Multiple times during planning process discussions, staff members voiced concern about priorities, questioning how time could be allocated to a newly proposed project. I explained that our agreed-upon values of access, learning, and community could be used as lenses in the pattern of a Venn diagram for anyone to test the relative priority of an initiative. A service such as a digital training session for the public clearly has the priority of a learning initiative. If the session is offered in a language other than English, it also addresses the access value; and if it is offered at the English Language Learner Parents’ Center instead of at the library, it becomes a community initiative. As a project addressing all three core values, the digital training session would have the highest priority.

Our work in public libraries is changing and that’s a fact. Staff members are teaching digital skills, coordinating early childhood learning activities for parents and young children, and leading participatory discussions on current issues. They partner with community agencies and businesses to realize broad community goals in areas such as digital literacy, kindergarten readiness, civic engagement, and economic development. The pull of traditional work at the service desk, with the reward of an individual’s appreciation for a question answered or a book found, competes with the challenge of working with groups and engaging with the community.

Not surprisingly, a number of public libraries have been modifying organizational structures and rewriting position descriptions to better accommodate the changes in the type of work being done. San Francisco Public Library (SFPL) was recognized by the Urban Libraries Council as one of its 2013 Top Innovators in the category of “Organizational Change and Strategic Management” for implementing a variety of system-wide changes to augment community impact through renewed engagement.¹ One development at SFPL was a new Community Programs and Partnerships division that combines youth services and community engagement. SFPL also expanded off-site services including a technology bookmobile, pop-up libraries, and classes in community agencies. Columbus (Ohio) Metropolitan Library Director Pat Losinski replaced a deputy director position with a chief customer experience officer, filled by a person with a marketing background rather than an MLS. The position oversees areas of customer contact including branches, centralized selection, web development, and marketing/communications. Fresno County (Calif.) Public Library introduced a new e-services division dealing with content development and linkages.

Seattle Public Library has a high-level community partnerships and government relations position that reports directly to the city librarian. Multnomah County (Ore.) Library Director Vailey Oehlke conducted a sweeping revision of MLS librarian position descriptions, emphasizing project management, teaching, leadership, mentoring, and training staff while introducing a reduction of time librarians spend on the public service desk. At Lincoln City (Neb.) Libraries, MLS librarians also spend less time in direct customer service and more time developing relationships with outside entities, training, planning, coordinating, and leading.

Sensing a need for organizational change to support the changes in work and priorities necessary for fulfilling SPL’s mission we adopted a management goal: “Staffing and organizational structure will be used creatively to support strategic foci and goals, revising position responsibilities and cross-training staff as needed.” We have created new departments (Access to resources, Learning Experiences, and Community Engagement) with managers who will ensure that agreed upon values shape new programs and initiatives. Access to Resources includes all aspects of collection, whether physical or digital, from selection, acquisition, and cataloging to the materials handling component of the former circulation department, including shelving, but also merchandizing and discovery. Learning Experiences will be home to an expanded array of public programs for all ages as well as digital learning in various forms, whether provided by tech assistants one on one, group instruction, or coaching in the media labs. Community Engagement incorporates outreach activities, partnerships, and the promotion of digital community.

Will these new organizational units become as entrenched as the traditional technical services, adult services, and youth services? I hope not because we need to be much more nimble to respond to the continuing changes in our communities and in the broader environment in which public libraries operate. There has always been variation in the way public libraries are organized, with questions about whether materials selection belongs in Technical Services or Public Services, for example. But the changes in structure occurring now reflect support for the new work being undertaken in public libraries. Activities such as building a partnership between the library and a community agency, developing an online user community, and designing labs for teaching and sharing creative media skills is the right work for librarians and other library staff at the present time.

REFERENCES

1. Urban Libraries Council, “ULC Awards Top Innovators,” press release, June 28, 2013, accessed Nov. 4, 2013.

The post The Right Work first appeared on Public Libraries Online.

But before you turn the page on 2013, take some time to reflect for a bit. Technology has a way of starting something new before the paint has even begun to dry on what just came out. It’s easy to feel like you’re running behind. Jumping on the Next Big Thing bandwagon can be tempting, but you’d be surprised to see just how much you can accomplish when you commit to push a project as far as it can go.

And there has been no shortage of these accomplishments this year. Given that we’re in full navel-gazing mode, I thought I would take the opportunity in this issue to play a little “Where Are They Now?” with all the efforts we’ve chronicled this year.

The movement to build digital literacy skills in libraries is gathering even more momentum. Following its initial launch in July, PLA’s DigitalLearn.org website is starting to take root as a resource hub for many of us working to provide technology training to the public. Featuring discussion forums and tools for exchanging classes, handouts, and other learning tools, the space serves to save many of us from reinventing the wheel. For learners, DigitalLearn’s growing suite of training modules provide a great jumping-off point for those looking to gain basic computer skills.

Things are starting to come together in the quest to better measure libraries’ impact on their communities, too. This year’s Star Libraries Report from Library Journal included discussion of what’s missing from their performance measures, including major trends like public Wi-Fi use.¹

PLA President Carolyn Anthony has made better metrics a priority during her term,² convening the PLA Performance Measurement Task Force to determine new standards for quantifying library outputs. And new assessment tools like the EDGE Initiative ( launching in January 2014) and the Impact Survey will give libraries a more comprehensive understanding of all the moving parts within their technology infrastructure.

And we can’t forget Tumblr! Tumblr has quickly vaulted to prominence within the library world, emerging as a useful means for connecting with adolescent and twentysomething patrons on their home turf. The timing couldn’t be more apt: I’m a part of my local school district’s technology committee. The district recently decided to stop blocking Facebook from their Wi-Fi network, and the collective shrug that came from the student representatives tells me it might be time to move on. Tumblr is also growing as a networking tool within the profession, with more than one hundred organizations and nearly five hundred individual librarians occupying the official #tumblarian register.³

There have also been a number of gains in the field of youth-centric technology. Rather than rolling out an iPad or a Makerbot as a novelty, many children’s librarians are working to integrate technology in such a way that it complements existing learning objectives, such as STEM or early literacy. There are examples of this all over the country, but Chattanooga’s Dev Dev is notable for turning learning to code into a monthlong summer camp, with help from stakeholders in the community.

Finally, there’s much to be said about how libraries are expanding their audiences, looking beyond their immediate patron bases in order to build a critical mass of engaged users. The monthly librarian curated top-ten booklist LibraryReads is going strong since its launch in September 2013, attracting more than 3,400 participants representing over 1,800 libraries to vote on and promote the hottest titles each month. And the National Library Teen Film Festival, spearheaded by librarian Cory Eckert of Gallup, New Mexico,4 just completed its first installment, bringing five finalists together to compete for best short film honors.

All in all, not bad for a year’s work, librarians.

Tips for Taking Stock

So why do we revisit this stuff? Given that I had to re-read all of this year’s installments of The Wired Library before starting this article, sometimes it’s all we can do to simply remember what we’ve done. In other cases, the repetition can help to get the word out to audiences that missed out the first time. Above all, it’s an opportunity to revisit the process, and figure out ways to move the initiative forward.

Whether it’s for a digital or an analog effort, asking the right questions during your reflection process can help your organization become more flexible. Here are a few to help you get started.

Who else needs to know? Who are the stakeholders that can have the greatest impact on your project? Should you talk to your director? Your board? Perhaps an elected official, a member of the press, or a member of a community group? Sometimes, all an initiative needs is for the right person to hear about it. Don’t be shy about talking up your achievements, and don’t forget the old saw about people needing to hear about something multiple times in order for it to sink in.

What stories can you tell? If the stakeholder in question is somewhat wary of technology, it may help to provide some context for how your project will bring about positive change. Frame the initiative in light of your tangible outcomes. If you can create a narrative using actual people from your community, so much the better.

