I started a food blog on Tumblr last January. Here’s the about statement:
I started this project because after a year of taking photos of myself every day, I wanted to document something else. Over the summer and fall, I had developed a routine of trying new recipes on the weekends and some weeknights. This blog is where I share photos of the results, talk about what went right or wrong, and link to the recipes.
And sometime in May/June, I stopped. I got busy. I remembered to take some pictures, but they sat on my desktop waiting to be blogged for so long that I felt guilty and overwhelmed, so I eventually deleted them.
It wasn’t like it would take all that much time to write up something. And add a link. And format it the same as the previous posts. But it seemed like a big deal at the time.
Also, I stopped cooking/baking as much in the summer.
I have this tendency to make things that should be simple and routine into complex, detailed processes that become burdensome. Is this just some freak aspect of my desire for control and order, or is it simply human nature?
They used a Lazer Tag like system to set up “Hunger Games” nights in the library. They also used a bunch of interactive tech toys for different kinds of game nights.
They’re mounting tables as shelf labels that show the range in sleep mode, but when activated will display reviews and other information about books in the range, as well as other interactive multimedia.
Speaker: Sarah Houghton
Cutting stuff. Cutting lots of things out of the budget, services, etc. All of these things we learn about take time and money, and we can’t do all of them. She’s making everyone in her library earn their pet program. It has to show some sort of ROI (not specifically financial). Make business decisions about what we do and why.
Q: What did you cut that you didn’t want to?
A: Magnatune deal — really wanted to do it, but didn’t have the staff time and a negative amount of money to dedicate to anything.
Speaker: Ben Bizzle
We are doing a really poor job of marketing ourselves to our communities, and we’re wasting money on old methods and tools to do it. There are more cost-effective ways to do this, particularly for public libraries. Facebook is a really cost-effective way to market to your community over and over again, and running ads to get people in your community to like your Facebook page has been shown to be very effective. Be part of the stream without being disruptive. Facebook events invitations are disruptive and ineffective.
Next big things from the audience:
Would like to have a better way to provide remote authentication for users from anywhere, regardless of the speed of the connection (i.e. 3G mobile phone or a hotel wireless connection).
Focusing on programming that brings the Spanish-speaking and English-speaking communities together.
Integrating local self-published creators’ content within the rest of the library’s electronic content.
Trying to find better metrics to measure success for ROI.
Developing community investors from FOL and active volunteers.
Giving up paper flyers/posters and moving to digital.
Moving social media effort to marketing department.
Looking at duplicate efforts and winnowing them down.
Learning how to code.
Hiring part-time and hiring non-librarians.
FRBR. RDA. Say no more.
Advocacy. Facetime with politicians and other sources of funding.
Would like to hear more from public libraries on ‘bring your own device’ initiatives that could be applied in the academic library setting.
Gamification of library resources and services.
Wikipedia – we should be creating more content there.
Better relationships with publishers.
The next level of life-long learning like Coursera and making the library a hub for it.
Downloadble database of music by local musicians.
Copyright, curations, folksonomies, and other issues of creating communities.
Digitization projects that engage specific communities.
Keeping my head above water. Migrating to a more self-service model while maintaining a high level of service.
Moving to a new ILS. Proprietary or open source?
Reaching out to atypical non-users. Running ads in local for sale magazines.
The Gang of Four: Google, Apple, Amazon, & Facebook
Google tends to acquire companies to grow the capabilities of it. We all know about Apple. Amazon sells more ebooks than print books now. Facebook is… yeah. That.
And then we jump to selecting a discovery service. You would do that in order to make the best use of the licensed content. This guy’s library did a soft launch in the past year of the discovery service they chose, and it’s had an impact on the instruction and tools (i.e. search boxes) he uses.
And I kind of lost track of what he was talking about, in part because he jumped from one thing to the next, without much of a transition or connection. I think there was something about usability studies after they implemented it, although they seemed to focus on more than just the discovery service.
Speaker: Alison Steinberg Gurganus
Why choose a discovery system? You probably already know. Students lack search skills, but they know how to search, so we need to give them something that will help them navigate the proprietary stuff we offer out on the web.
The problem with the discovery systems is that they are very proprietary. They don’t quite play fairly or nicely with competitor’s content yet.
Our users need to be able to evaluate, but they also need to find the stuff in the first place. A great discovery service should be self-explanatory, but we don’t have that yet.
We have students who understand Google, which connects them to all the information and media they want. We need something like that for our library resources.
When they were implementing the discovery tool, they wanted to make incremental changes to the website to direct users to it. They went from two columns, with the left column being text links to categories of library resources and services, to three columns, with the discover search box in the middle column.
