Ultimately, every organization should look toward its mission statement when determining the rationale of its actions. Not one library mission statement I have read includes “provides fun.”Here are some examples from larger public library systems across the country. The Los Angeles Public Library System exists to, “provides free and easy access to information, ideas, books and technology that enrich, educate and empower every individual in our city’s diverse communities.” In Chicago, the public library system is there to, “welcome and support all people in their enjoyment of reading and pursuit of lifelong learning. Working together, we strive to provide equal access to information, ideas and knowledge through books, programs, and other resources. We believe in the freedom to read, to learn, to discover.”  The New York Public Library’s mission is to, “advance knowledge, and strengthen our communities.”  Fun does not appear in any of them.

In every example, the ideas of lifelong education, free access to information/resources, and enriching either individuals or communities are present. Revisiting the library’s mission statement is a good way to ensure that your activities are supporting your institution. Public libraries are lofty institutions that represent the best of a democratic society. Public libraries are the peoples’ university. Public libraries are at a community’s center of education, business, and community. Choosing to view library programs as just fun detracts from the value that libraries bring to their communities. Public libraries contribute to the economic success and cultural value of their locations.

It is imperative to remind people that the programs offered at the library are important to the community. Focusing on fluff and fun can diminish the substance behind what the library is trying to accomplish. How we think about and what we associate with public institutions, informs our responses to their challenges and needs. When a library says that they need money for programming, do we want the community to think that they are propping up a crafts class or movie night? No, we want to emphasize the practical real world benefits of library program, which might happen to include crafting or films, but that also support literacy, personal development, and social opportunities.

Fred Rogers is known for his work with educational programming and is known to say that, “play is the work of children.” I think that is a valuable way to think about learning. Play is definitely the work of children, but it is also the work of adults. Play is how we acquire new skills. Play is how we socially interact with each other. Play is how we apply abstract concepts to concrete actions. Should library programs be fun? Absolutely! Fun is a great way to attract patrons and to have them learn new things. I believe that programs should be fun, but that we should orient our programs to reflect our mission and that we should be intentional about what we are trying to do for our patrons.

I understand the appeal of just relaxing and having fun, but librarians need to come at programming with the same rigor as collection development. Yes, Patterson, Baldacci, and Evanovich are super popular and circulate, but if circulation were the only criteria, then we would all have the same collection. When we think about programming we need to think beyond what is popular and what will circulate. We need to focus on what we want our patrons to learn and then we must find ways to turn that lesson plan into play time. Should public libraries offer programming that is just for fun?  No, but the programming that we do offer ought to be fun anyway!

The post Adding Fun to Your Library’s Programming first appeared on Public Libraries Online.

ALA also supports a multitude of useful subgroups such as the Public Library Association
(PLA), the Programming Librarian, or I Love Libraries. Each of these organizations or websites also provides free materials. PLA created the Every Child Ready to Read program that revolutionized
early literacy efforts as well as Project Outcome, which provides materials for tracking impact
within the community, and Digital Learn to teach digital skills. The Programming Librarian
doesn’t just offer lesson plans for programs, but also has free webinars and I Love Libraries
provides a lot of information that supports libraries such as a library savings calculator, which
allows librarians to put a dollar amount to the savings and resources provided by the library.

Each state also has a state library and archives. Their aim is to effect change at the state level
and many public libraries are familiar with state aid, but they do offer other forms of
support from grants to training opportunities to webinars. Find your state library association
here. I also recommend investigating resources from other state associations, which can provide
new ideas for new initiatives. For example, the Pennsylvania
Library Association has an initiative, PA Forward, that discusses the five literacies that all
libraries support.

Government websites are also very helpful; some of my favorites include the U.S. Government
Publishing Office, Ben’s Guide to the U.S. Government, Money Smart Week, and the National
Network for Libraries of Medicine. I also recommend checking out other educational
departments in the government, such as NASA. NASA provides educational displays, speakers
(who can Skype for free), lesson plans, and live coverage of events such as the Great American
Eclipse in 2017. Acquiring eclipse glasses for the event was expensive and challenging for many
libraries, but NASA had a live feed that I televised for patrons. The Centers for Disease Control and Prevention are an excellent source for statistics and health information.

