FOPL and OLA Persona Strategies


Published on

Private presentation to The Partnership

Published in: Education, Technology
1 Like
  • Be the first to comment

No Downloads
Total views
On SlideShare
From Embeds
Number of Embeds
Embeds 0
No embeds

No notes for slide
  • Topics to be Explored:Teaching & learningOnline learning, changes in teaching, experiential learning, etc. TechnologyTop trendsDigitization & Digital mediaPublishing TrendsThe marketplace for educationAcademic research Scholarly communicationLearning spacesPhysical & virtual
  • Topics to be Explored:Teaching & learningOnline learning, changes in teaching, experiential learning, etc. TechnologyTop trendsDigitization & Digital mediaPublishing TrendsThe marketplace for educationAcademic research Scholarly communicationLearning spacesPhysical & virtual
  • Group Ground Rules:Your group will work most effectively when everyone:Respects each others’ opinions & perspectives Stays on time & on agenda topicContributes & ensures everyone is contributing (encourage & allow others to pause/think)Adopt a rule that each person has a maximum 8 minutes/meeting the “T” zone; in other words, to ensure that everyone contributes, everyone must limit their talking to 8 minutes (cumulative) throughout a 90 minute meeting. Some people need time to think, and to quietly consider what they want to contribute. Give them time. Another helpful guideline is to go around the room and ask for each person’s idea/contribution. Once someone has spoken, they can’t contribute again until it is their turn. These guidelines can be relaxed once a group is comfortable working together. Adopt them at the beginning as some people will be much more participative than others and we need to build a discussion environment that works for as many as possible. Acknowledges that everyone is busy and is doing their bestRecognizes that exploring is fun & thought-provoking, especially since we are in the Library sector
  • FOPL and OLA Persona Strategies

    1. 1. Introducing the Personas The Partnership Tuesday January 28, 2014
    2. 2. 2 • OLA Strategic Planning Update • Personas • FOPL Update
    3. 3. 3 • FOPL Update • • • • • • • • • • • • Wanda Noel Copyright Opinion Series of 10 Sessions on Influence & iSchool MOOC Membership is strong Improving Relationships with Partners Culture Development Fund Ministry Data Collection Bill Irwin and Q&Q Value Study Branding Study (Saturday morning 10:45) SurveyMonkey Symposia (3 down … 3 to go) School Readiness and InfoGraphic Election Preparedness (municipal and provincial)
    4. 4. Introducing Personas in Libraries Stephen Abram, MLS Lighthouse Consulting, Dysart & Jones
    5. 5. My Experience • • • • • • • Public Library Member / Cardholder Personas Academic and College Personas (Students & Faculty) School personas (Staff, Teachers & grades 6-12 Students) Librarian Personas Business Personas Specific personas in medicine, law, science, & engineering U. S. and Canada ©The Kennedy Group
    6. 6. What are librarians most worried about? 1. 2. 3. 4. 5. 6. Sustaining Relevance Changing user behaviors Diversity Services E-Learning and Distance Education Justifying growth and projects – Measures & Stories not Stats Understanding mutating (not changing) usage patterns – insight not data 7. Building community alliances but bringing gravitas to the table 8. Building for the future and not repairing the present 9. Productivity and shifting staff resources, setting priorities 10. Balancing print, electronic and new services and resources 11. Challenged Funding, Budgets and Fundraising 12. Technological and other ‘change’ 6
    7. 7. What are users most worried about? 1. 2. 3. 4. 5. 6. 7. Life Community Learning Work Play & Recreation Specifics – health, jobs, parenting Finding (not search) 7
    8. 8. How do you persuade? Educate? Involve? • • • • Data, charts and graphs – help but dry Debate & Argument – a little confrontational Conversation – a lot of effort, scales poorly Narrative storytelling – captures the energy of the population and persists See the difference? 8
    9. 9. Strategic Thinking About User Experience Design • Moving Beyond just Demographics or Age/Stage • Embedding the Users’ Needs Everywhere • Understanding the Member’s age/stage, context and goals at an institutional and personal psychographic level • Delivering user-centric value and impact 9
    10. 10. So ask yourself: • • • • • Are all undergrads alike? Are all graduate students alike? Are all faculty or teachers alike? Are all teens alike? Seniors? Moms? Men/Women? etc. Are all K-12 students generic? • If not, can a single undifferentiated website or training / program strategy work well? 10
    11. 11. Narrative capture: What do stories do? • • • • • • Preserve culture Create chains of people Create an environment for memory Convey information and knowledge Deliver content and context Deliver change as renewal and renaissance 11
    12. 12. Decisions should be based on members Knowledge about members must be actionable Learning about members requires direct contact You are not your member Business results depend on satisfying members and them taking action
    13. 13. Personas bring focus
    14. 14. Personas build empathy
    15. 15. Personas encourage consensus
    16. 16. Personas create efficiency
    17. 17. Personas lead to better decisions Personas for Strategy Framework for business decisions, offerings, channel usage, features Personas for Marketing Framework for marketing campaigns, branding, messaging, market research Personas for Design Information architecture, interaction design, visual design, content development, user testing
    18. 18. Creating Personas
    19. 19. 20 Personas Usability Tests Normative Data
    20. 20. 21 The Library World Personas Usability Tests Normative Data
    21. 21. 22 The Library World Personas Usability Tests Normative Data The Real World
    22. 22. Follow the user’s steps Look at their whole path Don’t try and make them Follow a difficult path.