When they were customizing the look of the discovery search results, they changed the titles of items to red (from blue). She notes that users tend to ignore the outside columns because that’s where Google puts advertisements, so they are looking at ways to make that information more visible.
I also get the impression that she doesn’t really understand how a discovery service works or what it’s supposed to do.
Speaker: Athena Hoeppner
Hypothesis: discovery includes sufficient content of high enough quality, with full text, and …. (didn’t type fast enough).
Looked at final papers from a PhD level course (34), specifically the methodology section and bibliography. Searched for each item in the discovery search as well as one general aggregator database and two subject-specific databases. The works cited were predominately articles, with a significant number of web sources that were not available through library resources. She was able to find more citations in the discovery search than in Google Scholar or any of the other library databases.
Clearly the discovery search was sufficient for finding the content they needed. Then they used a satisfaction survey of the same students that covered familiarity and frequency of use for the subject indexes, discovery search, and Google Scholar. Ultimately, it came down that the students were satisfied and happy with the subject indexes, and too few respondents to get a sense of satisfaction with the discovery search or Google Scholar.
Conclusions: Students are unfamiliar with the discovery system, but it could support their research needs. However, we don’t know if they can find the things they are looking for in it (search skills), nor do we know if they will ultimately be happy with it.
Speaker: Kathryn Johns-Masten, State University of New York Oswego
About half of American adults have smart phones now. Readers of e-books tend to read more frequently than others. They may not be reading more academic material, but they are out there reading.
SUNY Oswego hasn’t implemented a mobile site, but the library really wanted one, so they’ve created their own using the iWebKit from MIT.
Once they began the process of creating the site, they had many conversations about who they were targeting and what they expected to be used in a mobile setting. They were very selective about which resources were included, and considered how functional each tool was in that setting. They ended up with library hours, contact, mobile databases, catalog, ILL article retrieval (ILLiad), ask a librarian, Facebook, and Twitter (in that order).
When developing a mobile site, start small and enhance as you see the need. Test functionality (pull together users of all types of devices at the same time, because one fix might break another), review your usage statistics, and talk to your users. Tell your users that it’s there!
Tools for designing your mobile site: MobiReady, Squeezer, Google Mobile Site Builder, Springshare Mobile Site Builder, Boopsie, Zinadoo, iWebKit, etc.
Other things related to library mobile access… Foursquare! The library has a cheat sheet for answers to the things freshman are required to find on campus, so maybe they could use Foursquare to help with this. Tula Rosa Public Library used a screen capture of Google Maps to help users find their new location. QR codes could link to ask a librarian, book displays linked to reviews, social media, events, scavenger hunts, etc. Could use them to link sheet music to streaming recordings.
Students, particularly undergraduates, find Google search results to make more sense than library database search results. In the past, these kinds of users had to work around our services, but now we need to make our resources fit their workflow.
Connaway has tried to compare 12 different user behavior studies in the UK and the US to draw some broad conclusions, and this has informed her talk today.
Convenience is number one, and it changes. Context and situation are very important, and we need to remember that when asking questions about our users. Sometimes they just want the answer, not instruction on how to do the research.
Most people power browse these days: scan small chunks of information, view first few pages, no real reading. They combine this with squirreling — short, basic searches and saving the content for later use.
Students prefer keyword searches. This is supported by looking at the kinds of terms used in the search. Experts use broad terms to cover all possible indexing, novices use specific terms. So why do we keep trying to get them to use the “advance” search in our resources?
Students are confident with information discovery tools. They mainly use their common sense for determining the credibility of a site. If a site appears to have put some time into the presentation, then they are more likely to believe it.
Students are frustrated with navigating library websites, the inconvenience of communicating with librarians face to face, and they tend to associate libraries only with books, not with other information. They don’t recognize that the library is who is providing them with access to online content like JSTOR and the things they find in Google Scholar.
Students and faculty often don’t realize they can ask a question of a librarian in person because we look “busy” staring at our screens at the desk.
Researchers don’t understand copyright, or what they have signed away. They tend to be self-taught in discovery, picking up the same patterns as their graduate professors. Sometimes they rely on the students to tell them about newer ways of finding information.
Researchers get frustrated with the lack of access to electronic backfiles of journals, discovering non-English content, and unavailable content in search results (dead links, access limitation). Humanities researchers feel like there is a lack of good, specialized search engines for them (mostly for science). They get frustrated when they go to the library because of poor usability (i.e. signs) and a lack of integration between resources.
Access is more important than discovery. They want a seamless transition from discovery to access, without a bunch of authentication barriers.