Your Patrons and GALILEO (COMO 2011)


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Maximize your effectiveness while working with patrons and the GALILEO databases by following the tips and strategies in this presentation.

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  • Introductions
  • GPLS, USG, and K-12 fund GalileoWe almost lost it last year because of lack of interest attributed to lackluster marketing and staff not selling itThink about how vital Galileo is to your library’s collection. Without it, your library could potentially have several gaps in the collection and you’ll have to rely on your own local dollars to buy materials to cover those gaps
  • While demonstrating to a patron how to access resources in Galileo, record your steps using the free, online tool Screencast-o-matic. It allows you to record up to 15 minutes of the input from the computer screen, thus allowing you to have your patron focus on what you’re showing them instead trying to write down/memorize steps. You can then save the screencast of your demonstration to an mp4, AVI for Windows Media, or FLV file locally, or upload it to Youtube. Either way, your patron gets a video to use when she gets home to refresh her on how to find her information.
  • Scenario: Karen plays role of a teen who has a term paper due next week on distracted driving and teens. Jay plays the librarian. Jay responds that the library has no books on teen distracted driving, but he can show Karen how to find this information in GALILEO. Jay:Give 30 second Galileo speech while introducing Karen to the databases and tell her to just focus on what I’m doing and not try to remember everything, since she’ll have a video to refer back to. Explain how Karen can access this from home with her library cardShow her how to find Galileo (be sure that I’m already logged in to GCPL’s Galileo website)Showcase ebsco academic complete and/or proquest research libraryTeen* distract* driving
  • Ex: You see a woman with the book “Rollback”. You recommend she check out EBSCO law and political science (Social Science Journals) database for articles for further reading since books are somewhat dated when published, but this is updated regularly.
  • Use “shelf-talkers” to connect items in your physical collection to relevant materials in GALILEO.
  • Present formal GALILEO when there is an audience for it. For example, you might spend a good bit of time developing a great 1 hour session for using GALILEO to support homeschool curriculums, but if you’ve done no prior assessment to determine if there is a need, it’s likely that no one will show for class. Again, only train when there is an audience for it who has a need that can be met with GALILEO.One way to do this is to look for outreach opportunities for groups that you know GALILEO can help. For instance, last year, the city of Lilburn in Gwinnett County hosted a multi-week training class called Lilburn 101. The goal was to teach people who lived in the city of Lilburn how the city’s government worked. Even though I live in unincoporated Lilburn outside of the city limits, I attended anyway to learn more about city government. After attending a few classes, I kept noticing how many of the students lacked a fundamental understanding of how state, county, and city governments work together (or not) to provide for citizens. Since Lilburn 101 was so focused on teaching learners how individual departments worked, the overarching issue of how state, county, and city governments functioned together or separately was never adequately covered, even though many attendees kept having questions like “do we get police protection from the county or city?” or “why can the state assess an ad valorem tax on my car when I live in the city of Lilburn?” In retrospect, this was a prime opportunity to work with the organizers of the Lilburn 101 program and see if someone from the library could get in to showcase the New Georgia Encyclopedia, which has content that addresses these issues and more. The point is that you have to stay tuned in to your community to find GALILEO outreach opportunities. Whatever formal training you provide, you should follow these best practices…
  • You can only explain WIIFM if you’ve done some kind of needs assessment to be sure you’re giving your learners what they want.
  • While teaching, highlight any novel features in your database
  • Your Patrons and GALILEO (COMO 2011)

    1. 1. Your Patrons and GALILEO<br />Presented by:<br />Karen Minton, GALILEO<br />Jay Turner, GPLS<br />
    2. 2.
    3. 3. Demonstrating Value<br />with GALILEO<br />
    4. 4. GALILEO Touch Points<br /><ul><li>Traditional reference transaction
    5. 5. Up-sale at checkout
    6. 6. In the stacks
    7. 7. Web presence</li></li></ul><li>Do you have any books on early dementia?<br />We have two books on this topic, and lots of great info on it in GALILEO…<br />Develop your own 30-second GALILEO help desk speech.<br />
    8. 8.
    9. 9. Help! My term paper on teen distracted driving is due next week and I can’t use Google!!!<br />
    10. 10. Touch point 2<br />Upsale services at the help desk<br />Up-Sale at Checkout<br />
    11. 11. Pay attention to what your patrons are borrowing and up-sale related GALILEO resources.<br />
    12. 12. Touch point 3<br />In the collection<br />In the Stacks<br />
    13. 13.
    14. 14. Touch point 4<br />Your web presence<br />Web Presence<br />
    15. 15. Shortcuts to Databases<br />Bookmarks<br />Right-click to save the Express Link<br />
    16. 16. Shortcuts to Databases<br />Bookmarks<br />Paste the Express Link in the Properties of the Bookmark<br />
    17. 17. Shortcuts to Databases<br />Bookmarks<br />Link from your library page<br />Express Link<br />
    18. 18. Shortcuts to Databases<br />Bookmarks<br />Link from your library page<br />Express Link<br />
    19. 19. Shortcuts to Databases<br />Bookmarks<br />Link from your library page<br />Add the Journals A-Z search box to your site<br />
    20. 20. Formal Training<br />with GALILEO<br />
    21. 21. Everyone’s favorite radio station is WIIFM. <br />Start off by showing what’s in it for me.<br />
    22. 22. Get to Know Your Government<br />with the New Georgia Encyclopedia<br />and the Digital Library of Georgia<br />
    23. 23. Today’sTargets<br /><ul><li>Identify methods for locating state, county, and city governance information.
    24. 24. Identify methods for locating primary historical sources.
    25. 25. Apply browse and search strategies to practice exercises.</li></li></ul><li>Tell ‘em what you’re teaching, show ‘em, and tell ‘em again.<br />
    26. 26.
    27. 27. Use the New Georgia Encyclopedia to Answer the Following Questions: <br />1. What does home rule mean?<br />2. What are the three conditions that must be met in order for residents of an area to be granted a charter to form a city?<br />3. Where did Gwinnett County get its name?<br />Provide practice exercises to invite guided exploration.<br />
    28. 28. What are some of the obstacles and how do we overcome them?<br />
    29. 29.
    30. 30. Karen Minton<br /><br />
    31. 31. Thank you!<br />Jay Turner <br /><br />Twitter: lawlesslbrarian<br />