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Lately have been wondering about how you would reach the non-library user? How do you get them using your collection or telling you what they want as far as services / collections are concerned so that they will use your services. With limited funds the libraries, whether academic, special or public libraries, need to be savvy with the way they use their funds and what they offer as far as services are concerned.
In the context of the public library, which is mainly my focus, you get such a different range of people coming through that you can really be stretched. I’m not only interested in the range of collections – do we focus on fantasy rather than science fiction or crime etc. – but also do we cut out the audio books in tape format – & yes we do still have some (some of our patrons will not give up their tape recorders) – in favour of e-audiobooks or do we continue to purchase audio tapes, audio cds & e-audiobooks?
The question also arises for those who don’t come to the library – why not? Is it not enough time? or we don’t have the resources/ things of interest? or are they just not aware of the services the library has to offer? I’m continually getting surprised looks when I tell people what I do when I’m at work at a public library. The usual assumption is “but you just loan out books don’t you?”. There are days when I feel like I’m the counsellor, careers advisor as well as the person who loans out the book you want to borrow. They get surprised when I say “yes I loan out books but I also train people on how to use computers, how to send emails, search for information, how to use Twitter and Facebook as well.”
It’s fair to say we can’t be all things to all the people but we sure can try and provide as much reasons as possible for them to use the library and to find value in what we do provide. I don’t pretend to know the answers but I know that it’s something that I’ll continue to try and answer – who do we get the non-user using the library?
Day 1 of ALIA Access 2010 started really well. There was a lot to see and hear with the conference having 5 streams happening concurrently. As it was booked out you needed to specify which sessions you were interested in going into. I had decided to follow the information literacy sessions on the Thursday and the Public Library sessions on the Friday. There were some great sessions and some that I found were not of any interest to me personally.
The first session of the day started with the exploration of whether information literacy and web 2.0 posed a paradox. This session was led by Christine Bruce.
Information Literacy and web 2.0: a paradox
- whole idea of web 2.0 is all about socially constructing knowledge
- What are the most important thoughts (about IL) that you have come with this morning?
- What would you like to be thinking about today?
- What would you like to leave with at the end of the day?
Some of the comments from the audiences included:
- [IL] Hot topic, web 2.0 is here to stay with web 3.0 is on its way
- Pace of change
- Think of the future in workplace as well with clients
- Way of being able to include people not thought of before
- Need to go beyond our systems to help people
Why does it matter in web 2.0/web 3.0 environment
Should we rewrite the standards
Who are we?
Where have we come from?
20 years ago: PC’s AARNEt
- card catalogue => being replaced
10 years ago: internet
5 years ago: web 2.0
Who are we supporting?
5: content creators
10: Information users
20: library users
- servicing library users
- not the same today, servicing others as well now
- Thinking more about content creators
- Making info lit relevant?
- It doesn’t matter what you call it, as long as you can bring the transformative power of information use to people (Pat Breivik)
- what are we making relevant?
- How can we bring the transformative power of information use to people where they are?
IL and web 2.0
- what is the relationship between IL and web 2.0? what makes it a paradox or not?
- How to use web 2.0 environment to make things better
- Enormity of information => information overload
- Information literate person – what does it mean?
- Using social media to find information – are they information literate because they recognise that they don’t know something but know where to ask?
- Changing definition of information literacy
- IL is using it information effectively in your environment whatever it may be
IL & web 2.0
- it seems to me that the only thing paradoxical about il & web 2.0 is the assumption that all learners have access to 21st century skill building opportunities that prepare them to actively engage in our networked information ecology & to do so successfully. Just because you have access to web 2.0 (Lana)
- IL is needed in all types of environment, physical & virtual. Web 2.0 can make som IL issues more prominent (eg ethical use of information in social networking) (Sheila Webber)
- Knowledge is never static. Web 2.0 makes this even more so.
- Melding of IL and web 2.0 is not really a paradox … it is possible to develop il competency with or without social networking tools.
