One more adventure in reference…take that, Google!

Thanks to all who contributed and passed around the post on reference adventures. To celebrate the end of our semester (and maybe yours), I offer a GEM of a story.

Sarah Howison, Youth Services Specialist at the Bethel, OH Branch Library emailed me such an amazing story on December 4, that I had to copy, cut and paste it rather than risk spoiling the story by paraphrasing: “Today I tagged a deer for a patron, online. I have never been hunting in my life, but this guy seemed to think I was some kind of deerstalking ninja, just because I found all of the information he needed and helped him type it up. Then he asked me if I wanted to see the deer, because “it was right outside” in the back of his truck. I declined, but I checked the security camera footage later and…yep, buck in a truck.”

I think we can all agree that Sarah wins the prize.

Please keep me posted on your library adventure. What are your goals for 2012 in terms of outreach? Mine includes developing tools (both qualitative and quantitative) to assess my outreach activities. I’ve got a few tried and true tricks in my bag, but it’s time to see how effective they are. Additionally, many of you have stated the need to produce quantitative results to your supervisors showing the value of outreach work.

Happy holidays!

21st Century Libraries

Thanks to writer Jonathan Maberry for his recent virtual panel discussion posts featuring librarians. In lieu of my own post this week, I am directing you to this discussion “What’s the Buzz about 21st Century Libraries?” Maberry asks the question, “What does a brick-and-mortar library have that I can’t find on the Net?” Though it’s a question we might tire of debating amongst ourselves, with legislators, patrons, and snarky uncles, it’s not a question going away any time soon.

In 2012 in addition to the practical tips and programming this blog usually offers, we’ll also start exploring the profession from a more theoretical perspective. “What are we?” is a question we must continually ask ourselves. Are we educators? Service providers? Gate keepers? Guardians of knowledge? Bookophiles? Defenders of freedom? Early adopters? Tech gurus? Road signs along the information highway? Guides on the side? I hope you will contribute your thoughts and voice to this discussion by guest posting. You can email me at ezitron@hotmail.com to contribute.

Apologies to survey respondents

Many apologies for my sloppiness in last week’s post. I made mistakes in names and even gender of respondents to my survey. Am hoping you all will excuse these mistakes as I was fighting the awful cold going around. Thank you for your responses and apologies for any inconvenience my errors caused.

Adventures in Reference, or this is why Google will never replace us

Some of the best outreach we do is through reference. A friendly, supportive, helpful reference experience can create bigger fans of the library than free cookies or a Neil Gaiman visit. When patrons walk away feeling listened to and helped, they are more likely to advocate for us, visit us and spread the word that the library has good stuff (like Penn Jillette said, we have good wi-fi). At the end of the day we are service providers.

Good reference service often means having patience, a good “I’m listening” look and going beyond the stacks to answer queries. Once a student was looking for a Bollywood movie she had to watch for class…by tonight. We did not have it; NetFlix did not have it. So I called all of the Indian grocery stores in the vicinity until I found someone who did have it. I found out which bus she could take to get there and how to get a movie account. She felt great about the library and I felt a little proud, I gotta say.

This week, I asked librarians to share their favorite adventures in reference. (We are quite the innovative group.) They each demonstrate in their own way best practices in reference service. And the librarian in question probably created a library lover for life.

Librarian as travel guide, or recognizing user need: Jessica Brown of the Enoch Pratt Free Library shares a story that many of us can relate to: “I had a patron come in asking for directions to a building that was near our location. I did the usual things (address, map, Google street view even), but this poor young woman looked so frazzled and anxious (and also, English was her second language), I decided, what the heck? After a brief conversation with my manager, I took the patron outside and walked her to her the building she was trying to get to.  She was so relieved, she sprung at me and hugged me! I realize that this isn’t the most realistic way to handle a question of this type in all situations, but it was beyond apparent that this particular patron needed this information by way of travel guide.”

Mission accomplished!, or finding innovative ways to meet need: drue wagner-mees of the Los Angeles Public Library Brentwood branch is often called upon to help settle bets over outrageous topics with often outrageous stakes. A patron who lost such a bet had to cook a rattlesnake dinner for the winner. He came to the library seeking help with this task (of course!). “We had a southwestern style cookbook that had a really gorgeous photo of a “snake” made out of all sorts of chopped up small food items, like bits of chopped boiled egg, capers, and for the forked tongue you used a piece of pimento cut up. That saved his butt on this bet!” dree reports. The man loved the idea and checked the book out.