There are many literacy groups that are natural partners for public libraries. I have included national groups in this post, but there are many regional and local literacy groups that could make strong partners for public libraries. The American Literacy Council has a lot of resources that work with readers of all ages. I have worked with the National Center for Families Learning on a grant project for Camp Wonderopolis and found them supportive to work with. Reading is Fundamental is a well-known program in the United States, but other groups that work with children’s literacy include Reading Rockets, Annie E. Casey Foundation, and the Children’s Literacy Initiative. There are many groups who have missions along the same lines as the public library. These groups can provide financial support, lesson plans, training, information and statistics, and displays. I have included links to many useful websites, but within your state, county, and community are a few more potential partners for your library:

The Smithsonian Institute
Lego Lesson Plans
Lego Master Educators
Society for American Archaeology
Harwood Institute
Code
National Institutes of Health
US Department of Agriculture
STEM Resource Finder

The post Public Libraries Need Partnerships first appeared on Public Libraries Online.

According to a report by the Environmental Protection Agency (EPA), Americans spend about 90% of their time inside buildings. Based on data for the 20-21 fiscal year, the total number of computer sessions in my library system was 77,769, with each session lasting, on average, forty minutes. This means that the residents spend more than 50,000 hours at the public library in a given year, making the public library one of the most popular indoor spaces. As a part of the White House Infrastructure Package, S. 127 & H.R. 1581, or, the Build America’s Libraries Act (BALA) was introduced on January 28, 2021.  S. 127 & H.R. 1581 would provide five billion dollars to repair, modernize, and construct library facilities in underserved and marginalized communities.  Kathi Kromer wrote an article for PL Online in March discussing the Building America’s Libraries Act (BALA).  

I reached out to Jason Hartke, the Executive Vice President, External Affairs at International WELL Building Institute (IWBI), who was kind enough to share some thoughts on the BALA and how libraries can actively make their spaces with human health and wellbeing in mind.  This interview has been edited for length and clarity.

PL: I see that you have a Ph.D. in Public Policy. How did you wind up doing work focused on buildings?

JH: I’ve been working for almost two decades and I’ve always been focused on accelerants: various market transformation levers that can help us go faster – from partnerships to policies to innovative programs.  This background in advocacy and implementation has been a perfect match for the International WELL Building Institute (IWBI), where I’ve been leading our advocacy work.

PL: The Build America’s Library Act (BALA) is looking to put a five billion dollar investment into updating public libraries in order to combat climate change, COVID-19, problems with broadband access, or accessibility issues; how could the International WELL Building Institute (IWBI) assist with these changes?

JH: The case for this investment in libraries has always been that we can help concurrently advance our shared health, sustainability, and resilience goals.  We do this using the WELL Building Standard (WELL), a roadmap for creating and certifying spaces that advance human health and well-being.  We have worked for almost a decade to translate research into practice, operationalizing an evolving evidence base that helps us better understand the relationship between the physical environment and human health.  

PL: Since BALA is one of the first large-scale federal investments into public libraries; do you believe that five billion dollars is a large enough investment to make a difference?

JH: While I wish it were more, I think the five billion will make a significant difference.  We have the know-how to not only help libraries leapfrog forward but also do so in a cost-effective way by adopting proven solutions that can help them lead on health and climate.

PL: BALA is looking to combat many issues ranging from making buildings safer and more accessible as well as increasing public access to broadband. Do you think that having such a broad approach will help libraries address multiple issues or be too broad to be successful?

JH: These facilities will know what their most pressing needs are and how best to address them.  There is tremendous synergy between implementing leadership sustainability measures alongside important health strategies. Those strategies will help libraries reduce energy and save money while also improving the health and safety of those inside.

PL: One of the things that the WELL institute looks at is ensuring that groups don’t “well wash” or merely talk about health and wellness without doing anything substantive; how can the WELL institute help libraries ensure that these investments have an impact and aren’t just performative?

JH: The latest version of the WELL Building Standard (WELL v2) is the most accessible, adaptable, and equitable rating system, anchored by the latest scientific research and industry best practices, serving as the foundation upon which the entire WELL ecosystem is built.  I think the market, both in public and private sectors, has long recognized how rigor and accountability go hand in hand.

PL: When looking at the wellness of public spaces, which groups do you think are the most underserved?

JH: Through policy and partnership; we have done a lot of work to elevate priority sectors, like schools, senior and assisted living facilities, public buildings and affordable housing, where these benefits can reach those most in need. 