How do you adjust, rather than starting from scratch? Design should be an iterative process. You can’t expect to have a perfectly polished version of your project right out of the gate. How do your endusers actually use the service in question? Is there a cumbersome process to get to it on your website? Do they have to jump through unnecessary hoops to get started? If you can get your patrons involved in your testing—either by asking them directly or by using a screen capture program, such as Silverback, having some direct insights can really help you to see your new service from their point of view.

What’s the ceiling? It’s also important to be realistic about how many people you can target with your project. Using an external site (like Tumblr or Pinterest) or designing a mobile-only tool may get you a built-in audience, but it can come at the expense of users who might come across your service by visiting your website. Consider the tradeoffs, and make sure your the size of your potential audience justifies the amount of work you put into the project.

How can you build continuity? Above all else, it’s important to remember that no library project exists in a vacuum. It’s easy to design a tool (or run a department) without considering how certain rules or procedures affect the rest of the user’s experience in the library. If these procedures are onerous, or if they run counter to procedures in other parts of your organization, you run the risk of making the overall library experience more frustrating for your customers.

Taking a more thoughtful approach with this process can help you to consider how all your services fit together organically. Take something like the Harvard Library Innovation Lab’s Awesome Box,⁵ a book drop for any item a patron deems sufficiently awesome. Typically the act of returning an item to the library has a sense of finality to it—you drop off the book, and that’s it. Returning the item to the Awesome Box records the item’s record and posts the title to a website. Others can visit the site to see what’s awesome and place holds. What was once a terminal action is now a springboard for conversation and further use of the library. There are opportunities like these all over your library, if you’re willing to look for them.

REFERENCES AND NOTES

1. Keith Curry Lance, “LJ Index 2013: The Case for New Outputs,” Library Journal, Nov. 1, 2013, accessed Dec. 4, 2013.
2. Carolyn A. Anthony, “New Measures for a New Era,” Public Libraries 52 no. 4 (July/August 2013), accessed Dec. 4, 2013.
3. Kate Tkacik, “Tumblarians: Libraries/Librarians on Tumblr,” The Lifeguard Librarian, accessed Dec. 4, 2013.
4. As far as notable library efforts are concerned, I’d be remiss if I didn’t mention another effort Eckert helped spearhead. Storytime Underground is a resource-sharing network devoted to highlighting best practices for making storytime a memorable experience.
5. Annie Cain, “Awesome Box Pilot,” Harvard Library Innovation Lab Blog, accessed Dec. 4, 2013.

The post Rules for Reflectors first appeared on Public Libraries Online.

Tweens are typically defined as age ten to twelve. Many of the programs the library offers for kids seem too childish but they are still too young for the teen events. We want to make sure this age group isn’t leaving the library and that they see it as a valuable resource. My library has a lot of tweens who utilize the library for a tutoring space and visit us when it comes to looking for homework resources, but we don’t want them to forget that the library can be much more than that.

Offering programming for tweens doesn’t have to mean extra work for staff. Since my children’s and teen departments are combined under one youth services umbrella, tween programming offers my staff a chance to collaborate. We define our tween programs for grades four through eight and the age groups overlap giving staff a chance to try something new. A lot of teen programming can be adapted into tween programs and the tweens love the chance to have something that is just for them.

So what can we provide for tweens? The following suggestions may help you figure out how to serve your tween audience.

Tween Advisory Boards

A great place to start is with feedback from tweens. Many libraries offer a teen advisory board, but what about a tween advisory board? This gives tweens a chance to get connected with the library, offer suggestions for what they would like to see happen for their age group, and assist in planning programs. If you can’t host an official tween advisory board, look for times when tweens are visiting your library and talk to them. Ask them what they are interested in and what types of programs they would want to attend. Take note of what times they seem to be using the library most—is your library overrun with tweens on Saturday afternoons? That might be a good spot to try some programming for this age group. If you don’t have a group of tweens regularly visiting your library, try visiting your area schools to gather feedback. Why don’t they visit the library and what stands in their way? What are their interests and hobbies? What type of programs would get them interested in coming to the library?

Book Clubs

Book clubs can offer great tween programs as well as a chance to collaborate with your local school libraries. Because we noticed a big drop in attendance for tween programming,we decided to go to where the tweens were and started “Chat & Chew” book clubs at the school library. A staff member attends the book club for fourth- and fifth-graders once a month where they discuss a selected book over lunch. The books are chosen from the state award nominees. This ensures that the tweens are already reading these books and that the school libraries and classrooms have some copies available. The book clubs are usually held in the school library but are sometimes held in a classroom. The tweens get to attend something special and they love having something just for them. Our Chat & Chew book clubs visit ten different schools, so we have a lot of members. To tie everything together and bring it back to the public library, we have a party at the end of the year. Anyone who has attended at least one of the Chat & Chew book clubs is invited to the party held at the public library. Their families are also invited to attend, which helps us show students and parents that the library has things to offer this age group. At the party we serve ice cream and have activities based around the books we’ve read all year long.

Pop Culture

One of the best ways to find out what tweens are interested in is by listening to what they are asking for. When they come into the library and ask about a book, TV series, or movie, pay attention and think about programming around what they are interested in. I recently hosted an Origami Yoda program based on the book series of the same name that was a big success with our tweens. They loved getting together and making their own origami and talking about the book series with other fans. My library has also hosted programs around cupcakes (because we noticed a lot of tweens coming in and asking for cupcake and baking-themed books), Diary of a Wimpy Kid, and Minute to Win It. This winter we’re planning programs around The Chronicles of Narnia, Ninjago, and Egypt in response to tweens interests.

Drop-In Programs

Tweens are very dependent on adults to drive them places, which means they may want to come to a library program but might not always be able to if the transportation isn’t available. One way we’ve worked to help with this is to offer drop-in programs that last all afternoon and offer various activities. We’ve had the most success with craft programs at my library, but we’ve also hosted drop-in game days and movie marathons for tweens.

Trivia

The tweens at my library love a little competition and the chance to show off, which means trivia contests are always a popular choice. Tweens can be obsessive about their fandoms and they love to share their knowledge. The trivia can either be done as a program where you have a big competition and teams, or on a smaller scale as a passive program set up in the department. We offer small prizes for trivia and the tweens love the chance to show off their knowledge about a particular subject.

Scavenger Hunts

Scavenger hunts are another always popular choice for programs—either passive programs taking place in the department or as part of a larger program. I love scavenger hunts because I can sneak in learning about the library and how to find things and the tweens love them because they get to be competitive. I’ve done scavenger hunts two different ways. The first is to give the tweens clues as to where to find things and they have to answer questions, such as “Who is the author of The Wizard of Oz?” The second scavenger hunt I’ve done has been to hide a certain amount of objects (photos of hobbits for our Hobbit Day celebration, pyramids for a summer reading kickoff) and have the tweens write down the location of where they found each object in the library. This is a great way to incorporate other departments in the library as well. I’ve had several patrons tell me after they participate in these scavenger hunts they visited an area of the library they had never known about or been to before.

Conclusion

Tweens are members of an age group that often gets overlooked by the library. But if we work together to reach them, we can provide great programs and help build our teen audience by reinforcing to tweens that the library is a valuable resource.

The post Don’t Forget the Tweens first appeared on Public Libraries Online.

Why a Call Center?

While the goals for consolidating calls into one call center are very similar from library to library, the circumstances, timing, and considerations for doing so can vary widelyetween organizations. A close look at the five call center libraries examined in this article provides insight into both the similarities and differences in the call center planning experiences.

Douglas County Libraries (DCL)

DCL staff struggled to provide robust in-person assistance to customers due to a high volume of circulation calls constantly demanding staff time and attention. Once the call center was implemented in 2005, 91 percent of the system calls were answered by call center staff and of those at least 50 percent were circulation-related, including placing holds, renewals, and reviewing accounts for fines and lost materials, according to DCL’s internal tracking mechanisms. The call center also handled the majority of ready-reference calls. Redirecting calls from the public service desk allowed staff to focus solely on providing outstanding service to the customers in front of them.

