ALA Annual Conference 2011: Your Library on High Tech

June 26, 2011

There probably are still plenty of people who think of nothing but printed books and being shushed when they hear the word “library.” But you won’t find many of them here in New Orleans attending the American Library Association (ALA) 2011 Annual Conference.

A 90-minute session yesterday, organized by ALA’s Office for Information Technology Policy, highlighted and celebrated four innovative projects designed to meet library users’ needs with varying degrees of creativity and playfulness: North Carolina State University Library’s web redesign program, which gave the library’s online presence a cleaner and more dynamic look than it previously sported; the OhioLINK Digital Resource Commons (DRC); the Creekview High School (Canton, Georgia) Media 21 project which helps students match technology with learning opportunities; and Orange County (Florida) Library System’s Shake It! mobile app to match readers with the books they are likely to enjoy.

Technology and library users come together very effectively in Media 21’s transformation of a school library into a first-rate social learning center and Orange County’s Shake It! Project. Media 21 makes at least some of us wish we were back in high school again—admittedly a major accomplishment in itself—and Shake It! appears to be so playfully addictive that it could easily make us want to read even more books than we already do just so we can shake our mobile devices again and see what reading recommendation the app will offer next.

But we’re talking about far more than diversions here. ALA Learning Round Table colleague Buffy Hamilton, who was founding librarian of that social learning center at Creekview High, sees the project as a setting in which “students are helping us create the library of the future,” she told her ALA audience yesterday. “I was struggling with two questions: how to create flexible and fluid learning spaces, and how to embed the library in the lives and learning spaces of students.”

The result has students engaged in learning via a huge variety of social media tools including, but far from limited to, Netvibes to curate and collect information; Google Docs so students use the same tools found in the contemporary business world to collaborate and share; Skype to have live conversations with experts around the world; Prezi, Animoto, and Wordle to more effectively present their ideas; and social bookmarking tools including Diigo and Evernote.

“For these students to see that the library is a learning space…was very powerful for them,” she concluded.

The sense of fun for library users at Creekview is equally apparent in the Orange County Shake It! app, Library Director and CEO Mary Anne Hodel told and showed her audience through a brief presentation that included videos documenting the playful approach to bringing books to library users. The most difficult part of developing the app, which works when the user shakes a mobile device with the app installed and causes three wheels to turn until they come to a rest displaying a book based on three elements: audience, genre, and preferred medium.

“We launched this in July 2010,” she told her audience. “There have been over 4,000 downloads of the app” and coverage of the popular innovation in the Orlando Sentinel and USA Today.

She also displayed a solid vision of where she expects the library to continue going: “We have a lot of fun things on our website [but]… we’re definitely going in the direction of mobile apps for as many things as we can think up. We think that is the next wave and that’s where we want to be.”


The Present, Presents, and Presence of Libraries

July 9, 2010

After writing yesterday about how newspapers and magazines are evolving and redefining themselves, I woke up this morning to a National Public Radio (NPR) report about the continuing evolution and redefining of libraries—those familiar institutions which, among other things, house and provide one among many potential points of access to the evolving newspapers and magazines.

The point of the NPR report was that Stanford University’s Engineering Library is reopening soon in a new building with major changes, including an 85 percent reduction in the number of books on its shelves to make room for digital and e-learning resources as well as an “engineering commons” along the lines of the increasingly popular information commons model. The changes parallel what has occurred elsewhere, as documented in a Boston Globe report in September 2009 about the complete elimination of books in a New England prep school’s library. And in a CNN report that same month about the changing nature of libraries to include their role as “digital learning centers.” And in a New York Times article published in May 2005 to document the removal of books from the library at the University of Texas at Austin.

For those of us who love books and all they offer, the news might have been expected to have induced a new onslaught of depression over rapid change and the ensuing sense of loss. But, strangely enough, I found it more interesting than frightening since it doesn’t leave me with visions of a bleak, bookless future. It inspires, instead, an acknowledgment of the present situation of libraries which set books alongside other resources. An appreciation for the multitude of presents (in the dual sense of “presents” as gifts and “presents” as time frames) available in libraries. And an appreciation for the presence of different types of vital, vibrant libraries in our lives.