PL: These funds are being distributed through a competitive grant process, but rural and impoverished areas lack staff to apply and follow up with many government grant requirements.  What can these libraries do to increase their odds of winning funds?  What can the Institute of Museums and Libraries do to ensure that the grants go to the neediest libraries?  

JH: I think we all have an obligation to work together to ensure that all libraries everywhere have the ability and the resources to advance winning proposals.

More information about the BALA can be found here.  A current list of IMLS grants can be found here.  

The post Library Spaces and Well Building Ideals first appeared on Public Libraries Online.

Nothing is free at the public library. So let’s be clear and upfront in sharing how the library is funded and the return on investment the library offers. We can change staff mindsets and community member’s perceptions by showing what a smart investment they are making in and for their communities, via their tax dollars.

The post Why Do We Think Library Services are Free? first appeared on Public Libraries Online.

Public libraries are considering how to handle the divide. There is the Choose Civility initiative from the Urban Libraries Council; Public Libraries magazine focused on Civic Engagement Activities in its Sept/Oct 2020 issue; and the April 2019 issue of Public Library Quarterly issue lists the Top Ten Challenges Facing Public Libraries with a decline in civil engagement as challenge number three. Across the country, civility has become the talking point hot on the lips of public librarians. How do we foster civility in the library and keep our public space civil?

The Institute for Civility in Government defines civility as, “the hard work of staying present even with those with whom we have deep-rooted and fierce disagreements.” Civil originates from the Latin word for citizen, or member of a community. It is important to remember that civility is not an individual characteristic, but a social construct within a community. The ability to take part in the hard work of engaging with other members of the same community–despite having fierce disagreements–is not a light task. Though it is imperative that public libraries work towards this goal, it is not the point of this article. Fierce disagreements between individuals is what causes incivility and many US citizens believe that we, as a country, are more divided, so instead, this article is about how US citizens agree on most topics.  

According to a Gallup poll, 72% of registered voting Americans believe that same-sex relationships should be legal and 67% believe same-sex marriage should be legal and have the same rights as cis-unions, and a Gallup article shows that 87% support increasing government funds for infrastructure.

The Keiser Family Foundation’s (KFF) most recent polling about healthcare shows that 79% of the public supports the ACA coverage of pre-existing conditions as well as 69% supporting Roe v. Wade. Most notably, 84% of Americans trust scientists with accurate information on COVID-19 and 86% trust scientists in general. These statistics show that perhaps Americans are not so divided on many issues. In fact, Americans love scientists until politics get in the way.   

The public forum needs civility because in order to have a conversation on any topic, individuals must be willing to put aside the idea of the self and replace it with the idea of the group.  There are many instances in day-to-day life where we apply this thinking including letting individuals off of an elevator before getting on; walking on the right hand side so that opposing foot traffic has an opening; or even just stopping at a stop sign. Adherence to these basic rules provides an environment where people know what to expect and how to behave in the interests of the group over the interests of the individuals. Public libraries are a public space that must encourage civility and social rules so that patrons know what to expect and how to behave. Understanding that we are not entirely divided, that we agree on many points, may help public libraries restore or maintain this civility.

The post Fostering Civility at the Library first appeared on Public Libraries Online.

The public library I work for is in a state that does not have required face masking and so while the library administration places signage requesting facemasks be worn and social distancing be recognized, it is not a requirement to come to the library. The library has been very conscientious about placing yellow feet stickers to show how far apart to stand when waiting in line, removing all tables and chairs, except for computer stations, and removing computers in order to ensure that each computer station is at least six feet apart from each other. The library system hired additional security guards as well as additional cleaning staff to wipe down frequently touched surfaces.  But, despite these precautions, the lack of facemasks or inappropriately worn facemasks coupled with the inhuman expectation that anyone would be able to clean the surfaces fast enough creates an environment where COVID-19 could easily spread. 

Many patrons come to the library without bringing the appropriate gear including reading glasses, pens, pencils, or facemasks. Since facemasks are not required or may seem unnecessary, as the stations are at least six feet away, patron will press their faces close to the screen and/or keyboard in order to see what they are doing on the computer, which can lead to keyboard or computer screen to be contaminated with COVID-19.  It is entirely possible that another patron will be able to sign onto that contaminated device and wind up contaminating their hands, which is likely to contaminate other objects they touch such as wallets, phones, or keys and increase the odds of spreading COVID-19, even if the second individual is wearing a facemask when they are using the library’s services.