Public Library of Cincinnati and Hamilton County (PLCHC)

In 2007, PLCHC embarked on a large-scale reorganization of their main library. Following this initial reorganization it became clear that additional shifting of how telephone traffic and questions were handled could further improve customer service. In 2011, workflow was shifted so that phone traffic would go to the newly established Virtual Information Center (VIC). On the frontlines, this meant that proactive customer service and roving became more possible. This separate service point, the VIC, focuses on:

• assisting customers with the library’s e-book and downloadable collection;
• creating content for the library’s website;
• answering circulation and ready reference questions; and
• responding to customer questions submitted via email, text, and the comments section on the website.

Staffing resources in main library departments were assessed and reallocated to the new department. No jobs were lost in the reorganization. The VIC manager developed tracking tools and holds staff accountable for meeting target response times on questions. A staff computer designed for and dedicated to working with customers’ frequently received questions about the downloadable collection is included in the VIC so that staff can access MP3 players and e-readers. VIC staff members have been utilized to increase the number of training sessions offered to the public on the library’s downloadable collection, successfully anticipating an ever-growing demand for this service from customers. The expertise and efforts of VIC staff have generated an increase in the library’s circulation of downloadable materials as well as reduced wait times and abandoned call rates for those accessing the library’s resources and help via telephone. The VIC has demonstrably improved service.

Jefferson County Public Library (JCPL)

JCPL started its call center in 2008; prior to that, each library in the system answered direct incoming calls. Like DCL and PLCHC, JCPL also found that having the phone ringing away from the floor traffic was beneficial. The staff members also answer email and chat reference questions.

High Plains Library District (HPLD)

In December 2011, HPLD’s Virtual Library branch was created. Virtual Library handles all calls into the district’s five branches. Additionally, the staff answers any questions received by email and chat. With the creation of the Virtual Library, HPLD created consistent branding, use of canned answers for email responses, and a centralized knowledge base.

Johnson County (Kans.) Library

JCL implemented centralized calling in 2010 in conjunction with county Voice over Internet Protocol (VoIP) installation and among budget constraints and a hiring freeze. JCL also gained efficiencies in workflow and established branding with consistency of answering phone calls amongst a smaller group of staff. Email and chat reference are also handled by call center staff.

Nuts and Bolts

Call centers require thoughtful and detailed planning for correct implementation. What follows are specifics about the technology, staffing, equipment, and more from each of the featured call center libraries.

DCL

At DCL, contact center employees answer phone calls, emails, chats, and text messages. DCL uses the Shortel phone system, Microsoft Outlook Web Access for email and texts, and AskUs from LibAnswers. Staff helps with the LibAnswers AskUs FAQ webpage and assists with system-wide projects, including updating the bestseller list on the website. Staffing includes two full-time contact center technicians, three part-time technicians, one librarian, and one supervisor, equaling 5.5 FTE. The contact staff is routinely trained on new changes, databases, and other timely processes. They use a train the trainer method and webinars to ensure everyone is prepared to provide quality service. New staff completes a checklist and is assigned to shadow an existing staff member. The contact center is located in a separate area with computers, dual monitors, hardwired phones, and wireless headsets.

PLCHC

PLCHC customers choose from a calling tree menu that routes calls to the appropriate queue. Phone calls are occasionally transferred. Additional duties of texting, chat, email, serving as experts on downloadable content, and processing web comments were added. PLCHC uses a Cisco telephone system, currently on version 8.0. The VIC uses a call center application called Unified Contact Center Express (UCCX) which is a Cisco product. There are fifty license seats available for call center use and the Cisco Historical Reporting application is utilized for reports. Staff uses Plantronics HW251N for its headsets.

The VIC is staffed by 14.3 FTE which translates into eighteen individuals. Ten are full time and eight are part time. There are five professionals (including the manager) and the remaining staff is made up of a variety of library assistants at different levels. In general, the professionals focus on answering calls which customers select from the initial phone tree as not related to circulation, though VIC staff is trained in circulation. There is a standard average call time of two minutes, though most calls are completed in less time. Calls taking longer than eight to ten minutes are generally transferred. VIC answers slightly more than 95 percent of calls handled, transferring about 5 percent. For example, of the 30,162 calls answered by VIC in December 2012, 1,483 were transferred out.

The VIC is located in a basement area. There are nine work stations in the actual call center configuration of the department and each has a computer and phone. Two are standing stations that allow staff to work without having to sit the entire shift. These stations are not assigned and staff can rotate throughout the day. There are eight additional cubicles in the department. Six are used by full-time professionals and higher-level library assistants. Two are shared by the rest of the staff. Professionals use the cubicles for the many off-phone activities they perform including, email, KnowItNow 24/7, scheduling, and program planning. The VIC generally has eight staff on the phone throughout the peak daytime hours with many staff scheduled about six hours per day on the phones. The department has access to a fax machine but no access to copier or scanner as the print reference collection utilized by the VIC is so small that these last two are not really necessary.

Training is largely done within the department. All new hires at PLCHC receive both circulation and catalog training as well as downloadable training as part of their orientation. When they get to the department, new VIC staff shadow different existing staff on the phone for two or three days or until they express a readiness to get on the phones independently. At that point, new staff takes calls with the manager or one of the librarians shadowing them for a day or two until the staff member is ready to work solo. This is followed by two additional shadowings within the first thirty days by the manager and a librarian.

JCPL

JCPL call center staff can answer 90 percent of questions that customers ask via phone, email, and chat. They will be adding an SMS text service soon. In order to keep calls five to seven minutes, staff may transfer calls to another one of the ten locations or a subject specialist. Eight percent of calls are referred to subject specialists. This method of triaging calls to libraries during busy times, especially in the evening when there are two people at the call center, has worked well. JCPL uses Shoretel for their call management system. It has limited functionality but works well for the basic needs. Originally, the call center was created by using half of a position from seven libraries and one from a centralized circulation position, creating the head of the call center. Now the center is staffed largely by one full-time librarian, two full-time paraprofessionals, and five part-time paraprofessionals with college degrees. All are nonexempt, except the call center manager. The call center is separate from the reference department and is a part of the online and outreach library. Training includes internal, vendor, process, and procedure and they have found new staff members succeed when they are assigned a phone buddy. The JCPL call center is in a separate walled-off area that holds four staff stations clustered around a reference wheel that holds a few core print titles, office supplies, a credit card machine, and process guideline documents. Each person has dual monitors with height adjustable workstations. They use HP computers, VOIP phone units, and headsets. They also have quick access to a fax, photocopier, and scanner. A whiteboard serves as the command center providing details about upcoming programs, seasonal information, notary list, hours, and locations. The area also includes an off desk area for training and other project work.

HPLD

HPLD staff answers calls for the entire library system using the Shoretel call management system. Employees respond to email, monitor Website Alive chats, and create LibAnswers AskUs FAQs. Staffing includes one full-time manager, as well as one part-time and two full-time library associates. Each of these individuals worked at another HPLD location before becoming a member of the virtual library staff. Training is conducted as needed based on changes in policy or procedure. Virtual library staff is housed in one location.

JCL

JCL implemented centralized calling in 2010 with a phone tree that routed calls to either the circulation desk or reference department, based on customer selection. The menu was consolidated in 2012 and the reference department answers all calls. Some specific call types are transferred to subject specialist librarians, other departments, or branches as needed. Responding to email, web comment forms, and LibraryHelp chats are functions of this department. JCL uses the Cisco desktop agent to run Cisco mobile phones. Since centralized calling is a function of the central reference department, it is staffed by a range of librarians and paraprofessionals, both full- and part-time. There are roughly twenty-five people who rotate the staffing responsibilities. Training is conducted as needed for changes to process or policies. Additional branch staff are selected and trained quarterly to assist when needed. An introduction to the phone system, phone guidelines, and centralized calling is required for all new employees as part of JCL’s new employee orientation and training.