    23. 23. QUALITATIVE (INSIGHTS) Collages Diary/Journal Studies Shadow Shopping (Shop-Along) User Interviews The Landscape of User Research and Testing Focus Groups User Advisory Panel Usability Testing Field Studies (Contextual Inquiry) User Reports Eye Tracking Participatory Design GOALS & ATTITUDES (ASPIRATIONAL) Card Sorting Intercepts BEHAVIORS (ACTUAL) Customer Support Data Automated Usability Testing User Surveys Site Traffic/ Log File Analysis QUANTITATIVE (VALIDATION) A/B Testing
    24. 24. User Interviews • Cross-section of users, non-users, leadership, staff, other audiences • Rule of 6: Focus groups are a good starting point • Informal, loosely structured conversations
    25. 25. User Interviews: Topics • History and context • Goals and behaviors ▫ Needs/triggers for usage, typical process, channel usage, feature and content usage, gaps, wish list • Attitudes and motivators ▫ Description of experience, likes/dislikes, influencers, psychological drivers • Opportunities ▫ Reaction to new ideas, features, content, improvements • Observation of actual behavior (field studies, usability tests)
    26. 26. Segmentation Behaviors Goals Attitudes
    27. 27. Segmentation: Marketing vs. Personas Personas Marketing Age Behaviors Income Gender Other demographics Sell to people Goals Attitudes Understand how people will actually use the site
    28. 28. Archetypes represent demographic cohorts worthy of investigation to discover patterns and profiles Stereotypes are bad. They narrow and add little value and reinforce prejudice.
    29. 29. Traditional Library Segments Public Libraries • • • • Teens Children and Moms Adults Seniors School Libraries • • • • JK-K Elementary Middle School High School Academic Libraries • • • • Undergrads Graduates PhD Candidates Faculty
    30. 30. Archetypes for Consideration User Personas • • • • • • Faculty by broad discipline Foreign students Dissertation candidates First Year Students New Canadians Etc. Internal Personas • • • • • • • • Librarian First 7 Years Mid-career Librarian Senior Librarian Management & Staff [NonLibrarians] Paraprofessional Library Staff Volunteers & Friends Systems Focused Staff Etc.
    31. 31. Segmentation by Behaviours and Attitudes How do users differ based on what they do or how they think? Behaviours: • Needs- the why • Goals – the outputs Attitudes: • Knowledge about librarianship Frequency of activity • Frequency of visits to the website • Learning event attendance including SC • • Level of engagement for various needs • Use of competitors • • • Motivators affecting users’ likelihood to use and attend Perception of the library brand etc.