Many patrons do not want to come in to pick up a hold and then quickly exit. They want to avoid the heat, do thorough research, or use the computers. By nature of being a public space, the public library is not at low risk of transferring COVID-19 because it is not the materials that pose the risk but the act of sharing said public space. Public libraries are caught in a Catch-22 where their services are low risk for individuals who are able to access the internet from home, but increase the risk for marginalized patrons, who rely on shared public space. A patron who knows how to print or use the copier has low risk from the library, but a patron who is digitally illiterate will need more assistance, either from staff or from other patrons, which increases their exposure to COVID-19.  Public libraries need to realize that their collection is low risk, not their public spaces.       

The post Collections May Be Low Risk but Public Spaces are Not first appeared on Public Libraries Online.

Marcela Cabello and Stuart M. Butler discuss the importance of public libraries as community hubs in this article. They state that public libraries are shifting their focus from book collection to providing community services for various groups in their community. As the library becomes a place where individuals go to participate in activities, the library becomes more than just a book repository. As a part of Library Week 2018, Robert James looks at how public libraries are seen as “communal institutions that offer access, not just to literature and information, but the company of other people.”

One of the most common ways that communities build relationships is through the breaking of bread, or communal eating.  In this article, R. I. M. Dunbar refers to communal eating as a universal human experience where more than one person shares food with another.  Dunbar’s article points out that these social experiences have always been present in human societies and that they increase endorphin production in participants and correlate to a greater sense of well-being.  Since public libraries act as a community hub where individuals feel safe and come for social connection, it makes sense that public libraries would be a place where communal eating and cooking might occur.

Interested in starting a food program at your library? Here are some links to more information.

Adult Cooking Programs in the Library – Make it Happen (floridalibrarywebinars.org. Webinar, July, 2019).

Cooking the Books – Libraries Embrace Culinary Programming (Perspectives on Reading, by Stacy Alesi, October, 2019).

Library Kitchens and Cooking Programs – Webjunction (by Jennifer Peterson, March 3, 2016).

Culinary Literacy: A Recipe for Cooking Up Literacy and Community (Webinar, Webjunction – December, 2016).

Cooking Classes Without a Kitchen – NNLM (National Network of Libraries of Medicine – Video of Past Webinar).

A Recipe for Reading: Culinary Literacy at Your Library(Programming Librarian – Recording of Past Webinar).

The post Cooking at the Library first appeared on Public Libraries Online.

Metaliteracy has been a hot topic in the library world. In their paper “Proposing a Metaliteracy Model to Redefine Information Literacy,” Jacobson and Mackey define metaliteracy as a “comprehensive model for information literacy to advance critical thinking and reflection…” In fact, this paper examines how metaliteracy is dependent upon many similar literacies interacting together in order to succeed with 21st century learning. Accepting this thinking leads me to believe that if being literate in multiple, inter-connected ways is necessary to succeed in the 21st century; then multiple-interconnected illiteracies will also stack making success more difficult for individuals.

Being computer illiterate creates challenges that public librarians are very familiar with. Basic illiteracy creates challenges that public librarians are very familiar with. Dealing with patrons who suffer from both is exponentially challenging. Most directions are written out and low literacy and reading comprehension can render a person unable to follow basic steps. Being computer illiterate means the patron is unaware of the different tools available online and the way that they interconnect. Printing out a form becomes more challenging when the person does not know the many, many different ways to copy and paste, download files, or the various formats documents can come in.

Much discussion revolving around the digital divide focuses on matching low-income patrons with technology so that they can meet the demands that our technology centered society has. The digital divide impedes job hunting, medical and financial literacy, and staying in contact with loved ones. Nevertheless, there are a plethora of nonprofits and government programs that provide low to no cost technology to the impoverished. Public libraries are also a measure against an increasing digital divide. According to PEW research, “In this survey, 29% of library-using Americans 16 and older said they had gone to libraries to use computers, the internet, or a public Wi-Fi network. (That amounts to 23% of all Americans ages 16 and above.)” A list of groups who provide technology will be found at the end of this post.