The phones are answered in an area where each staff member has his or her own desk space. There is a small ready reference collection, a copier/scanner/fax machine, and a whiteboard command center. A minimum of four phones are in the queue to be answered. One person is assigned chat monitoring and one person is assigned email while also answering the phones. JCL uses the Cisco agent desktop product to route calls. Statistics and reports are retrieved from the Cisco Unified Intelligence Center and Gimlet. Voice print recording software is used for quality control and training purposes.

Lessons Learned

Each of the libraries have been creative in their efforts to fashion a call center, using available resources of people and equipment. Each library continues to change and evolve as new technologies become available. Some of the libraries are considering SMS and mobile web.

The move to create a call center was not taken lightly by any of these libraries. Each one had obstacles to overcome for customers and staff. Training customers takes marketing and explanation in a positive light, highlighting the benefits of the change. Initially, some of the libraries tried different approaches to achieve the goal of offering consolidated, effective telephone assistance. For example, HPLD tried outsourcing all their calls to a company called Intelligent Office. It was not a positive experience because customers needed to have their library card to receive any assistance. Plus, some transactions were not completed up to the standards set by the library for effective service.

Other lessons learned along the road to creating a call center include:

• Use your data to make other changes to achieve efficiencies. Monitor and review stats monthly to ensure best service and to recognize trends that might be hidden in your data. Some libraries use Gimlet and others are using Formstack for statistical tracking.
• Design a workspace that has an area for additional project work. This work could be focused on projects that assist the entire library system, such as training initiatives either for customers or staff.
• Build strong relationships with other library departments and government agencies. This means the contact center will be informed and better utilized. An example from DCL is a partnership with the election office to answer citizen questions about basic election queries. Simple questions are answered by the library while more challenging questions are transferred to the election office. At JCL, staff  assists AARP volunteers in signing people up for appointments through the AARP website.
• Have calls directed away from the public service desk. This will result in both remote and in-person customers receiving better, more focused service.
• Establish a backup call center. This will help in case of emergency or power outage at the regular location.
• Stagger call center hours from library branch hours. This way, customers can maximize their library usage.
• Allow staff to be part of the planning and implementation process. When possible, this will create buy-in and internal support for the changes.
• Consider creating a mini call center. Use the same technology utilized in full-scale call center implementation. This is an easy way to direct calls away from the public floor and reduce staff stress.
• Cross train staff in call-center duties. This will ensure quality of service, especially ready reference and circulation functions.
• Have a regular staff pool and, if possible, a substitute staff pool. Let the substitute staff members rotate through the call center frequently to keep up with their skills.
• Keep call-center staff members in close physical proximity. This will ensure that your library benefits from timely communication of information and issues.
• Realize that customers don’t always want to talk to someone in a call center. Sometimes, customers want to talk to a staff member at a particular location. Be sensitive when coming up with wording and explanation of why calls have been redirected to the call center that will make sense to a customer.
• Feel confident that, with time,call-center staff will become experts. Patience will be rewarded with reduced wait times and improved service.

Some libraries have found more ways for customers to utilize self-service for basic calls. This means that more of the expertise of library staff can be focused on more challenging calls. For example, DCL encourages customers to book their own study and meeting room reservations online through Evanced and sign up for text alerts for real-time information about their accounts. They also use LibAnswers to create FAQs so customers can search for common answers to their questions. JCL encourages customers to sign up for email notices about due dates and utilize the web catalog for reviewing their account for hold notices and renewals. Customers can also pay fines online through SmartPay.

Conclusion

As you can see, these five libraries have taken similar yet unique approaches to providing service to remote users in a way that is economical and efficient. No matter how large or small your library is, if the ringing phones have become an interruption, consider one of these methods of moving the phone calls away from the service desk. For additional insight and advice, consider picking up one of the following:

• The Call Center Handbook: The Complete Guide to Starting, Running, and Improving Your Call Center, fourth edition, by Keith Dawson (Boca Raton, Fla: CRC Pr., 2003)
• Bottom-Line Call Center Management: Creating a Culture of Accountability and Excellent Customer Service by David L. Butler (London, U.K: Routledge, 2011)
• Call Center Management on Fast Forward: Succeeding in the New Era of Customer Relationships, third edition, by Brad Cleveland and Layne Holley (Colorado Springs, Colo: ICMI Pr., 2012)

Most importantly, when implementing a call center be sure to conduct a thorough needs analysis to ensure successful implementation.

REFERENCE

1. Meredith Farkas, “A Library in Your Pocket: Building a Web Presence for Mobile Users,” American Libraries 41, no. 6&7 (June/July 2010), accessed Nov. 13, 2013.

The post Library Call Centers first appeared on Public Libraries Online.

The Issue

In Western countries, the older a person is, the less likely it is that he or she uses technologies such as mobile phones and computers.² According to the PEW Internet & American Life Project, only 53 percent of Americans age 65 or older (hereafter referred to as “seniors”) use the Internet, compared to 87 percent of all American adults.³ Among seniors older than 75, this number drops to 34 percent. Of those seniors who use the web, 70 percent do so on a typical day. This shows that “[o]nce they are given the tools and training needed to start using the Internet, [seniors] become fervent users of the technology.”⁴ However, this is only possible for seniors with access to appropriate tools and training. Training in particular can be an issue; a 2010 study showed that 68 percent of seniors above the age of 75 felt that they would need help before they could start using the Internet.⁵

With the rise of e-books in both society and libraries, it is also important to look at seniors’ use of e-readers. The numbers here are lower than those for Internet use: 11 percent of all seniors and 5 percent of seniors over 75 have e-readers, compared to 18 percent of all American adults. Tablet ownership is even lower: only 8 percent of seniors overall and 3 percent of seniors over 75 have tablets,
compared to 18 percent of all American adults.⁶

The Reasons

Why are so many seniors infrequent technology users? A look at the recent research can provide some answers to this difficult question. Researchers in the United Kingdom conducted discussion groups during a nine-month computer training program to learn why seniors felt they experienced problems with computers. They found seven reasons why seniors felt they had trouble learning how to use a computer:

1. alienation from the new technologies;
2. a lack of expertise with technology from previous experiences;
3. feeling pressured to learn it rather than wanting to themselves;
4. fear of doing something wrong and having bad consequences;
5. feeling too old because “[by] the time I will really know the computer I will be too old to bother with it”;
6. being too busy; and
7. not having a use for it.⁷

These findings are consistent with other research on the topic. A 2001 study found that seniors expressed very similar challenges towards technology, including:

1. overcoming fear;
2. remembering what to do;
3. difficulty understanding terminology;
4. anxiety caused by having to find documents, files, and programs that have disappeared;
5. learning how to get to the items they need; and
6. keeping up with new technology.⁸

A 2010 article found that computer terms and acronyms are harder for seniors to relate to than for younger people, which could be another reason why seniors may feel they are too old to learn such technology.⁹ Studies cited in a 2009 article by Ruth Abbey and Sarah Hyde show that many seniors do not find the Internet relevant to their lives because they’ve lived so long without it.¹⁰ Another study cited by Abbey and Hyde shows that some seniors are concerned about a lack of privacy on the Internet, which is another aspect of anxiety or fear as previously described.¹¹

Abbey and Hyde themselves studied the use of mobile phones and email by politically active seniors, resulting in findings about their abilities and attitudes. The study found that twenty-four of the twenty-six respondents used email, and that both of those who abstained from using email for their political activities did so because they felt they didn’t have the required skills. Since they did use email for other communication, this indicates a lack of skill with navigating the Internet or using electronic mailing lists. Another respondent indicated that he had trouble sorting through all the information available to form a cohesive and accurate whole.¹²

The Survey

In light of so many U.S. seniors’ limited use of digital technologies, we decided to look into the kinds of digital resources and services that U.S. public libraries offer and to study how public libraries aid seniors in learning how to use new technologies. We created an online survey to learn about librarians’ perspectives on the technology needs of seniors and the services they are providing. We conducted the survey using the web-based survey platform Qualtrics and recruited respondents through eight library electronic mailing lists. The survey was active between January 16 and February 18, 2013, and yielded sixty-six complete responses. Respondents came from all across North America and served populations which ranged from less than 10,000 to more than 500,000, with the largest number of respondents serving smaller to middle-sized communities (see table 1).