    32. 32. Explore different combinations Frequency of activity Segmentation by Behaviours and Attitudes The risk-taker who thinks he knows more than he actually does The pro who wants to use tools and doesn’t need help The novice who needs a lot of guidance The smart one who wants validation of what she already knows Knowledge about libraries
    33. 33. Segmentation Level of preparation Segmentation by Behaviours and Attitudes Me Desired level of personal interaction
    34. 34. Segmentation: The Tests Your segments should… • Explain key differences you’ve observed among users • Be different enough from each other • Feel like real people • Be described quickly • Cover almost all users and avoid edge cases • Clearly affect decision making
    35. 35. Qualitative Personas with Quantitative Validation
    36. 36. Surveys
    37. 37. Surveys: What Recommended order of questions: • Current goals, usage, and behavior, including channel usage • History with libraries and learning in context • User of or importance of existing features and content • Satisfaction with existing offerings • “Satisficement” as competition • Importance of new features and content • Psychographic questions • Demographic questions
    38. 38. Site Traffic Analysis • • • • • • • • • Entry pages Referrers Exit pages Common paths Feature usage Search terms Conversion rate Duration Frequency
    39. 39. Quantitative Nirvana: Complete User Portrait • Survey data What the user says What the user does • • • What the user is worth Site traffic analysis CRM data Self-reported survey data • CRM data • Self-reported survey data
    40. 40. Making Personas Real
    41. 41. Know Your Audience • Work or learning purpose (customers, products, organizational efficiency) • Type of work (research, procedural, heuristic, executive) • Work processes – formal and informal – and workflow • Role and outputs • Function • Demographics (geography, language, time in organization etc.) • Decisions and decision style • Knowledge needed to make decisions • Information needed to support the knowledge needed • Motivation factors/value • Comfort with technology(ies)
    42. 42. Personas ©The Kennedy Group
    43. 43. Purpose/Impact/Process/Roles/Case Study/Next Steps Goals: Help team build the base infrastructure for .NET products. Construct the base set of services that ship with the product and compose the core of a distributed framework for hosting distributed services. Add queuing semantics and associated locking, classification and routing of messages, subscriptions, efficient filtering, fan-out, etc., to the server. Integrate new distributed communication semantics to the existing SQL Server programming model. Demonstrate ability to communicate and work well with other teams. Henry 41 Years Old, Software Design Engineer, SQL, U.S. 12 Years at the company. Single, MS Comput.Sci Usage Scenario: Henry has been around long enough to build a solid network of resources to call when he has specific questions about products or programs. He often learns about new technologies or processes through casual conversation with his friends and coworkers in the hallway. He uses Yahoo! for general information gathering because he likes the simplicity of the site design and the breadth of information available. The Portal is not his start page—he usually just types in the URL directly. He rarely reads the content on the first page because he doesn't want to know what's going on with general companywide PR information. He's somewhat cynical about "companywide" internal releases and dislikes company politics. However, on a personal level, he does want to know about the schedules that the applications are on so he can plan. He's frustrated that there's no place you can go to find product information all in one spot. Info-Seeking Behavior: When Henry needs specific information, he generally e-mails or phones a friend. He is a member of about 15 different DLs that used to be manageable, but now he finds it increasingly difficult to keep up. He typically uses the Portal to search for internal information across the companywide intranet or to find other internal sites. He comes to the portal about four-five times a week by typing in the URL and stays for less than 15 minutes at a time. He rarely, if ever, goes to there to find general information about the company or the industry as a whole. He uses internal databases to find internal information on products or code. If he's frustrated by something, he'll go there and find solutions rather than go outside to support or to a dot-com. "You used to have to drill down pretty deep to find personalized information, but now it's easier." He tends to bookmark pages in the portal because he hates having to go 5 levels down. He'll use that bookmark until it breaks, then he has to research it again. He would like to have favorites on the portal. 44
    44. 44. Personas • Personas are understood through discovery by: ▫ Gathering data to identify possible “anchors” ▫ Observing behavior ▫ Pattern emergence in narrative through surveys and conversations ©The Kennedy Group
    45. 45. The Future • Do you know what the next information products, programs and services need to be for your members ... this quickly changing, complex, highly diverse world? ©The Kennedy Group
    46. 46. The Future • Starting with understanding members in terms of their: ▫ needs, preferences, and desires ▫ goals and aspirations ▫ expectations and assumptions ▫ values and their beliefs ▫ tolerance for risk and change ©The Kennedy Group
    47. 47. Photo
    48. 48. Using Personas
    49. 49. Persona Document
    50. 50. Persona Cards
    51. 51. Life-size Cutouts
    52. 52. Persona Cubicle
    53. 53. Other Ideas for Keeping Personas Alive • • • • • • • • Posters Tchotchkes Day-in-the-life photos, audio diaries, etc. Role-playing Quizzes Staple to documents Email addresses Videos
    54. 54. rganizational Strategy
    55. 55. Features and Functionality
    56. 56. Structure
    57. 57. Testing and Measuring Success • • • • • QA process Usability testing Log files Survey Predictive modeling