Connecting patrons to devices is not the issue that public libraries must face. It is a patron’s inability to understand the multiple, inter-connected issues that life online creates that puts them at risk. These meta-illiteracies create circumstances where patrons’ multiple illiteracies increase. Not being able to do online banking or schedule medical appointments and see test results online creates situations where patrons who used to gain these literacies in person, are unable to follow their finances or health trends and lose their medical and health literacies. Not having these literacies ultimately make a patron vulnerable to phishing, scamming, and identity theft. As the Nielson Norman Group points out, “Because they lack the initiative and skill to take matters into their own hands, some users remain at the mercy of other people’s decisions.”

The challenge that public libraries face is how to overcome the meta-illiteracies afflicting our patrons, especially if they are technology resistant. Every library I have worked at has offered computer classes and every one stopped hosting them because patrons did not attend them. At my current library, we utilize volunteers as tech guides who sit with patrons one on one and assist them with personal devices and using library resources. This is very convenient for basic tasks, but becomes more challenging with more personalized information. A patron once asked our tech guide to set up their online banking. The tech was not comfortable with that, and I cannot blame them. Knowing so much detail about a stranger’s personal life makes for uncomfortable situations. I also know of libraries that offer patrons the opportunity to book a librarian. This is similar to the tech guides at my current library and would suffer similar problems with personal information.

I believe that the solution lies in providing STEM education for adults. According to Anne Jolly of Educator Week, “STEM develops a set of thinking, reasoning, teamwork, investigative, and creative skills that students can use in all areas of their lives.” In her article Six Characteristics of a Great STEM Lesson, she states that the sixth characteristic is “STEM lessons allow for multiple right answers and reframe failure as a necessary part of learning.” The other characteristics also support meta-literacy; however, this aspect truly addresses meta-illiteracies. Once patrons understand that there are multiple ways to succeed and that initial failure is not a problem, learning technology and focusing on overcoming meta-illitercy becomes easier.

Technology Programs:
http://www.startgrants.com/free-government-laptops-for-low-income-families.php
https://freegovernmentcellphoneguide.com/free-cell-phone-companies-offer-smartphones/
https://www.pcsforpeople.org/
https://www.computerswithcauses.org/
https://computersforlearning.gov/htm/hp_eligibility.htm

The post Tackling Meta-Illiteracy first appeared on Public Libraries Online.

Every day a patron is handing me a personal electronic device and asking for help. Sometimes it seems very small such as helping them download OverDrive or helping them save documents to a USB to make printing easier. Most of these tasks are pretty basic and I can instruct the patron to manipulate their technology for themselves. I’m an educator and these are wonderful opportunities. But sometimes it’s a little more personal such as helping them get on our WiFi, and I get to see what the NSFW name that they call their home network. Sometimes it just makes me uncomfortable such as when a patron asked me to setup their new out of the box laptop. Sometimes it’s just gross, like when a patron needed help uploading a profile picture and I got to see all the pornographic images they had mixed in with their selfies. The three main issues I see with librarians handling patrons’ personal property are how it makes the patron feel, how it makes the professional feel, and liability.

The patron with the offensive home network name didn’t choose it with the idea that anyone outside of their home would know what it was called. It may even be a way to keep neighbors from logging onto their network. When I had to go into their settings to forget our network and reboot the device, they became embarrassed and apologized to me for their personal network’s name. They probably did not consider that asking me to help them sign on to our network would reveal this information.

Handling personal devices creates a lot of opportunities to make me feel uncomfortable. Sometimes the devices are dirty or smelly, which is not something I’m open to communicating to the patron. Sometimes the devices are older technology that I am just not familiar with, and sometimes it’s super new and expensive technology that I just don’t want to break. Sometimes handling someone’s personal device gives me a visual into their life that I just didn’t want to know. The final result is always that it becomes difficult to be neutral with said patron, and depending on what happens it can create an awkward relationship even going forward.

The final issue is a question of liability and patrons having legitimate concerns over whether or not library staff changed settings, deleted work, or made other adjustments. Personal devices do not belong to the library and it is outside of the library’s purview to handle personal devices. The temptation is strong too, because once in the settings it is easy to get to Wi-Fi, but finding settings can be hard and many patrons do not know how to get there. It is time consuming to teach people how to handle their own device. My best piece of advice is to find the PDF copy of the user manual online, many are available on the parent company’s website and to know which technology specialty shops are available in your area including Apple Stores, Best Buy, or local small businesses that work with technology.

The post Handling Patrons’ Personal Property first appeared on Public Libraries Online.