- Web 2.0 is the greatest tool that ever happened to IL
- Web 2.0 provides a miraculous and innovative way to build collective intelligence…
- Libraries, archives and museums working together with k-20 educational institutions can fruitfully engage cultural communities in the co-construction of digital knowledge which acknowledges authentic contexts, concepts, and truths as ‘significant’
- Web 2.0 offers: novel information sources & learning opportunities
- Provocation to users to : explore, experiment, evaluate & evolve with developing technologies; actively learn with/about web 2.0
- Web 2.0 is going to challenge us from focusing in information-centric model of IL to empowering users to be creative
- Web 2.0 portends a future which holds a different understaning of knowledge and meaning making
- Journey to this future requires literacy
- IL + web 2.0 = transliteracy
- Where textual literacy converges with fluency in different types of media
- Transliterate library is a space where ‘staff are motivagted and are able to express their creativity and experiment with different media’
- Lost dimension (Lloyd) = web 2.0 environments the body is disenfranchised and silenced as a source of information that is central to learning. IL is a way of knowing an information landscape.
- Web 2.0 reshapes aspects of IL. Dissolution between producers and users of information sharpens the importance of assessing the credibility of information sources.
Experiencing IL in Web 2.0
- What does the experience of IL in web 2.0 look like, for different types of users?
- Who are the users? Howa re they engaging? What are they engaging with? For what purposes?
- How is the relationship between people and information/information use constituted?
So what’s happened since 1989
- thinking differently about IL
- understanding people’s experience of using information
- thinking differently about supporting IL
- supporting the experience of using information to learn
IL and web 2.0
The need to be able to:
- use info wisely
- technology different
- engaging with information is required
- skills in access, retrieval, mgment and use are required
Information Literacy in Public Libraries: a covert operation
- web 2.0
- reader development
- information literacy
- BookCoasters – Book club (online)
Does IL matter in public libraries?
- IL is critical
- Public libraries are lifelong learning centres
- IL is not just about skills
- IL seen as something that happens with formal learning
- the ‘post-modern’ condition
- public libraries are used for recreational reading & info
- customers are resistant to formalised learning and didactic instruction
- stigma attached to being seen as illiterate or ignorant
- speed and simplicity of information desire makes public library users resistant to formal type of learning
- rival model required if users resistant to the formal model of training IL
Book coasters (http://gcbooks.wordpress.com/ )
- book coasters is the Gold Coast Library Services’ online book club blog
- blogging – the book club blog is an opportunity for :
- conversations about books that support reader development
- knowledge sharing as the nexus of reader development and information literacy
what does book coasters do?
- conversations about books
- monthly books
- favourite reads
- is not just about a customer’s next great read
- encourages & facilitates reading
- fosters an appreciation for reading that underpins lifelong learning & encourages reflection & critical thinking
- builds communities
web 2.0 & reader development
- public libraries’ key roles:
- promote reading & informal learning
- provide access to digital skills & services
- tackle social inclusion, build community identity and develop citizenship (UK Framework for the Future, 2003)
- discussing books as part of a community of readers is beneficial
- Online book club blog extends the community beyond the physical library
- Libraries help build social inclusion
- community becomes wider than just the physical one
- public libraries can
- consciously link reader development and information literacy
- overtly skill their staff to support this
- covertly improve community information literacy and engagement
Improving Information Accessibility and Literacy in Australia
Christopher Burgess, ReadHowYouWant
- 21st century is an information century
- Timely access to information at a fair price is essential for education, employment, independence and quality of life
- Access to information is a basic human right
- Single edition is outdated – books are like shoes – one size does not fit all
- Books should be available in the format required by the reader, on publication, for a fair price
What is accessibility
- availability of information in the right format for a particular reader
- available at publication date
- at a fair price
- readers need to know about the new formats
- readers can find information easily
- readers can borrow from local libraries if they cannot afford to buy
Standard size books do not meet needs
- of vision/physical impaired 5% and increasing
- of people with language based reading difficulties (dyslexia) 7-15%
- of English as a second language
Formats needed for real accessibility
- visually impaired people need Braille and DAISY