    58. 58. 59 Good Citizenship Archetypes Well-Rounded Citizen (13 attributes) Collaborate Community brings people together Cozy Diverse activities Encourage creativity Good use of our money Human contact Intellectual opportunities Kids feel safe Nurturing Opportunities – social Security Willing to chat when time permits Bergen County
    59. 59. 60 Good Citizenship Archetypes Strong Community Leader (6 attributes) Community builder Connected Connecting with community Gives people mission Networking Pulls community together SAILS
    60. 60. 61 Patron Archetypes Frustrated Patron (12 attributes) Annoying Books out of print Disruption Indifference Lack of wireless No tape player Online services unavailable Out of date Physical pain Ripped/missing pieces, out of date magazine Wasted resources Wasted space Cleveland
    61. 61. 62 Patron Archetypes Inquisitive Power User (12 attributes) After hours usage Broader search results Computer use Introduction to new things Lots of preferences No online access outside of library Not a free service Open to public Outside sources Search method Universal access Ways to get information Cleveland
    62. 62. 63 Patron Archetypes Disengaged Seeker (9 attributes) Can’t get book you want (timely) Don’t listen to reviews/bad reviews (NPR Reviews) Embarrassing Fear of puppets Forgot card/license Head aches Injuries Some people consider a waste of money/space (crafts) Too long Cleveland
    63. 63. 64 Library Staff Archetypes Ultimate Tour Guide (7 attributes) Advance reserve on new materials Abundance of items One-stop shopping Video/DVD lost in drop box Access to materials never afford Up to date, current materials Diversity of materials Buffalo-Erie
    64. 64. 65 Library Services Archetypes Out-of-Date IT (6 attributes) Access to PC’s Message is too long (automated computer system) Not enough computers Slow re-boot Strong database Technical-media options Hamilton Public
    65. 65. 66 Library Services Archetypes “Something for Everyone” Resources (4 attributes) Can’t remove reference material Extensive collection Library for books, not movie rentals Library for education films, not Hollywood movies Hamilton Public
    66. 66. 67 Themes: Issues and Problems Themes Number of Themes 20 Interaction 15 Technology 10 Efficiency Money 5 Other 0 Theme Names
    67. 67. 7 SirsiDynix Personas • Discovery Dan ▫ Dan represents the adult non-researcher population. • Haley High School ▫ Haley represents the high school student population. • Jennifer ▫ Jennifer represents the parents of teenagers. • Mommy Marcie ▫ Marcie represents the parents of young children. • Rick Researcher ▫ Rick represents adult researchers who own a personal computer. • Senior Sally ▫ Sally represents senior citizens. • Tasha Learner ▫ Tasha represents adult researchers who do not own a personal computer.
    68. 68. A typical day at the library: Stops by the library either on their way to or from work or over their lunch break. May spend time on the weekend if they have a home project. Have requested the books or DVD’s online so is either dropping them off or picking the materials up. Enjoys lectures, classes or other non-traditional activities. Appreciates connecting with the library staff during visits Information-seeking behavior: Usually checks online to see what has newly arrived at the library. If they have time during their stop over at the library itself, they will browse what is new in the nonfiction and music; maybe the fiction shelf as well. Uses the library to avoid the cost of buying materials. May purchase books after reviewing them in the library. Signs out DVD’s and movies for entertainment. Appreciates the book club(s), even if not an active participant. Also seeks community information (pamphlets, etc.) Reads on-line reviews of books Ultimate goal: To pick up the books, music or videos they are interested in. Or to simply discover books or other material that piques their interest to expand their minds Frustrations: Changing library hours. Unpredictable Internet search results. Pop-ups, spam. Librarians who aren’t very good at referring them to specific sources or best sources on a given topic – could be people as often as written information. Wishes libraries would coordinate culling of collections and try to keep at least one copy of a book in one of the libraries. Needs more consumer-friendly categorization of material. Parking (downtown users) Hours need to match commute schedule. Wait-lists for books so long that they are compelled to purchase the book from Amazon.
    69. 69. A typical day at the library: They are not daily users of public libraries. When they do come they focus on magazines, newspapers or quickly check their email or browse the Internet. If they don’t have a good school library they will come to the public library after conducting a web search. They may use the library computer to print out a paper, especially if the shared computer at home is inaccessible. Information-seeking behavior: Most information activity begins with a web search. They will type in their search within “ ” and start there to determine what they need. They might go to their school library or if they have a history of using public libraries, go to the public library to get help from a reference librarian. They will likely IM their friends to see what they are doing to find answers to the assignment. Public library Internet use is up among teens from 36% in 2000 to 54% in 2005. When they go online 74% do it from home, 17% from school and 9% other (community centers, churches, friend’s house and libraries). Note: Teens are just as likely as adults to get news and information about current events online. More than half report political news- seeking. (Pew – Teens and Technology) Ultimate goal: They want to complete a school project Frustrations: The books are too advanced for a high school student. There are no public library materials available on a web search. The library is at the bottom of the list for research for some high schoolers.