I had many parents and caregivers call in and ask what the recommended age for the program was. I find this question difficult to answer because children develop at their own rate. Compatibility is not a question of age, but of interest and focus. Instead, I explained to parents/caregivers the nature of the tasks, the need to be methodical, and the ability to think both
abstractly and concretely. The day of the program, I was shocked to see toddlers signed up to participate. Since there was no hard age limit, parents and caregivers felt comfortable bringing children of all ages. The majority of participants’ ages ran from 10-13, which felt like a good match. Before starting, I separated parents and small children from the program and had them play with building blocks. This left me with 20 participants with the youngest being eight and the oldest 15. I was surprised to discover that they weren’t ready for this kind of program and pretty much just wanted to stick
their hands into cake and eat it. Apparently being filled with seeds and the germs from 19 other people did not deter the consumption of sugar. I definitely did not have the right age for my program.

I look at this experience as a reminder of two different and equally important programming problems; setting hard age limits on programs and finding the right level of difficulty for the desired age range. This program would have done best with adults and some teens who were already interested in learning more about archaeology. Instead, my open-ended-age allowed toddlers to excitable tweens to come in wanting to eat cake, making the program less attractive to older teens and overlooked by adults who would assume they could/should not participate in a teen program.

As much as I did not want age to keep participants away, setting a firm age range is necessary for a program. Historically, I had problems getting teens into my teen programs, so turning anyone away felt painful, but leaving things open-ended put me in a bind. Toddlers are not able to do this program the way that it was setup and it would have saved a lot of headache to just clearly state that. If there is a lot of interest outside of that range, it is time to reconsider who this program would appeal to. A lot of tweens and some teens were very interested in this program, or at least
the cake in this program, but they were outnumbered by preschool and kindergarten-aged children, who were possibly more interested in the cake in this program. Every solid program idea can be geared toward different ages and abilities.

If I consider this from a who-is-interested-in this-program perspective, it becomes clear that I needed to make a larger cake with large and simple non-edible objects that toddlers can just crumble away and discover. Like eggs hidden in Easter grass only with cake. If I consider this from a who-I -wish-to-reach with my program perspective, it becomes clear that I need to market to young adults who are either decided on collegiate education or who are considering collegiate education or deciding on a major. If I consider this from a how-to-get-tweens-to-a-library-program perspective, it becomes clear that I just need a lot of cake.

The post Age as a Factor in Programming first appeared on Public Libraries Online.

My first piece of advice is to start as a student.  Once you have committed to a particular field and are attending school for your masters, join a professional organization.  Many professional organizations have national leadership, such as the American Library Association (ALA), as well as state level representation; I live in Florida, so the FLA.  Florida has a sliding scale range based on salary, which makes it more affordable, but even the lowest cost of $44.00 is still more expensive than the student rate of $25.00.  ALA also offers better rates for students than professionals.  A first year member pays $72.00, but a student pays $38.00.  Not all state associations are less expensive than the national one.  When I lived in Pennsylvania, the Pennsylvania Library Association (PaLA) also offered a sliding scale range based on salary as well as a student rate, and the lowest possible plan is $30.00; however most library salaries would place the fee at closer to $90.00 and a student plan, for full-time students only, at $30.00.  Part-time students would not be eligible for the $30.00 rate and would have to pay based on their salary.  Full-time students will have to weigh whether having access to local opportunities outweighs the benefits of a national membership at the cost of $8.00 more dollars.  Outside of lower fee rates, being a student gives access to additional grants, typically offered through academic institutions, as well as providing time to be able to attend.  Joining a professional organization provides access to grants, mentorship, and training opportunities.  Join early!

My second piece of advice is to take advantage of any financial opportunity.  In 2002, I applied for a The Kozloff Research Award at Bloomsburg University to fund travel to do original research in Baltimore and then present my findings.  I was awarded $500.00.  In 2016, I applied for a grant through the Pennsylvania State Library to attend the ALA national convention in Orlando, FL.  I received 1,200.00 dollars.  Neither grant covered all of my expenses, but it certainly made it possible for me to attend.  Do not let a fear of paperwork or being rejected stop you from applying.  Institutions are looking to give this money away.  One grant opportunity that I applied for did not have enough applicants, so we all received an additional $1,000.00 for our projects as well as 3D printers.  Many institutions, government entities, and professional associations offer grants specifically for travel.  ALA offers many grants through its divisions; this list is in no way exhaustive, but YALSA, PLA, and AASL all offer travel grants.  College Scholarships offer a grant specifically for travel to do studies or attend conferences.  Less common, but definitely worth investigating, is seeing if the conference will provide registration to the event, particularly if it is the day of your presentation, meals, or room space.  Many conventions also offer benefits to volunteers.  Look into these options as a way to fund your way as well as incentivize your employer.  Never be afraid to take advantage of these opportunities.