The librarians who participated in the survey indicated extensive use of the Internet in their libraries. Ninety-eight percent reported that their libraries have a website, 92 percent said that they have accounts on social-networking sites, and 41 percent indicated that they have reviews from Goodreads or LibraryThing incorporated into their OPACs. While not asked specifically about digital databases, fourteen respondents (21 percent) volunteered that their libraries also offer subscription databases. It is likely that the number of libraries which offer this service is much larger.

E-books are also a large part of today’s libraries, as indicated by our survey. Ninety-five percent of respondents indicated that their libraries offer e-books to patrons, and 45 percent also loan e-readers. In addition, 72 percent of librarians surveyed expect funding for electronic materials to increase in the near future, and 26 percent expect funding for print materials to decrease (see figures 1-3). While only 11 percent of respondents predicted a decrease in funding for large print (while 16 percent expected an increase in funding), the ability of e-readers to turn any book into a large print book will expand the selection of available books for seniors and other patrons with vision difficulties if the patrons know how to use the technology.

However, funding shortages are keeping many librarians from being able to fulfill community demand for e-books. As one Nevada librarian wrote: “We just don’t have enough funding to put into purchasing e-books, so we have a large wait list for the ones we do have.”

Technology Training in the Library

Our survey also asked respondents about their senior patrons’ technology needs, and about the types of formal and informal instruction they provide. Thirty-six (55 percent) of the librarians in our survey indicated that their libraries offer computer classes. Of these, 53 percent offer classes in computer basics, 47 percent offer classes in Internet basics, and 44 percent offer classes in Microsoft Office. Other classes include social media (25 percent), digital photos (8 percent), genealogy (8 percent), and job hunting (11 percent). Only 8 percent of libraries offered classes in using electronic databases. Some libraries offer an extensive range of classes, such as a New Jersey library offering classes in “startup with the Internet, Google Search Tips, Websites for Book Lovers, iPad & Android Apps, Word, Excel, Facebook, Uploading & Editing Photos, email, downloading e-books, and more.” Forty-one percent of libraries surveyed also offer e-reader training, 59 percent of which is conducted via classes.

Some libraries offer specific classes for seniors, while others welcome seniors in their general computer classes. Of the librarians we surveyed, 33 percent indicated that their libraries offer computer classes specifically for seniors. Of the other 66 percent who do not have senior-specific classes, 36 percent of the classes are attended mostly by seniors. As one librarian wrote, “[Although our classes] and tutoring are offered to all, it works out that virtually all the sessions we do are with library users age 55+, as that age group more frequently ask for assistance in these areas.” Five libraries also conduct computer training at local senior centers. For instance, one Alabama librarian wrote that her library “offered basic computing, one-on-one peer training sessions in conjunction with a local senior center as part of a grant project. At the end of the grant project, we were unable to continue running the sessions, but branched out with other senior organizations in the area to serve specific populations with targeted training sessions most requested by members of the organization.”

Computer classes are not the only way libraries help their patrons learn how to use technology. Twenty-seven percent of librarians surveyed indicated that their libraries offer one-on-one technology training appointments and 9 percent indicated that they offer drop-in sessions. For example, an Ohio library offers “walk-in help with e-book readers, tablets, and other such devices. Customers can make an appointment for hour-long individual help sessions. We [also] have e-book readers, tablets, and other such devices for staff so that we can hone our skills to best help our customers.” In Michigan, another library invites “National Honor Society members [to] come in to get service hours by giving one-on-one assistance, which we tend to gear towards seniors.”

Another popular tech-training program was the “technology sandbox,” in which the library provides seniors with a range of sample devices to try out and to practice using. A library in New York “sets out the most popular devices (Kindles, Nooks, iPads) so that patrons can test them and get a feel for how they work. We offer as sistance with the use of the device, including how to check out library e-books and transfer them to the device.”

A common theme among survey respondents was the importance of offering entry-level instruction for seniors. A librarian in Alabama expressed that “[m]ostly, seniors in our area are interested in learning to use computers to access online social services and communicate with family members.” Another librarian from Mississippi explained how her library caters towards the needs of these seniors: “Most other classes offered in our community begin at too advanced a level. Our class assumes nothing, and we have a 1:2 student-instructor ratio (largely filled through volunteers) to guarantee LOTS of individual help. [We offer] how-to-use classes for common devices, such as iPads, e-readers, and email.”

Barriers to Technology Training

Libraries that can offer services such as those at the Mississippi library mentioned in the previous paragraph are few and far between. Librarians in our survey indicated that they wish they could offer more technology training to their patrons, but they face many barriers. The most frequently identified barriers involved limited staff time and knowledge, as 33 percent of librarians surveyed indicated this as an issue. For example, a Connecticut librarian explained that “We don’t have enough staff time to provide around-the-clock intensive e-book help. Whenever we have an open drop-in session, we are swamped.” Even in libraries which employ a larger number of people, limited technology knowledge amongst staff is a barrier to instruction. A California librarian wrote that “some of our librarians are just as fearful of new technology as our patrons. Lack of training for staff members, and lack of desire to learn, are major barriers.”

Library space and available technology to use for training was also identified as a problem for 11 percent of our survey population. A large library in New York, for example, “just expanded our Cyber Center to triple its former size, and it still doesn’t seem to be enough to meet the demand.” Similarly, at a mid-sized library in California, “It would be useful to have a quiet area for training. Many training sessions take place in the library itself, which does not allow for normal/loud speaking (especially for seniors who are hearing impaired).”

Twenty percent of librarians specifically indicated that money was a barrier to offering technology training for patrons. With more money in the budget, librarians would be able to hire more staff, train staff on technologies, and invest in more computers and spaces to use for training sessions. One funding source libraries might consider is grants. The Foundation Center offers a Foundation Directory Online (http://fconline.foundationcenter.org) which allows users to search for foundations which fund in particular areas, such as technology or libraries. While this is a subscription database, it can also be used for free at Cooperating Collections locations across the country (http://foundationcenter.org/fin).

In addition to grants, libraries can take advantage of local resources to assist in technology training. Several of the libraries surveyed indicated the use of volunteers as teachers in their technology classes, and this can be an excellent way to supplement staff instructors. Libraries can partner with local schools and colleges to set up a community service program. While volunteers will need to be trained in teaching methods, often these younger individuals will already have a foundation in how to use technologies and libraries can take advantage of this knowledge. Additionally, libraries can consider fundraising drives to support the purchase of additional technologies to use for training purposes.

Best Practices

Taken as a whole, the survey results indicate that these public libraries provide a range of technology resources and service for seniors, but there is more they could be doing to help reduce the age-based technology gap. We can learn from the existing research on technology instruction and other technology-related library services about best practices for helping seniors become more knowledgeable and more comfortable with digital technologies. Together, these studies show us that best practices for library technology instruction for seniors include:

1. Small class sizes. In a study done with patrons at two Australian libraries, researchers found that adult library users prefer learning about technology in small classes with a maximum of six students per class and a face-to-face teacher.¹³ Small class sizes offer teachers the opportunity to pay individual attention to each learner, which can alleviate the seniors’ anxieties about doing something wrong.

2. Guidelines and tip sheets.¹⁴ Providing written guides for seniors to take home helps them remember what to do, which helps alleviate the fear of forgetting what they’ve learned in class.

3. Post-instruction contacts. Once the class is over, senior library users would like to see individualized help for specific problems that they encounter and additional self-help aids made available, now that they know enough to be able to follow them.¹⁵ Having someone to contact with problems after the class is over helps the learners figure out what to do when layouts change and things they used to understand disappear.