I still am a complete library junkie. I finished earning my Master of Library and Information Sciences degree last year—17 years after taking my first job in a library. Part of my work as a trainer, writer, and consultant keeps me in touch with colleagues in libraries throughout the country. And whether I’m in Washington, D.C. to attend a conference, in Florence on vacation, or in a small town like Benicia, California on a training assignment, it doesn’t take me long to find a physical library so I can see what it offers the community it serves. But I’m just as likely to use the services of online (digital) libraries; to maintain a small, bursting-at-the-seams personal library at home; and to explore ideas of what actually constitutes a library at this point in our lives.

If we define libraries as places where information resources are organized, preserved, and made available to the customers they serve; as places where learning occurs; and as community centers in the spirit of the “library as place” movement, we find that the containers—the books—are only one part of the entire mix of what defines contemporary libraries. And if we recognize that “community” can be a small geographic setting or an online group spread over a region, a country, a continent, or the entire world, we broaden our concept of who libraries serve and how they deliver those services.

Talking about libraries in personal terms brings these reflections and changes to a level any of us can understand. If we look at our own personal (home) libraries, we are likely to find that they include books; magazines; CDs; DVDs; and laptops and/or desktop computers and/or smartphones and/or iPads. We even find that our methods of organizing our own collections are rapidly changing. We might have our books arranged in any number of ways which make sense for the collections we have developed; our online files in Google Docs or some other cloud-computing tool; and our links to online versions of newspapers and magazines and websites organized though an aggregator such as iGoogle or Netvibes or Pageflakes.

So as I think about the Stanford University Engineering Library and others that are reducing the presence of books while creating homes for and access to other resources which are becoming essential elements of large and small contemporary libraries, I acknowledge the sense of loss that frequently accompanies change. But I find it balanced by a sense of excitement and anticipation as I watch information containers such as books being joined by a variety of other information containers. And I take comfort in the thought that we don’t need to fall into the trap of making this an either-or choice since there is nothing stopping us from creating libraries with as many information containers as we need to meet our ever-evolving needs.


Viral Learning (Just in Time)

January 15, 2010

Forget about viral marketing, the contemporary version of word-of-mouth promotion combined with Web 2.0 social networking tools.

Let’s popularize a relatively new, rarely encountered phrase—“viral learning”—and acknowledge San Francisco Public Library Access Services Manager Marti Goddard for unintentionally providing an example of how easily we can use this to the benefit of those working in libraries.

The story begins with a lunch Marti and I had. We were talking about articles on the topic of “Training, Story, and PowerPoint”; Cliff Atkinson’s Beyond Bullet Points; and how to make training and learning sticky. I had read both editions of Atkinson’s book, was using the ideas with Infopeople webcast and webinar presenters, and was about to do my first bullet-less PowerPoint presentation. Marti had not read a word of Atkinson’s book, but was intrigued by what she was hearing.

When we met again a week later for lunch, she proudly told me she had tried a bullet-less PowerPoint presentation and was delighted to receive enthusiastic, unsolicited comments about her slides from those who were present—which leads us to the idea of viral learning and how easy it is for anyone working in a library to put it to use. As Marti demonstrated, it is not difficult to informally exchange word-of-mouth descriptions of lessons we have learned so that they are immediately adapted, applied, and shared at the moment of need with others who might repeat the process in a quickly expanding group of learner-trainer-teachers.

This really is no different than the experience I had as a result of taking Michele Mizejewski’s “Web 2.0: A Hands-On Introduction for Library Staff” Infopeople workshop. I knew very little, at that point, about wikis, blogs, or RSS feeds. It wasn’t long before I was using Netvibes and iGoogle to read RSS feeds; writing articles on training and Web. 2.0 for two different blogs; experimenting with a rudimentary form of wikis with colleagues in Canada by using Google Docs; and, most importantly, engaging in viral learning by describing my successes (and failures) to others who might pass this learning-training on to others in our libraries and beyond.

Let the viral learning spread!

N.B.: An earlier version of this article was originally posted on Infoblog.


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