The ability to take time off work to attend a professional conference is harder to give advice on.  Some employers will not support attending a conference, but many organizations provide a list of reasons to attend, such as the ALA Making Your Case.  Making the case to attend a full conference may be difficult, but it is also possible to attend a conference for just one day, especially if the conference is not far away.  Another option is to attend a local one-day conference, even if it is not library specific.  I have attended local one-day events that focused on ACE Scores, a Cost of Poverty workshop, and a Nonprofit Leadership Series.  All of these events provided valuable skills, opportunities to network, and new ways to look at problems. 

My final piece of advice for librarians looking to overcome barriers is to reach out and ask.  Ask a more experienced coworker.  Ask one of your professors, even if you have graduated.  Reach out to the organization whose conference you want to attend and find out how they can help you.  Many associations offer a mentoring program, join it and ask your mentor.  Reach out to your state library or a district consultant and see what advice they can give.  There may be opportunities that they are aware of not mentioned here. 

The post How to Attend a Conference first appeared on Public Libraries Online.

And it’s good that libraries focus on literacy because the United States has a literacy problem.  National Center for Education Statistics (NCES) conducted a survey which found that 90 million American adults read at the two lowest literacy levels, basic or below basic. Studies show that those with poor literacy skills are more than twice as likely to be unemployed and tend to report poorer health, less trust, and lower civic engagement. 

Can public libraries really claim that they are informing and enriching individuals by supporting the development of literacy and lifelong learning if our citizens keep failing to meet basic literacy levels? In 2006, the American Institutes for Research published a study that demonstrated, “more than 75 percent of students at two-year colleges and more than 50 percent of students at four-year colleges do not score at the proficient level of literacy.” If we look at academic achievement to sort out our best and brightest, then how is it that over half of them lack proficient literacy skills?     

According to the National Center for Educational Statistics, 20% of adults in the state of Florida lack basic literacy skills. The public library system I am employed at does not currently offer adult literacy programs and has only begun offering digital literacy programs at individual branches. To see how many other public libraries in Florida offer basic adult literacy programs and/or digital literacy programs, I sent a survey through the Florida Library Association’s (FLA) listserv. Of the respondents, 58% reported having an adult literacy programs, and 64% reported offering digital literacy programming. Twenty-five percent of responding libraries said they did not offer either adult literacy or digital literacy programs.    

This push on digital literacy is problematic for another reason. Navigating the digital world requires the ability to read and comprehend text. User agreements, permissions, and even directions are typically written on the screen. Adults with low literacy skills are not able to read the warnings or fully comprehend the implications of contracts. At my library, directions to log onto the computers, work the print station, and even the patron code of conduct are typed up and posted around the library. When librarians begin with the assumption that patrons can read, we do a disservice to our patrons who lack basic literacy.

Basic literacy is a crucial aspect of the services that public libraries provide. Without a solid grasp on basic literacy, patrons cannot fully participate in what the library has to offer. The By The Room 241 Team points out in their blog that literacy is a social justice issue and critical towards ending oppression and poverty. Increased literacy provides patrons with the skills to apply for jobs, understand budgets and financial options, sign up for health care and process medical directives. Libraries should offer digital literacy programs and help patrons navigate this brave new world, but they should not forget that the root of our service to a community starts with basic literacy.    

The post Basic Literacy a Crucial Aspect of Public Library Service first appeared on Public Libraries Online.

Two-factor authentication is highly recommended for digital protection. According to The Independent, “In the space of 12 months, (Google) found 788,000 login credentials stolen via keyloggers (tools that secretly record every key you press), 12 million stolen via phishing (a method of tricking you into giving up your personal information), and 3.3 billion exposed by third-party data breaches.”  Cyber security issues like this force companies like Google to implement steps like two-factor authentication to increase security for their clients.