Heather Booth helped a patron trying to remember the name of a business that had burned down in town many years ago for a bet. Heather called the local fire department and asked to speak to the fire fighter who had been there the longest.  The fire fighter remembered the fire and helped the patron settled his bet. Now THAT’S using your sources.

And, Jen Schuremen, Gloucester County, NJ Library System, had a gentleman who bet his friend that the score of their high school football game (they went to rival schools) in 1953 was a shutout. Jen searched  archived local papers and discovered that the historical museum had yearbooks.  So she went to the 1953 yearbook and found the score proving the patron was correct and owed a beer.

What is Mick Jagger actually singing here? No reference desk can rightly call themselves one if they have not helped a patron who cannot remember the name of a song but are happy to hum it for you. Karl Siewert of the Tulsa Public Library had a regular telephone patron who often called asking for lyrics to old songs. “She once asked for one that she couldn’t remember the tune to, but I could. I ended up singing the song to her over the phone, though not at the reference desk.” (In case you’re curious, it was “Button Up Your Overcoat.”)

Keeping a Straight Face Award, or don’t eat at this woman’s house: Michell Hackwelder, Northwestern University in Qatar, shares this eye-popper. When she worked at the Queensborough Public Library’s Central Library in the early 90’s, a woman came in saying she had frozen her baby’s placenta and wanted to know what she could do with it. Because she heard that placentas were important. The intrepid Michell gave her references on different cultures religious use of placenta, Medicinal/magical  lore/use of placenta, and Use of animal not human placenta in shampoo. (See, we can answer any question…except maybe “could you please read this x-ray for me?”)

THIS is what reference is all about, or there is not really a specific time nor place for reference: Lawrie Merz of Messiah College was the on-call librarian the last weekend of the semester. At that time the desk was not open on the weekends, but the on-call librarian would carry a cellphone. Lawrie was surprised when she got a call, but helped the patron all while CUTTING DOWN HER CHRISTMAS TREE! “I walked them through navigating our homepage and getting to the right database (from memory—had to try to picture the homepage) and then coaching them by suggesting several keywords.”

That’s my librarian, dawg: Sandy Moltz of the Swampscott, MA Public Library is the young adult librarian we want to grow up to be. She has two awesome rock ‘n’ roll reference stories. She recalls running into some young patrons at the Warped Tour who couldn’t find the stage hosting their favorite band. The librarian was able to guide them to the correct location (because she had read the schedule!). Even better: one of those library kids went to see Rancid and ended up talking with the band members. He had been into juggalo* music, so they asked him how he got into their music and he answered, “A librarian from the next town.”

Sometimes patrons need hands-on help, or yes we know this is a librarian stereotype: Laurena Schultz of Mt. Lebanon, PA Public Library, Tracey Johnson, Shawnee Community College, and Jeri Cohen, Patchogue-Medford, NY Library, have all provided hands-on knitting assistance to yarn-troubled patrons seeking books to help correct their knotty mistakes. “I felt funny, standing at the circulation desk with yarn and needles, but whatever helps our patron, right?” says Tracey. Exactly!

Where does stuff like this fit into a job description? Amy Gillespie knows first-hand that one never knows what they can expect at a reference desk. There is no “that’s not my job” at a reference desk.  A patron came to the Pennsylvania public library where Amy worked needing information on her aunt. Specifically, the aunt had passed away and as she was not next-of-kin, the hospital couldn’t tell her any more than that. The distraught woman had visited her aunt often in the hospital, but was on bad terms with her cousin. She wanted information on funeral services, which Amy looked for diligently using all of the usual information suspects. Finally, she called someone she knew in the medical examiner’s office and got the details the woman was looking for. By the end of that interview, Amy had an invitation to a pecan orchard in Georgia.

Knowing what our patrons REALLY need: Sometimes our patrons just need us to do something for them. We all try to teach and guide so that they can do it themselves next time. But that’s not always the service truly needed. Heather Booth recalls a woman needing instruction to use Word in order to reformat the programs for her mother’s memorial service. Heather decided to just do it herself for the patron as “I just couldn’t sit there and teach her when it was such a personal, sensitive need.”