- Dyslexics – audio/DAISY, new print formats, new electronic formats
- Macular degeneration, large intense type, special print formats
- English as a second language
Accessibility is Poor
By previous definition, probably much less than 5% of information is truly accessibly
Who we are and what we do
- origin of company
- business model
- single conversion/multiple outputs
- large print (print on demand) in 5 different sizes
- DAISY (Synthesized voice format)
- New formats as developed
- book should fit the needs of the reader not the other way around
- fairly prices accessible edition are for sale with active publisher involvement via Library Suppliers or direct via our website at www.readhowyouwant.com.au
Shelf-ready library formats
- Library Name
- Catalogue Barcode
Library Donation Project
- Librarians select RHYW title and format
- Reader puchases and donates the book to the library
- donor dedication printed in book, tax deduction and first to read book
Libraries and New Formats
Selection become more complex
Staff need to be better informed
Inter-library loans of alternative formats important (e.g. book group sets for SL)
Compliance with disability legislation (DDA) a concern
Libraries a key resource
- aging population, libraries are central resource
- key providers of accessibility
- new development such as print on demand
Online Learning Web 2.0. From Staff to Public – Lessons Learned and Challenges Faced
Looking @ 2.0
Online learning web 2.0
- web 2.0 impacting on people’s personal, work and all life
- distance and time no longer barriers
- negative publicity creates fear and reluctance
- some sign up and not sure of dangers
- libraries in competition to find new ways of providing information
Learnings processes & challenges
- Funding – from OPAL
- Project Team
- Platform – Moodle
- Organise yourself
- Listen, Watch & Mix it
- Talk & Connect
- Get It out there
- Keep up to date
- Share Your photos
- Play & be entertained
- Get more & explore
Information Literacy Skills in Libraries – The Web 2.0 Way
- to ensure students succeed in Diploma units which include many web 2.0 apps by providing scaffolding at basic level first
- to use workplace based scenarios
- to work with industry partners and current Diploma students to create teachers’ toolkit for state wide use in delivery
- first meeting established workplace based scenarios with industry reps
- second meeting – draft delivery plan
- third meeting – affirmed trial delivery plan
- fourth meeting – examined students’s work
- ability to use Google & iGoogle important, RSS feeds
- course only 13 weeks 3hrs a week
- class of 16
- previously completed cullb005b search databases experience
- mixed group
- after second class split into two groups to trial sequentially
- saved money in budget by using Elluminate
- Blog using blogsome
- Managing links, uploading pages, stability of site
- See students comments
- Libraries, RSS and Delicious
- Libraries and blogs
- Libraries and Flickr
- New class of 8
- Build on evaluations from previous class
- Longer time frame
- Teachers’ toolkit available
- missing blog
- student participant unwell
- industry commitments
- teaching commitments
- firewalls and IT infrastructure
- Long Service Leave?
Transforming Information Literacy Through Experimentation and Play
- Extra normal => web 2.0 animation program
- Support for learners, teachers and researchers
- Academic libraries are serious places for serious learning
- Academic libraries are social places for serious learning and play
- Turning ideas into reality
- Google skills
- Finding images
- Mobile searching
- Make me famous!
- Fun day!
- Treasure hunts
- Technology petting zoo!
- InfoSKills Bank
- Study Guides
- Tours and workshops
- Information literacy anywhere anytime
- Takes time for communities to develop in web 2.0 technologies
- QR codes = make physical library more interactive and user friendly
- Need to respect people’s view on privacy.
Studywell – Giving the Edge: Students Getting Ahead
- Does it make sense to them?
- Who is responsible for the sense-making?
- online repository of study and learning resources for students
- online repository of teaching tools for staff
- hybrid virtual portal
- allow for user autonomy
- site “hierarchy’ equal and user definable
- multiple formats
- 3 clicks
- Cognitive constructivist design
- Metaphor or theme criterion to motivate interaction
The ‘Youtube One’ – A Youtube Video as a Learning Tool
A need for information
- students to produce video about current topic in our profession
- providing information to someone who needs it. IL needs of person doing video as well as IL needs of target audience.
The resources available
- using open source tools as well as traditional tools
The need to evaluate results
- need to evaluate the videos / results
- get peer feedback in fun way
How to work with or exploit results
Ethics and responsibility of use
- ethics of copyright / privacy issues considered
How to communicate or share your findings
How to manage your findings
- some aware of their presence on the web
- some certainties
- unit learning included steps in assessment, storyboarding – showed/taught what it was how to go about etc.
Things talked about were issues for some – especially around copyright