4. Hands-on training. It is also important that classes take place in a space where seniors can interact with the technology they are learning to use. Research shows that people retain what they learn better when they are engaged with their learning—or in other words, “doing something” rather than passively listening to someone lecture or viewing a PowerPoint.¹⁶ Being able to use the tools during instruction is especially important when working with technology.

5. Social/emotional support. Collaborative, hands-on training fosters a supportive learning environment where seniors can struggle with the technology and observe others struggling with it, which creates an understanding that they are not alone. The encouragement they receive from both their fellow learners and their teachers helps relieve anxieties.¹⁷ Patience, encouragement, and respect from the teacher also help with this.¹⁸

6. Individualized attention. Even if teachers are well-versed in the issues that seniors face when it comes to technology, they need to make sure to engage with the individual learners. Asking learners to describe their previous experiences and encouraging them to mention any problems they have with the material will help teachers tailor instruction to meet each particular class’s needs.¹⁹ In addition, understanding the learner’s self-perceptions and prior skills allows the teacher to aid learners in building upon this experience, boosting selfconfidence with early successes.²⁰

We should note that the current research focuses on teaching computer skills, not other technological skills. Cassell, Bamdas, and Bryan also suggest e-book clinics facilitated by library staff which use both visual and hands-on demonstrations to teach patrons how to download e-books and use the library software on their devices, but they do not describe them further.²¹ While we lack e-reader–specific research, many of the strategies discussed here can also be used for teaching seniors about how to use e-books and e-readers and help move seniors more smoothly into the digital world.

REFERENCES

1. United States Census Bureau, “ACS Demographic and Housing Estimates: 2011 American Community Survey 1-Year Estimates,” American FactFinder, accessed Apr. 17, 2013.
2. Ruth Abbey and Sarah Hyde, “No Country for Older People? Age and the Digital Divide,” Journal of Information, Communication & Ethics in Society 7, no. 4 (2009): 226.
3. Kathryn Zickuhr and Mary Madden, “Older Adults and Internet Use,” Pew Internet & American Life Project (June 2012), accessed Apr. 17, 2013.
4. Ibid., 5.
5. Ibid., 6.
6. Zickuhr and Madden, “Older Adults and Internet Use.”
7. Phil Turner, Susan Turner, and Guy Van De Walle, “How Older People Account for Their Experiences with Interactive Technology,” Behaviour & Information Technology 26, no. 4 (2007): 291-93.
8. Dale Gietzelt, “Computer and Internet Use Among a Group of Sydney Seniors: a Pilot Study,” Australian Academic & Research Libraries 32, no. 2 (2001): 142.
9. Emy Nelson Decker, “Baby Boomers and the United States Public Library System,” Library Hi Tech 28, no. 4 (2010): 614.
10. Abbey and Hyde, “No Country for Older People?” 233.
11. Ibid., 229.
12. Ibid.
13. Joan Ruthven, “Training Needs and Preferences of Adult Public Library Clients in the Use of Online Resources,” The Australian Library Journal 59, no. 3 (2010): 113.
14. Ibid.
15. Ibid.
16. Decker,”Baby Boomers and the United States Public Library System,” 612.
17. Mary A. Cassell, Jo Ann M. Bamdas, and Valerie C. Bryan, “ReVisioning the Public Library as an Oasis of Learning,” International Journal of Adult Vocational Education and Technology 3, no. 2 (2012): 13.
18. Ibid., 16.
19. Ibid.
20. Turner, Turner and Van De Walle, “How Older People Account for Their Experiences with Interactive Technology,” 295.
21. Cassell, Bamdas, and Bryan, “ReVisioning the Public Library as an Oasis of Learning,” 19.

The post Reaching Senior Patrons in the Digitized Library first appeared on Public Libraries Online.

In December 2009, the GLAR program was only five months old. In tiny Tecumseh, Okla., just twelve families had enrolled for this early literacy program. The local First United Bank had agreed to sponsor a twice yearly savings bond drawing, and Bank President D. R. Shipley was on hand for the final storytime of the year to draw the first name. As babies, toddlers, preschoolers, parents, grandparents, and librarians waited eagerly for storytime to begin, children’s librarian Sue Walker (Tecumseh’s own “Miss Sue”) introduced their guest. Shipley picked up the jar of paper slips containing the names of all the children enrolled in the program, and stated the importance of parents and grandparents reading to their children. He said that the bank felt it was important to support programs that encouraged reading, which is why they were proud to partner with the library on the GLAR program. Shipley said that First United wanted to encourage all the families present to continue with the program; then he reached into the jar and drew all the names. Every child got a savings bond from the bank for participating in GLAR that Christmas!

Basis of PLS’s Early Literacy Programs

GLAR grew out of ECRR and Raising a Reader (RAR), another nonprofit, early literacy initiative that targets daycare providers and Head Start organizations. RAR is used by such organizations as Success by 6, Cleveland County (Okla.), and Smart Start of Central Oklahoma.

In the first edition of ECRR, PLA and ASLC incorporated the latest research on early literacy and brain development into a series of parent and caregiver workshops to provide public libraries with vital tools to help prepare parents for their critical role as their child’s first teacher. These tools, developed by Grover C. Whitehurst and Christopher Lonigan, well-known researchers in emergent literacy, have been tested and refined by library demonstration sites around the country.¹

Research indicates that it is never too early to prepare children for success as readers, and that parents of newborns, toddlers, and preschoolers must be properly informed.² PLS librarians, serving three suburban and rural counties in Central Oklahoma with ten branches, gathered best practices from other public libraries around the nation. They attended training sessions of both ECRR and RAR. PLS librarians brainstormed together to determine the best methods of disseminating early literacy information to parents, childcare providers, early childhood educators, children’s advocates, and political decision-makers in their communities.

The first program to come out of this local work was the Family Literacy Kit project. Parenting kits were already part of the PLS collection. Begun in 1980, these kits were geared toward parents of young children. Over the years they had lost their focus and were in need of much refurbishing. With a grant funded by the Inasmuch Foundation, an Oklahoma organization, the parenting kits were turned into the Family Literacy Kits, which are large tote bags containing children’s books, with a DVD, a music CD, a puzzle and a toy (based on a theme with a folder of songs), finger plays, activities, and information for parents. Their focus is dialogic reading and early learning through play. Information and guidelines for practicing dialogic reading with children are provided in English and Spanish in the kits. Family Literacy Kits may be checked out from the ten PLS branch libraries. The kits are very popular with parents and caregivers—some of the titles are repeatedly checked out by the same families, but they are circulating materials and must be returned, limiting access to one week at a time.

Building on Success

GLAR was developed to address the need for ritual and repetition through one-to-one interaction with a caring adult for the most effective early learning.³ PLS Children’s Center staff members worked with PLS Development Director Jana Moring on securing the grant. The Inasmuch Foundation again funded the materials, which families and daycare centers may keep to use repeatedly with children from birth through age four, when children enter four-year-old programs in area schools.

Materials provided to parents or primary caregivers include a 6″ x 9″ spiral-bound, standup book of nursery rhymes, songs, and finger plays, including some Spanish rhymes, with a back pocket for the activity log; a tote bag large enough to carry a week’s worth of library books, but small enough for a toddler to manage; a piggy bank supplied by a local financial institution, Tinker Federal Credit Union, which symbolizes the investment being made in the child’s future; a copy of the library magazine that outlines the program and its research components; bookmarks with age-appropriate titles listed; and an activity log with activities to foster the pre-reading skills that resembles a bingo card and is matched to the child’s age. Board books, a CD of nursery rhymes, and the opportunity to enter for a savings bond/prize drawing are provided as incentives for completing program activities. Community partners including Success by 6 and the Friends of the Norman Public Library (NPL) helped PLS fund the production of the CD, and local banks in each branch library’s community donated savings bonds or other prizes.