“So I need this one book about this one thing by this one author…”: Scottsdale, AZ Public Librarian Beth Medley epitomizes what I love about us: we won’t give up until we help a patron.  A patron wanted to read a book she had seen on a TV talk show. The catch? She didn’t know the book’s title or author, and she didn’t know which show she had seen it on. Beth prevailed and discovered the patron did know that it was Monday afternoon around 4:00. She did what any librarian worth her weight in free books did and went to the TV Guide website to identify the show. With that information in hand, Beth visited the show’s website to find that day’s schedule AND the book title. ”It took a while,” Beth confesses, ”but she left with what she wanted!”

We will use every available resource we can think of in the pursuit of an answer: Several years ago the Pope referenced a Chekov short story in his Easter homily, but didn’t name the story, recalls Heather Booth.  A patron wanted to read it, so she scanned Chekov for the phrases the Pope had used, called several Catholic churches, the library of a nearby Catholic college, and the Archdiocese of Chicago.  No one knew what it was and Heather maintains that His Holiness maybe read it long ago and forgot who really wrote the story.  In any case, she suggests he could have used a librarian to help him fact check that homily!  While Heather never found the answer, her persistence and dedication embody the spirit of reference.

Jen Schureman had a patron ask  if it was possible to send a letter to Italy in 1915 and if so, how much would it cost and how it would get there.  Jen first tried the United States Postal Service, but they didn’t know.  She then tried the National Postal Museum at the Smithsonian Institute.  She found out that it would cost 5 to 15 cents and it would get there by boat since airmail didn’t begin until 1918. (I hope that patron dedicated whatever World War I novel they were writing to Jen.)

And that, ladies and gentlemen, is why I am proud to call myself Librarian.

* i.e.: Insane Clown Posse

You have so much more to offer beyond understanding call numbers

I realize the scope of what I present is sometimes outside your job description or what your director will allow. And that I have an incredibly understanding fiancé who rarely grumbles through my 14 hour days and Sunday social activities in the library. So bear with me on this one, but I propose that you have so much more to offer your patrons than just what you learned in library school.

Okay, so you youth services folks are nodding and saying “duh.” But I’ll bet some of our academic brethren are saying, “what?” and “when will I have the time?” and “but there’s so much to do!” All true, very true and I cannot argue with that. Nor am I suggesting you work beyond the tremendous hours you already do. But I am suggesting you take note of special skills and education you have, outside of Libraryland, that you could offer your patrons.

Public libraries already have knitting and book clubs, why not academic libraries? That’s an easy enough place to start. Or go beyond. I know a librarian who ran track in high school and joined a campus marathon training club. It gave her a chance to get to know students personally and provide mentorship through something she loved.  It helped break down stereotypes of librarians and showed the students she cared about their lives beyond finding credible sources, something imperative to good relationship-building.

In my former career I facilitated diversity trainings with a co-worker. We developed some models for conversations about privilege through interactive exercises. I casually mentioned this to the diversity coordinator in our Dean of Students office one day by way of making a connection between personal interests. I’ve since been tapped to help coordinate and put on diversity training for resident assistants and student leaders.

Last week I put on a hall program for a student residence hall. I shared my personal experience with an abusive relationship in college and then directed them to helpful sources online for healthy relationships. It seems like a risky move, sharing such personal information, but I’m glad I did. First, it helped break stereotypes many people hold about to whom domestic violence happens. It also humanized me to them, making me more accessible to them as a person. And I could share information with them that is important in context. By sharing this information in a structured setting, I could control the message and how the students viewed me.

Offer to give speeches about topics you care about to student groups or classes. Share your love of collage art or running. Host discussion groups in the library. Break a few boundaries and I think you will find it makes a positive difference.

An open letter to database companies

First, I love you. I really do. You make my job easier and more enjoyable. You make the lives of those seeking peer-reviewed articles on Britney Spears easier. I love your features, your full text and your adaptations to user needs. That said, there are some things you can do to make us love you even more. To potentially make you the second choice of students needing research (please, like they WON’T go to Google first?). A few items of notice:

  • We don’t need the picture of the journal cover. Researchers won’t look at it and say, “oh yeah THAT’S the issue I need!” I know Science and Nature make purty covers, but we still don’t need them necessarily.
  • Please convince journals to stop embargos on electronic versions. Please. I’ll help you. Students don’t get it; they live in a reality in which all information (in their minds) is free and instantly accessible. I love print, but research is consistently headed in an electronic format. Follow!
  • Please stop including citations for items not yet published. It does not excite students to know the perfect article is going to be published… next month! It confuses me and makes them go back to Google.
  • Thanks for making it easy to save and email articles and citations to oneself! Students LOVE IT! And they love citation tools embedded in your products. “Google can’t do that!”
  • Make sure tools work the way students expect them to. I got so psyched when I saw Academic Search Premier’s Find Similar Articles tool until I actually tried it. It was a mess. Students found using subject words from good articles worked better than clicking on that Find similar tool. Great great idea! But it’s not quite there yet.
  • Please stop making your logo the biggest thing on the page. It just confuses the poor souls. They don’t care who you are, just want you can provide. Sorry, sad, but true.
  • Have you thought about doing something like Stumble Upon? Researchers could type in some key words and single article citations with abstract pop up. They could just keep stumbling until they found something they liked? Could be a fun discovery tool!
  • This might be unpopular, but I do believe in paying for information, within reason. It does give it a perceived value. I do believe authors need to be compensated more for their intellectual property and creations. I just worry we are headed for the day when only pictures of Kim Kardashian garner money.
  • Students want to listen to articles. This feature is very popular with my students.
  • They also want to watch. Can we search for videos while searching for articles, too, please?

 

Where is the library? Right here and I care about that.

(This one is primarily for the academics.)

When people ask me what future I predict for the library of one thing I am certain: the conversations will remain primarily the same! We will continue to fret about our roles changing, access to information changing and budgets. The specific shells will change, but I doubt the nature will change much over the next ten years. I am interested to see what the next gen of librarians (raised on cell phones and a world primarily viewed from a 4 inch screen) worry about.  Perhaps by then Siri will have taken over many of our jobs?

Do you care if students come in your library? Heavily used physical spaces imply resource usage which implies inherent value. Rather than argue about that cross-libraryland, let’s look at this idea from the academic standpoint. I do think public and special libraries clearly face different issues in regards to goals and defending their value. I see something different for academic libraries.

I care if students come into our library. I don’t care if they use our resources while in the library. Not one bit. Why would we spend time and money beefing our digital collections and subscriptions if we insisted that they use those resources in our space? Hanging on to print for dear life as a means of library identity is stifling. I see some libraries budgeting for level 5 collections, but to what end? Furloughs and less staff? Not that budgets are tit for tat. The library consortiums partnering to ensure one physical copy of an item is stored and available for use have got it right in my opinion. As long as digitization and therefore, instant access of those items continues.

I do care if students come in. I spend some of my days out and about, being available to students in our Starbucks, student union and even gym. I no longer expect them to come to me. This model is dying and those holding on to it are making dinosaurs of themselves and our profession. I do want the library as a physical space to continue. Physical spaces such as places of worship, cemeteries, museums and educational institutions are more than merely representational of ideas,  beliefs, dillusions, culture, identity or hundreds of other human creations.

A physical space marked for a specific purpose is not entirely the domain of humans. Naked mole rats create complex tunnel structures complete with bathrooms. My cat drags toys to his favorite sleeping spot. As kids, nothing is more romantic or desired than a space of one’s own be it a treehouse, blanket fort or bedroom. Well-off Westerners love to wax poetic about peoples living all in one small house intergenerationally. The Apple store is admired and packed not just because of the products sold, but because of the experience the distinctive physical space promises.

A library promises certain types of experiences. Heather Lea Jackson and Trudi Bellardo Hahn’s excellent piece in the September 2011 College and Research Libraries, Serving Higher Education’s Highest Goals: Assessment of the Academic Library as Place, illustrates well the feelings libraries can evoke. By using methodologies usually employed in the psychology of religion, the two explored how libraries impacted the connection users felt to an academic mission. Additionally they explored preferences for certain physical features of libraries users might have. Not surprisingly, the more classical libraries evoked the awe and seriousness of a trip to Notre Dame.

I am Jewish, but yet I have felt the presence of something greater than myself in medieval churches, wats in Thailand and the place at which the Holy Grail was allegedly found. The point was the place and the experience it represented. I would like to see my library include more academic offices such as Study Abroad and the Tutoring Center. I want my library full of users, but I do not have expectations for what they are using beyond filling the space with their energy. A library is not a sum of its books. It’s the hum of people. It’s access to information. It promises users that here they can be informed, enlightened, entertained should they choose.