    70. 70. A typical day at the library: The parent assists the teenager in using the library website. This is usually done at home, after the teenager has reviewed what is available on the Internet. The parent is coming in after the research has begun. Once they identify the books they need they will put them on reserve or check to see if they are available. Once there, they may decide to browse the young adult library collection (if they have time). Otherwise they are focused on getting the materials for the project. Once they have the material they need, they leave. The parent will likely have to bring other children to the library at the same time. They will be pulled in multiple directions, looking after their younger children and their teens. She wants to use the library as more of a recreational facility for herself, but given her busy lifestyle, she is unable to. When she is there, the library becomes a social setting. She talks with the staff socially, and enjoys the interaction. Information-seeking behavior: The info seeking behavior of this parent is utilitarian although they’d prefer it to be more recreational. They start by working with the teenager to browse available information from the library online at home. When they go to the library they go there to find specific items (books, music) or to browse newspapers or journals. They may help a child to post a community notice on a bulletin board at the entrance to the Library for example, Scouts or Babysitting. At the library the adult may be responsible for signing the teenager on to the computer equipment. Ultimate goal: The parents want their children to know how to use the library and to use the best sources of materials to complete a project. They also may see the library as a great location to post availability to baby-sit, or to announce a community event. Frustrations: Students needing regular permission from the adult to use the computer equipment. Safety with respect to sites used. Noisy students. The parent wants to know what’s happening in the library, but is not often notified of events they may be interested in. They want communication pushed out to them in a form they find useful.
    71. 71. A typical day at the library: Mother and children typically drive to the library. The four year old girl is in a reading group. The two year old attends storytelling. Each Monday they go to the library to attend the reading group and to hear a story. Afterwards they use the time to check out new books, videos or DVD’s for children, as well as to find time to look for any adult materials. Information-seeking behavior: She typically doesn’t have time to use the computer at the library. At the library she is usually busy looking after the children either participating in a reading group session, or attending a storytelling session. She uses the computer at home to put materials on reserve for herself or if she knows exactly what she wants for the kids. She picks up the books, DVD’s or videos when she is leaving the library. She uses the library website to hear more about upcoming events. Ultimate goal: She wants her child to learn to read and to discover new ideas in a safe, informed setting. She wants her children to be exposed to books early on – even when they don’t know how to read yet. She wants to be able to find time to meet some of their own needs knowing their children are safe. Frustrations: Not finding librarians who can help the children to learn to read, is troubled by reduced library hours (nights and weekends), and wants to have an easy way to know about upcoming events on the website.
    72. 72. A typical day at the library: Will first check out which library to go by using their home computer. If they need to they will request books from other libraries to be reserved and sent to their own local library. Once they receive a notification that the materials are available to be picked up they will drive or walk to the library to pick them up. Information-seeking behavior: Often orders books online through Amazon but doesn’t always want to own the book itself so uses the library to complement their own library. Extensive user of the Internet for current information. As part of a broader library network will search for the library with the best set of resources for the task at hand and either request them online – or if they have the time, go down to the library to use them. Once at the library they will talk with the reference librarian to ensure they are getting access to the best reference sources such as encyclopedias, journals and special collections. Likes online. Often looking for professional information that is very current. Ultimate goal: Complete the research ensuring use of the most appropriate resources. Frustrations: Library not being open late at night. Inability to get really current information available in an easy-to-use package. Not finding the same information on the virtual catalog as the librarian. Not finding government information at the county and state level. Ideally would like ratings and user feedback.
    73. 73. A typical day at the library: As part of a daily or weekly routine, the senior goes to the library to take a scheduled class, participate in a program, volunteer, or just browse the shelves for pleasure. The scheduled event may be a computer class, a search class, cultural event, book group or how to use the library website. Once at the library they are likely to spend a good deal of time browsing the collections to see if there is anything new or different that catches his or her attention. Information Interests: The senior tends to be a hobbyist or heavy information seeker primarily in the areas of health, digital photography, travel, and genealogy. Senior men tend to focus more on lifelong learning such as political, historical, or educational topics. The senior woman focuses more on entertainment; including fiction, cooking, quilting, travel, do-it-yourself topics. Information-seeking behavior: The senior goes to the library to attend an event such as a poetry reading or art show or music recital. It may be a meeting place for a reading group. He or she may take a class on computer use (e.g. Google It). They pick up books that they have requested online or from the librarian on a previous visit. They may spend up to a half day there browsing the magazines, books, CD’s and videos. They are likely a member of the Friends of the Library and will help to run the book sales. The senior also looks for or interacts with information in a linear fashion; they search or browse for topics and content step-by-step or one thing at a time. Ultimate goal: To learn and to spend time with others and using technology to stay in touch. Frustrations: Rapid change in technology products and general resources without transitioning or guided instruction within a traditional classroom environment. Need to reach seniors who are housebound. Not being aware of what is happening at the library.