Rhymes, songs, and finger plays from the standup book are modeled in storytimes and other programs for babies, toddlers, and preschoolers throughout the system. Songs and rhymes from the CD are modeled in Rhythm Babies and Rhythm Toddlers programs presented by Beverly Theige, NPL children’s librarian, who compiled the songs and rhymes for the CD and provided the vocals. Additional trainings are provided to staff, parents, and childcare providers as part of the program.

Childcare providers receive a special set of posters that are an oversized version of the standup book given to families. Use of these is modeled in library storytimes and in special trainings provided to childcare workers.

In planning GLAR, we recognized that working parents are not able to attend daytime storytimes. To this end, they targeted daycare providers who have the same access to this population of children as their parents to provide the one-to-one, repetitive activities that lead to pre-literacy skills development.

Development of GLAR

Other community partners (including child development specialists and a language specialist) from county health departments, child guidance agencies, the Oklahoma Department of Human Services, and Success by 6 were asked to review the materials and to promote the program through cosponsored trainings and referrals. They acted as an expert focus group during the development phase, and have been extremely supportive of the program as a primary prevention strategy for infant and toddler mental health and development.

The content and design of the materials was a group effort. PLS children’s librarians were surveyed for their favorite public-domain nursery rhymes and songs, and publisher’s permission was sought for use of the Spanish rhymes selected from The Bilingual Book of Rhymes, Songs, Stories and Fingerplays (Gryphon House, 2004). PLS Public Information Director Gary Kramer became part of the development team, contributing the logo and name of the program, designing the illustrations and graphics, collaborating on the format of the materials, acting as liaison with the printer, and promoting the program through a cover story in the library’s WORD magazine.

All suggested tasks on the activity logs were carefully vetted by Mary Ann Boersma, child development specialist, and Sonja Ice, speech and language specialist, both with Cleveland County (Okla.) Health Department’s Child Guidance Division. Since each log covers a developmental period of six months, several activities, particularly letter-related activities, were moved at the professionals’ suggestion to the 36-month period or later. They also recommended moving some stimulating activities from the “At Bedtime” section and replacing them with quiet activities like “sing lullabies.” They suggested including listening to babies’ “sounds” and applauding when baby imitates sounds the adult makes on the 7-12 months log, and modeling how to say certain words while on a shopping trip for the 13-18 months log, among others.

Implementing GLAR in the PLS

In August/September 2009 GLAR was rolled out in all the branches. Quantities of handouts and incentives were delivered to the branches in numbers determined by estimated storytime attendance. We arranged to attend all appropriate storytimes to present the material to the parents and do a brief parent training. This was fairly successful, but children grew restless during the presentation so the format was changed to be more kid-friendly. A puppet, voiced by Kimble, participated in the storytime in tandem with the branch librarian, introducing pre-reading skills information to the parents in the form of comments on the books and activities, while the librarian presented the storytime.

Parents were asked to fill out a survey when they signed up. They received the standup book, tote bag, piggy bank and the activity log(s) pertaining to the age of their child or children. When they returned the log to the librarian and had completed six activities, one for each skill, they received a free board book. When they returned the next time, they received a free CD of children’s songs and rhymes. Every time the customer completed a GLAR program component, including completing the initial survey, filling out portions of the activity log, and completing a post survey, they could enter their child’s name in a drawing for a savings bond provided by community banks. During the second year additional staff training allowed branch staff to do their own presentations and introductions to the program. Children’s staff has been trained to insert tips for parents several times during storytime per Betsy Diamant-Cohen and Saroj Ghoting’s model.⁴

Survey Findings

The GLAR parent survey was developed with the help of child development specialist Lisa Monroe. She compiled the first year results as follows: In the first year, the GLAR program participants were typically parents, 51 percent of whom had a bachelor degree or higher, 60 percent visited the library at least once a week, and almost 75 percent read to their child every day. Approximately 70 percent of the times they visited the library, they did so to attend a scheduled program. Participants rated almost all of the readiness activities listed as important or very important, with the highest ratings for reading to, talking to, and playing with their children, and the lowest ratings for participating in art. However, almost 80 percent of participants still rated it important or very important. About 90 percent of participants indicated confidence in their abilities to affect their child’s literacy development and almost 95 percent indicated they played an important role in their child’s literacy development.

Parents’ Comments

The goal of the GLAR program was to increase parents’ and caregivers’ knowledge of early literacy skills and to increase their frequency of sharing skill-building activities with their children. Parents’ comments included:

My son and I love the flip book and other materials associated with the program. . . . The flip book is really the jewel in this program. It is the perfect size for little hands. The font size is larger so I can have it propped up at a distance and still read it with him. When he first got it he did not know many of the songs and had never asked for a song by name. We started taking it with us everywhere. . . . Nathan loves all the rhymes, finger plays, etc. He can now sing the songs and flips to the song he wants using the pictures. . . . It is a great thing to leave with a babysitter too since it gives them activities he already knows. We are ready for another edition!—Norman Public Library

Growing Like a Read was an excellent program for my toddler. It encouraged our whole household to participate and be actively involved in reading every evening.—Moore Public Library

The results of the self-administered pre- and post-surveys were mostly identical when compared. Not much learning had taken place, since parents were already knowledgeable about early literacy, but practice had increased. Parents were spending more time reading, singing, and talking to their children as a result of exposure to GLAR. The surveys also showed that the program was not reaching non-library users.

It was hoped that, by offering the incentives, parents would return to the library at least monthly and perhaps weekly to show their completed activity logs. Total usage figures to date demonstrate that of the 1,837 children who signed up, only 592 received a board book, and 252 received the CD. For this program—or for this particular group of educated library users—the incentives were not the enticement to reinforcement as previously believed.

Staff Training

Staff training was of utmost importance in realizing the goals of the GLAR program. A huge emphasis now during storytimes is introducing pre-reading skills to the children. Before ECRR, the educational focus of storytimes was to model reading aloud and to introduce some basic concepts. Since the advent of ECRR and GLAR, children’s librarians are expected to be more intentional about presenting the pre-reading skills in storytimes, and to comment so that parents know the importance of the pre-reading skills to their children.

Beginning in 2005, there were trainings for all PLS children’s staff, provided by early childhood experts from Norman Public Schools, on early brain development and the pre-reading skills. PLS Children’s Services staff provided additional trainings on the pre-reading skills, the importance of finding ways to intentionally share this information with the parents, and how GLAR fosters skills’ development were provided semiannually. We also developed and presented an online WebEx training course as a refresher and orientation. Recent hires and younger librarians embraced these ideas readily. A few tenured staff felt that too much emphasis on teaching interfered with the playful, joyful, fun aspect of storytime, which had proved to be so successful in instilling a love of reading in the child participants.

Highlighting early literacy skills in the context of picture book literature is a popular, ongoing training offered to staff. Every fall, PLS children’s librarians come together for a book festival that showcases recent picture books. The displays and the accompanying bibliography are organized around the pre-reading skills. Branch librarians can request purchase of a selection of these materials to use in their storytimes. It also gives them a ready reference tool to access other titles owned by the system when planning their programs.

In 2011, PLS, in partnership with the Metropolitan Library System of Oklahoma County, received a Youth Speaker Grant from the Oklahoma Department of Libraries with funding from the Institute for Museums and Libraries to bring Saroj Ghoting, early literacy consultant, to Oklahoma to present “Fun and Facts of Early Literacy: Communicating with Parents through Story Times.” The grant included books and music for each participating library. All children’s staff was encouraged to participate. Evaluation comments indicated that attendees appreciated how this training reinforced and extended their knowledge in new ways. Ghoting’s technique of using three asides in each storytime with suggested scripting provided clear structure for staff, and overcame some lingering resistance on the part of seasoned storytime providers.

Ghoting’s use of the Multnomah County (Ore.) Library poster (“Help Your Child Get Ready to Read”) resulted in staff requests for this item, and inspired a GLAR-branded version designed by Kramer.