A few months later John Doe came to the library to get help accessing his email when he and his girlfriend broke up. He knows his password and can go to any public computer to sign in, but two-factor authentication keeps sending codes to the ex-girlfriend’s cell phone. Now he can’t get into his email. He knows that one of the places he was job hunting has emailed him, but he can’t check it. No job means no smartphone or other two-factor authentication device.  

Two-factor authentication has a harsher impact on some patrons who may be less likely to have the financial security needed to maintain the same cell phone contract over long periods of time or continue to have access to the original cell phone that was used at the time of account set up. According to PEW, data shows 44% of lower-income smartphone users have canceled or cut off service because of the expense.

Many factors combine together to make job seeking and other necessary online interactions even more difficult. Patrons such as John Doe are less likely to have the means or know-how to deal with increased smartphone security.  Public libraries need to find methods to assist these patrons. Has your library?

The post The Drawbacks of Two-Factor Authentication first appeared on Public Libraries Online.

While earning my Masters in Library Science, I was exposed to many new topics including statistics, research methods, and information cycles, but nothing touched on marketing. I asked all of the other librarians at my branch who had earned their MLS – 12 participants – and discovered that only 8% had an actual marketing class. 25% said marketing was a part of some of the courses offered, but they did not take them. Over 65% had no access to marketing during school and 40% of those said that they see marketing as an important aspect of librarianship. I acknowledge that this is a small sampling of librarians, but I think there is a case to be made that librarians are not trained to market their services, which is why people do not know about them.

Is it reasonable to expect librarians to pursue marketing? Marketing is its own degree that takes about four years to obtain at the bachelor level. This would mean that either a librarian would come into the profession with marketing as their bachelor’s degree or they would have to acquire another four-year degree to catch up. When I was directing a small rural branch I met many one-librarian/one-full-time staff libraries. One librarian who does the budget, the programs, develops the collection, writes grants, performs outreach, and markets the services of the library. This is an unrealistic model to expect librarians to personally acquire every skill needed to float a library

How can we fix this problem? Well, at my Business Before Breakfast event, and all the other events that I attend, I talk about the library. I talk about the stats I just compiled. I talk about the programs we offer. I talk about which databases I use, when, and what for. I talk about grants that I have earned. Talk is cheap and word of mouth is the best way to build a following; so I talk. I tell my daughter about our databases for her school project. I tell the patron struggling with formatting her Word document about our free Gale courses. I talk to fellow Chamber members about how libraries aren’t really about books but about connecting people with information and building relationships. This is a strategy that any and every librarian should employ. I guarantee that you are changing peoples’ lives every day with the work that you do. I assure you that no matter who comes to your program or what question they have at the desk, they could use another service from the library; they just don’t know it yet.

The post Never Shut Up About the Awesome Programs at the Library! first appeared on Public Libraries Online.

The Young Adult Library Services Association (YALSA), a division of the American Library Association (ALA) recommends that libraries can best serve teens by providing them their own space and their own autonomy over said space.¹ There has been a big push to see the library as a safe third space for teens outside of school and that sounds great; but to do this requires a lot of money and resources and the space will be pretty empty until school lets out. As Jennifer Velaques points out in her teen blog, if teen spaces don’t have a dedicated librarian and staff to maintain the space and build relationships with the teens, then there isn’t much point to maintaining that space.²

What if we consider meeting the teens at their point of need? What if the library goes to the teens? Public schools, vocational schools, and career centers are all wonderful partners and great spaces where the library might want to set up shop. You’ll be able to share information about your online databases and work with them on interactive projects for school. Go to pizza parlors and hold book clubs that ask hard questions and encourage teens to come up with supported arguments, or get a game night going at the local laundromat.

Meredith Farkas espouses embedded librarianship as the way to update the library’s service model. In her article, “Get Out of the Library,” she points out that public libraries need to support their patrons at their point of need.³ Embedded librarianship is not a new idea and it is not exclusive to teen services; but if a library can only support one type of teen service, why not opt to get out of the library and meet the teens where they are already at?

References

1. Young Adult Library Services Association. Accessed 11 7, 2018. “Teen Space Guidelines” Adopted May 24, 2012.
2. Velaques, Jennifer. 2014. “Plastic Sofa-cover flashback: Beware the pristine, useless teen space.” Posted August 7, 2014.
3. Farkas, Meredith. 2018. “Get Out of the Library: Embedding librarians in our communities”. Posted May 1, 2018.

The post Taking Teen Services to the Teens first appeared on Public Libraries Online.