    74. 74. A typical day at the library: Goes to the library to use the computer. Is working on a project that requires the Internet, as well as completing her reading with books she doesn’t own. Is likely using the computer to print a report or to create marketing collateral. Information-seeking behavior: Makes a specific point of going to the library to complete her project. She consults with a reference librarian to ensure she has a good starting place and then uses the online catalog and the Internet to source both electronic and hardcopy information sources. She prints out materials to work with them. She is aware that some sources are more appropriate than others, but consults with the librarians to ensure she has the best possible sources. Ultimate goal: Wants to complete her project by ensuring all the appropriate resources are used and needs to use the library computer to do so. Frustrations: Not finding all the sources she needs. Having to get off the computer within a particular timeframe. Inconsistencies in which library has which resources, e.g. dictionaries, inaccessible librarians i.e. not available when you need them.
    75. 75. Ontario Library Association Persona Matrix OPLA OLBA OCULA OLITA OSLA ABFO FNLA Marie Multitasker: Library workers in small, rural and remote libraries Haley New Professional: Library workers in the early stage of their careers. Jennifer Passionate Advocate: Library workers, trustees and supporters who advocate Michael the Talented Specialist: Library workers in technical and specializations Emma Educator: Library workers in education at all levels including LIS Margaret the Leader: Directors and management in institutional and urban settings Dewey Learner: Students in library education of all types
    76. 76. 77 Introducing the OLA Personas (DRAFT August 14, 2013) Marie Multitasker • Marie represents the library workers in small, rural and remote libraries (+FN). Haley New Professional • Haley represents library workers in the early stage of their careers. Jennifer Passionate Advocate • Jennifer represents the people (librarians and, trustees, library supporters) who advocate for libraries, reading, education, and the role of information in a knowledge society. Michael the Talented Specialist • Michael represents the library worker who dives deep into a technical or specialized information discipline. Emma Educator • Emma cares about education at all levels (not just LIS) and its role in society. Margaret the Leader • Margaret represents those director and managerial library staff who specialize in leading larger institutional and urban settings. Dewey Learner • Dewey represents students in library education of all types.
    77. 77. 78 Marie Multitasker • Marie represents the library workers in smaller, rural, and remote public, native and French/bilingual libraries. • Biggest Challenge: Time Management
    78. 78. 79 Haley New Professional • Haley represents library workers in the early stage of their careers. • Biggest Challenge: Making Personal Professional Choices
    79. 79. 80 Jennifer Passionate Advocate • Jennifer represents the people (library workers, trustees, and library supporters) who advocate for libraries, reading, education, and the role of information in a knowledge society. • Biggest Challenge: Influence with Power
    80. 80. 81 Michael Talented Specialist • Michael represents the library worker who dives deep into a technical information discipline. Michael could be a library programmer, reference librarian, instruction specialist, learning or website designer, or any library worker on the professional technical ladder. • Biggest Challenge: Keeping Current
    81. 81. 82 Emma Educator • Emma cares about education at all levels (not just LIS) and its role in society. • Biggest Challenge: Proving her Value and Impact
    82. 82. 83 Margaret the Leader • Margaret represents those directors and managerial library staff teams who specialize in leading larger institutional and urban settings. • Biggest Challenge: Leadership and Priorities
    83. 83. 84 Dewey Learner • Dewey represents students in library education of all types • Biggest Challenge: Commitment to a Satisfying and Successful Career
    84. 84. Impact: Your Strategies and Tactics
    85. 85. Thanks Stephen Abram, MLS, FSLA Consultant Dysart & Jones Cel: 416-669-4855 Stephen’s Lighthouse Blog Facebook, Google+, LinkedIn: Stephen Abram FourSquare, Pinterest, Tumblr: Stephen Abram Twitter, Quora, Yelp, etc.: sabram SlideShare: StephenAbram1