in just one place. No digital storage medium is 100% guaranteed. What if the cloud service goes out of business? Cloud storage is only one of several possible backup options and the keyword here is “backup.”Storage diversity is crucial and you still need to replace your home backup drives eventually.
For related information and resources, please visit digitalpreservation.gov.[1]

The post Personal Digital Archiving: Cloud Storage as a Backup first appeared on Public Libraries Online.

We focus so much on new technologies in libraries. Sometimes I feel that we are in a rush to understand them all and stay on the cutting edge. But one effective way to connect with people is to remember the past together. With Tech of Ages, people of all ages are brought together by showing off those hot new gadgets and dusting off the old clunky technology.

The process we use starts with an email plea for help. We ask staff to be generous lending old technology that will really shock those young’uns! We typically define old as more than 10 years old (and that isn’t really that old!). Our staff has provided typewriters, Walkmans, Discmans, record players, cannon ball, ink and quill set, 1940s radio, Atari console, avocado green rotary phone, Super 8 video camera and floppy discs.

As far as new technology goes, PPLD is fortunate to have a very active information technology department with a Gadget Garage. The Gadget Garage is a traveling technology experience zone unto itself with a nook, Kindle, iPad and Android tablets, just to name a few. Patrons get to touch and develop a deeper understanding of new devices.

In addition to reserving the Gadget Garage and begging for people to clean out their basements to find their old technology to share, we also schedule at least two volunteers: one teen and one adult volunteer. These volunteers help make this a truly intergenerational program. They share their knowledge of the technology and chat with the patrons.

We have held this program twice at one of our main libraries, and each time more than 100 people have stopped to chat with us in the hour and a half we are set up. To make this program easy for other locations, we are working on creating a kit with old technology that can be transferred from location to location.

Encountering an avocado green phone that reminds you of your childhood, or seeing a rotary phone for the very first time sparks a variety of great reactions. Stories about how to use the devices pop up and are shared with staff, volunteers, and other patrons. Also, parents and grandparents have the chance to instruct their children and grandchildren about technology (for a nice change!).

The post Tech of Ages Features New Gadgets and Older Technology first appeared on Public Libraries Online.