Teachable moment: for here or to go?

I have to say, I'm often a bit disappointed with the SLA magazine, Information Outlook, but this time, I found a few articles very useful. In the current December 2009 issue, Derek Law discusses the coming of age of digital natives and how librarians need to consider this group when providing library services and content in Waiting for the (digital) barbarians.

After giving a brief overview of the interests and technology activity of Gen-Y, he points out what librarians should consider upcoming challenges.

It is very depressing to review the results of the OCLC user survey (2006) showing that user satisfaction decreases when librarians try to help. Online users are in a hurry to find the answer (or a shortcut to it), but what we offer is a choice between showing them how to conduct a proper search or not helping them at all. This has been described as the "Eat Spinach Syndrome" (eat your spinach, it's good for you).

When providing reference and instruction for high school students during a summer science internship program, myself and my colleague were sure to stress that if they asked for help, we would work to make their research easier for them; I really think this is key especially with this age group, being a Gen-Y-er myself. Teachable moments are very important, but I think we need to provide both -- give them what they're looking for and tell them how to find it themselves next time, not necessarily simultaneously. The reference I provided was virtual, so what I did was provide resources the student was looking for because I knew he was stressed out and at that point in time just wanted the information, but in the second half of the message, I explained how I found the information, including which terms I searched for. If he didn't want to read that second half, then that's his prerogative, but at least he had the choice of how much time he would spend on that while trying to complete his research.

Instead of appearing as a barrier to information by being perceived as imposing a mandatory training session on how to find resources, I think it is valuable to provide both, and as takeaways. For example, with an in-person reference interview, help the student find what is needed, and then pass out a subject-specific handout on how to find that information next time. If he or she needs something more detailed or has more niche needs, then collect an email address and email the information. If the student seems in a rush or not interested, it doesn't have to be one or the other, as far as provide the teachable moment or only give them the resources without instruction; the information might be wanted for later, but not at that instant.

This was how I felt about the library while earning my undergraduate degree: I did not really want to ask the librarian for help because I didn't have much time and I did not want to have to sit through a possibly intimidating and lengthy lesson on how to use the library when I had a paper due in a couple days. Of course my opinion has changed over time, but I definitely can relate to other Gen-Y students.

Law wraps up his article soundly with,

We need to determine that we can make users' lives easier, not force them to learn something extra before they get to what they need.

So succinct and so suitable.

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Law, D. (2009). Waiting for the (digital) barbarians. Information Outlook, 13(08), 15-18.

Discovery and user control

I was reading The Joy of Discovery in Web Design in the Inspect Element Web & Design Blog and it made me think of designing user experiences online and in the library. The post talks about taking that extra step to make the experience memorable for users by providing opportunities for discovery.

From an in-person library experience, I think an intuitive understanding of this would be related to browsing. Libraries that go all-digital can really hinder this important experience for users by making browsing and discovery more difficult. I remember this being one of the most exciting aspects of the library for me: searching for something in particular, and then browsing around related shelving; the best part about it was being able to discover something new myself.

Now, this blog is pertaining to web design, and the post can be directly related to library websites too. Creating alternative search features, and even going as far as to hide some fun features within pages that are more interactive could certainly improve a user's experience visiting the site. Even creating more resources for users that they might not even think would be provided through the library, for example, feed listings for interesting subjects to outside blogs or recommended Twitter feeds for research topics, or maybe tutorials for concepts related to but not directly involving just how to use the library or search a database. Maybe even including more library polls for users to contribute their feedback so they feel more involved with the library and are able to say something when they come visit the library virtually.

As Inspect Element says, "Subtlety can play a large role in discovery too even if the visitor doesn’t feel as though they have discovered anything, subconsciously giving them a feeling of greater control." I think that's an important idea to think about with libraries -- giving the user a feeling of greater control; greater control in manipulating library information and resources online, as well as navigating the library in person.

Event planning & promotions presentation for PLG-UA LIS Skillshare

I presented this on Tuesday, November 17th at the Progressive Librarians Guild - UA Chapter LIS Skillshare.

I have about 8 years or maybe a little more of event planning experience (including outreach/promo/marketing/pr), so I thought I would share my accumulation of skills. Since I've done educational events, festivals, music shows, library student group workshops and a symposium, community social events, and fundraiser events, I wanted to capture all event types for the attendees, but of course all the information could be relatable to libraries (public, academic, or otherwise).

Event Planning & Promotions - LIS Skillshare

View more presentations from Nicole Pagowsky.

From one stereotype to another

I'm a little torn. On one hand, I think it's great that the librarian stereotype is being re-vamped; instead of shushers with buns, we are now considered techie hipsters with tats. But that's also the problem: librarians are still being stereotyped.

One of the reasons I was so enamored with the profession when I began library school was that there were so many different kinds of people with many different interests. It's part of what makes the LIS discourse so varied and interesting.

Two recent articles prompting me to write this are today's CNN article, The future of libraries, with or without books, and the write up about the roller derby librarian, Tiny librarian is hell on wheels, also from CNN. Of course, the NYT article about the Williamsburg hipster librarians can also be credited for being in the back of my mind, but that came out right when I started my program.

I've been thinking about if this is really a good thing to be thought of as being mostly urban, young, technologically inclined, and pushing out the "old-school librarians" (CNN). What kind of impression does this give a younger patron (at any kind of library)? That they might only want to ask for help from a librarian who fits this description or they won't get as good of service? What kind of impression does this give an older patron? That if they aren't up on technology they might feel intimidated?

Another problem with this stereotype is it falls heavily on those who are white and middle-class. Granted, that seems to be who makes up the majority of the profession (myself included), but pushing this image discredits the diversity we do have and the diversity the profession is trying to acquire.

To depict LIS professionals as being varied in appearance, age, class, race/ethnicity, and areas of specialty would probably benefit the profession more than jumping from one narrow stereotype to another.