In 2012, the Oklahoma Department of Libraries presented early-literacy training sessions in Oklahoma City, including “Mother Goose on the Loose” with Betsy Diamant-Cohen and “Criss Cross Applesauce: Making Multiage Story Times the Best They Can Be” with Ghoting. Handbooks for these programs and picture books to use in storytimes were provided. One of the most helpful items received by participants was the copy of The Early Literacy Kit: A Handbook and Tip Cards by Diamant-Cohen and Ghoting (ALA Editions, 2010).

These programs were successful in training staff on ways to engage parents during storytime and help them know how to engage their children in learning. They provided the reinforcement to eradicate any lingering reluctance to change on the part of storytime providers.

Training by outside experts was vital for staff buy-in to the program, as well as to its success. GLAR statistics demonstrate that the program is most effective in branches where the librarian is most invested in the program. Size of the library is not a factor. Several large libraries have some of the lowest rates of GLAR participation. Some small libraries, where the librarian is actively marketing the program and personally inviting new mothers, have done the best in delivering the program.

Marketing GLAR

First introduced to library customers in 2009 in regular branch storytimes, where the flip-book rhymes and songs are modeled using matching oversized posters, GLAR added promotional materials and a web presence through the PLS Virtual Library in 2010. Customers still go to a branch library for their tote bags and such, but they can download or print the activity logs from the library’s web site (www.justsoyouknow.us/glar).

Since summer 2012, adults are able to enroll their children in the program online, and access the standup book from the GLAR webpage. The classified bibliography of recent picture books, organized by early literacy skill, is available for download.

Parents and caregivers can also subscribe to the free GLAR e-newsletter, which is delivered twice a year. It contains an article spotlighting one of the six pre-reading skills, bibliographies of recent picture books that are good examples to foster that skill, and other articles by area children’s professionals about new research, programs, and services of help to young families. This ongoing parent education and primary prevention effort reaches parents when they are ready. It has a current subscriber base of 463 recipients.

Branding GLAR

The GLAR logo appears on all GLAR publications and materials. Backgrounds and layouts for the logo vary from printed program materials, to promotional bookmarks, to educational support materials and the PLS Virtual Library. Regardless of the variations, the small flower-like book sprouting from a reed-like plant is easily recognized in all iterations. It is hoped that customers will learn to recognize the GLAR brand and trust that items identified by this brand will help them improve their child’s pre-reading skills.

Outreach

GLAR was not intended only for parents of preschoolers, but for all caregivers. Many parents work full-time, so those preschoolers are in daycare. By networking with Success by 6, we were able to reach area childcare centers through the NPL’s annual Literacy Day (and cosponsored by Norman Public Schools, Success by 6, and the Oklahoma Department of Human Services Daycare Licensing Division). In 2009, we presented a Tier 2 Training on pre-reading skills, distributing GLAR poster sets to every classroom of each daycare attending the training. Besides the presentation of the skills, hundreds of books were on hand for childcare presenters to view and examine. Activities were planned for participants to help them identify which early literacy skills were exemplified by the books. At request of Success by 6, this program was repeated in 2011, incorporating information learned from Ghoting’s “Fun Facts of Early Literacy.” Since 2009, GLAR staff has presented at least one or two of these presentations annually at various statewide or countywide childcare provider workshops or conferences combining training with distributing the GLAR poster sets.

Outreach visits to Head Start and Early Head Start programs began in 2011 in all three counties served by PLS to model storytimes incorporating early literacy activities, songs, and rhymes. GLAR poster sets were given to each center or classroom. Additionally, visits to programs such as Oklahoma Parents as Teachers, Baby Steps (a program for teenage mothers), and Temporary Assistance for Needy Families were made.

Collaboration Is Key to Success

In addition to child development specialists and bankers in the community, GLAR was a project that involved the library system at every level. There was extraordinary administrative and financial support from PLS Executive Director Anne Masters for every phase of the project. Her support of GLAR allowed the program to be established and to flourish.

Managers in every PLS branch were instrumental in encouraging their children’s staff to adopt the program and to attend trainings. They were the liaisons to the local banks to invite them to be partners in providing savings bonds and other prizes for GLAR.

PLS’s Kramer embraced the project and was a vital partner in materials design, illustration, and development. He continues to market GLAR through the PLS’s WORD magazine, and assist with new materials development.

Adrianna Edwards-Johnson, PLS virtual librarian, suggested the GLAR e-newsletter and developed the online registration and online nursery rhyme book format.

NPL children’s librarian Beverly Theige, who has a strong music background, provided excellent advice about including musical rhymes and was the creative director for the giveaway CD, providing the selections and performance.

All children’s staff of every PLS branch library are hands-on promoters of GLAR. It is their energy and commitment that keeps the program going, brings it to the awareness of families and daycare providers, and impacts the brain development of their youngest customers.

What Has Been Learned?

GLAR staff has actively sought feedback from parents, caregivers, daycare providers, and library staff. The program has been adjusted and expanded in light of that input and other observations.

Community partners will readily participate with programs that support families and literacy. Changes in traditional programming require endorsement from outside experts to foster complete staff acceptance. Staff enthusiasm is an indicator of program success.

By the end of the first year, the survey results confirmed that parents who bring their children to the library engage them in pre-reading activities even without knowing what that might be. Incentives do not seem to be an enticement for parents already engaged in literacy activities with their children. Childcare center employees who attend childcare trainings are already committed to providing literacy activities.

What is really needed is outreach to the marginalized, such as teen parents or those eligible for assistance programs like Temporary Assistance for Needy Families (TANF). This population does not have transportation to come to the library.

Outreach efforts need to be extended by offering storytimes through visits to pre-K classrooms in rural schools in small communities in the service area far from branch libraries. Transportation is a traditional barrier to library access in rural areas.

GLAR and early literacy programs are popular with library users and nonusers. It is up to library staff to ensure that the program reaches disadvantaged and marginalized parents, who really need the information provided to ensure that young children attain optimum brain development.

Summary

ECRR is a groundbreaking initiative that marries traditional public library storytime practices with current research on brain development in young children. It gives rise to new, improved storytimes and other nationwide children’s programs. PLS in Central Oklahoma embraced the principles of ECRR and developed both circulating materials for parents and caregivers (Family Literacy Kits) and a parent/caregiver and daycare provider program (GLAR) with giveaway materials and related programming to impact the knowledge and behavior of these first and most important teachers of very young children regarding early literacy skills.

Programs such as ECRR and GLAR put tools in caregivers’ hands to work on children’s language and pre-reading skills. Their goal is optimal brain development, not reading. As one child development specialist stated:

The process of brain development for reading starts before birth through quiet talking and singing to your baby. It continues after birth through touch, love, eye contact, one-on-one interaction and repetition. The ritual of talking together and sharing books starts early. Learning to read comes later.⁵

REFERENCES

1. Elaine Myers and Harriet Henderson, “Overview of Every Child Ready to Read @ your library, First Edition,” American Library Association, accessed Nov. 19, 2013.
2. Adam Payne, Grover Whitehurst, and Andrea Angell, “The Role of Home Literacy Environment in the Development of Language Ability in Pre-School Children for Low-Income Families” Early Childhood Research Quarterly 9, no. 3-4 (1994), p. 435.
3. Betsy Diamant-Cohen, Ellen Riordan, and Regina Wade, “Make Way for Dendrites: How Brain Research Can Impact Children’s Programming” Children & Libraries: The Journal of the Association for Library Service to Children 2, no. 1 (Spring 2004), via EBSCOhost Connection, accessed Nov. 19, 2013.
4. Betsy Diamant-Cohen and Saroj Nadkarni Ghoting, The Early Literacy Kit: Handbook and Tip Cards (Chicago: ALA Editions, 2010).
5. Mary Ann Boersma, personal interview with the authors, Aug. 21, 2009.

The post Growing Like a Read: Early Literacy Summer Programming in Central Oklahoma first appeared on Public Libraries Online.