Paper vs. print

Not a “real” post, but wanted to share answers to last week’s white board question: do you prefer paper or print?

My take is that students want print for pleasure reading: magazines, a novel for fun. They prefer electronic for research and work. Exceptions are, of course, online reading they’ve always done online such as message boards, newspapers, Crackd, etc. (Notice the shout out to Steve Jobs.)

Physical education and outreach

I try to leave my cubicle as often as possible. I work in the student union. I work out at the gym every(ish) day. Not because I’m so motivated, but because it’s a great place to do outreach with folks we usually don’t partner with in the library: physical and sport science faculty, athletes, coaches and students more comfortable shooting hoops than searching databases. (I mean, really, once someone has seen you naked in the locker room or doing squat thrusts while singing Katy Perry out loud, how can they not ask you for research assistance?)

This week I ran into a sport science professor at the gym and asked what her classes were up to. She mentioned she hoped to get her class of future PE teachers excited about health by having them find a book, any book and report back on it relating to health. We chatted about her frustration with getting her students to the library and using sources to supplement their enthusiasm for team sports. I asked what her final project for them was and she mentioned a lesson plan to teach on an aspect of health.

Collaboration, team work, partnerships, group work: this is what most jobs involve now. I suggested to her that perhaps she let them read YA novels dealing with health issues or books on health for the age group they might work with. The idea being that they would either write a lesson plan in which they pitch another teacher (science, English, history, home ec) cross-collaboration or find a book their students would actually want to read to include in their lesson plan. Why not see if the English teacher is willing to have them read a book dealing with mental health that can be used in both classes? Chris Crutcher writes tons of books a phys ed teacher and psychology teacher could collaborate around, for example.

Books and research resources are often not found in phys ed classes. At best, students write 2-3 page papers on things like “volleyball” or “badminton.” The teacher is stuck reading half-baked papers on the history and benefits of said activity. Why not dig deeper, be more innovative, and tap into more relevant aspects of health?

I find the approach os asking, so what are your students doing in class is helpful. It’s more telling than me asking them what I can help with. Often the answer is, “oh nothing” or “oh, come in and show them the databases.” But a conversation about goals and outcomes (w/out using those words) gives me more to work with. And it gets them “in the mood” for suggestions! By tapping into the professor’s frustrations, I had a place to work from. Luckily, she is willing to experiment in this case. But lesson learned: get out there, ask the right questions and have some ideas ready. (Easy schmeasy, right?)

 

 

Library displays for college and academic libraries

I remember the day I decided to become an academic librarian. All of my preparation to work as a YA librarian looked sadly at me in the rearview mirror. Until I started working at a college and realized students WANT many of the programs and accoutrements teens get from their public library. But with a little tweaking. A little more grown-up. (Even if they want to cut out pictures of Selena Gomez and Bieber to make buttons.) I propose next year we do a joint YALSA/ACRL panel discussion of what we can learn from each other. In the meantime, how about doing some book displays in your library?

Book displays are a great way to boost circulation, show off new items and help students find materials more efficiently. They remind patrons of our material items such as DVDs, CDs and print reference collections. They can improve the aesthetics of our libraries and make the place look a bit more lively. A few ideas:

  • Work with professors in large lecture classes or required courses to highlight items students should read/watch to better understand the course. A great way to connect the collection to their studies.
  • Work with the Career Center to create displays on choosing a major, job-seeking, etc.
  • Ask student groups to choose favorite items from the collection and potentially help decorate the display (See pictures below of display I did with our Allies club)
  • Staff picks: people love these. I don’t know why. They just do. I do this every year with our graduating student workers. I include a photo and their favorite memories of working at the library.
  • Don’t be afraid to be a little creative. Make decorations or have student workers make them. If they look baby-ish, they are. Google YA librarian blogs or web sites as many of these generous folks have downloads you can use.
  • Include a sign that these items can be checked out.
  • Get a Chase’s Calendar of events. Make a National Pasta Month display, a Wear Pink Day display (in which all books have a pink cover), or whatever crazy holiday catches your eye. Students will appreciate this crazy attention to detail.

I worked with our Allies club on a Coming Out Day display showcasing LGBT-positive books for young peopleStudents wrote about their favorite books and the impact they had on their coming out.And we promoted a discussion on Coming Out day put on by residence hall directors.