In an information rich world, librarians need to move beyond services and consider how they can design a library where they differentiate themselves and create experiences for people that they engage with.
Educational conversations can be supported by a variety of generic tools, including some with high bandwidth connectivity (Vyew). Other sites provide more structure and encourage international conversation (Think). For younger learners, the conversation may be set against more engaging visual scenery (Whyville). Chat discussion boards can support homework (Onionstreet). Users can create their own chat room (Chatmaker). Teachers also can link through discussion forums (Schoolhistory). http://vyew.com/sitehttp://www.think.com/enhttp://b.whyville.net/smmk/nicehttp://www.bbc.co.uk/onionstreethttp://www.chatmaker.nethttp://www.schoolhistory.co.uk/forum
Sites have emerged that welcome creative digital material organised by educators. An example is the education groups on YouTube (Reteachers) or those made by young people themselves (BBC blast). The more educational media of video and PowerPoint may be shared (Sentation). However, student class notes define one of the most shareable of educational products (Miniciti, Notecentric). http://youtube.com/group/reteachers http://www.bbc.co.uk/blast http://www.zentation.com http://www.miniciti.com http://www.notecentric.com
Some systems for sharing bookmarks are designed more for research and education users (Bibsonomy). Others centre on the collection and shared organisation of research publications (Citeulike). http://www.bibsonomy.org http://www.citeulike.org
Blogs allow chronological organization of thoughts, status, ideas. This means more permanence than emails.Blog hosting sites exist especially for students and teachers (Edublogs). Some student blog collections that are institutionally managed are publically readable; these exist in the domain of undergraduates (Warwick), secondary (Longeaton) and primary (Sandaigprimary). Academic publishers are now encouraging scientific authors to blog around their findings (Nature). http://edublogs.orghttp://www.sandaigprimary.co.uk/pivothttp://blogs.longeaton.derbyshire.sch.ukhttp://blogs.warwick.ac.ukhttp://www.nature.com/blog
CC Attribution Some rights reserved by Dave Hamster
#Occupythelibrary Who is your target?How are you positioned?What is your destination?
Commodity, goods, service or experience?• “…move beyond thinking of our primary product as just a commodity to which we offer access”
Where are you? Goods Experiences Commodities Services
Target: The Compass• This strategic thinker has the big picture in mind and uses research and information gathering to make informed decisions about a company’s future. Compasses are able to identify growth and investment opportunities from a mile away and need access to information — both recent and historical. This professional sets the organization up for success by initiating the research and analyzing it.
Target: The connector• This well networked individual lives and breathes news and information. As a “go-to” source of information for others, their personal and professional interests overlap— in fact, they may be resident workaholics. These individuals require access to a broad range of information from different sources including social media, print and online news, research, TV/Radio etc..
Target: The Captain• Captains need information quickly to make near-term tactical decisions and longer-term strategic decisions and set goals. Captains initiate, delegate and receive/review research conducted by mid-level and junior staff. They also conduct initial research and then pass it off to their colleagues to look into further.
Target: The Miner• The Miner: The Miner wants targeted information to stay on top of current events particular to their industry, clients and competitors. They’re often known for digging up and gathering information independently to make sure it’s pertinent, accurate and credible.
Target: The Scout• Scouts are reactive and make things happen. They’re focused on the deliverables and their research behaviors are triggered by events and projects. Typically given assignments for review, they’re always monitoring specific topics or keywords to report to their superiors as-it-happens.
Target:InfoPro• The InfoPro is the one that lives and breathes research and information. Methodical in their thinking, these individuals identify, retrieve and analyze information to determine the connection between words, numbers, ideas and people.
Describe your targets?• The Compass• The connector• The Captain• The Miner• The Scout• InfoPro
Position“…As a profession that mediates informationfrom source to user—not unlike newspapers andtravel agents—our future challenge is avoidingmarginalization. We must determine how we fitinto a world that defines an exceptional userexperience as memorable, unique, andexquisitely simple.” Steven Bell
Taken from Digital Footprints by Czerniewicz who adapted this honeycomb from PRESENCE Social media? Get serious!How do we position Understanding the functional Extent to whichourselves? you as the building blocks of social media Jan H. Kietzmann, Kristopher librarian are Hermkens, Ian P. visible to others McCarthy, Bruno S. Silvestre SHARING CONNECTIONS Business Horizons (2011) online 54, 241—251 Extent to which The extent to you allow users which you relate to exchange and to others in your distribute your IDENTITY network information The extent to which others can identify you online as a CONVERSATIONS REPUTATION librarian Extent to which Your online others engage standing and the with you and extent to which you with others GROUPS you influence others The extent of your engagement with communities
Identity• Tools and • http://www.Klout.com • http://www.Spezify,com controls for • Google Alerts self • http://www.dandyid.org promotion
ConversationsExtent to which • http://www.paltalk.comothers engage • http://www.oovoo.comwith you and • http://www.imvu.comyou with others • http://www.twitter.com • http://www.skype.com
Sharing• The extent to • http://sketchfu.com • http://www.deviantart.com which you • http://www.flickr.com allow users to • http://www.slideshare.net exchange and • http://www.youtube.com distribute your information
Presence• The extent that • http://www.foursquare.com • http://www.gowalla.com others can know if you are accessible
Connections• Forms of • http://www.friendsreunited.com associations • http://www.myspace.com that leads to • http://www.facebook.com • http://www.linkedin.com conversation, s • http://www.bebo.com haring, meeting • http://www.ning.com s or “friends” • http://learnhub.com/
ReputationYour online • http://www.blogger.com/ • http://www.wordpress.comstanding and the • http://www.tumblr.comextent to which • http://edublogs.org/you influence http://twitter.comothers
Where is this library positioned? Imposed Policies Collegial BureaucraticFreedom Control Enterprise Corporate Chosen Policies
Control & Innovation• Strategies driven by technology will find their processes constrained by their adopted technologies (Stiles)• Unfamiliar requirements on unprepared staff
Position & Target• Libraries are tremendously challenged to provide memorable user experiences. For a start, we tend to focus on the commodity. Our commodity is information and when we allow ourselves to be identified primarily as an outlet for books and e-content we condemn ourselves to the lower rungs of the user experience.
Credits• Thanks to @Zaana (Zaana Howard) for resources, thoughts and conversationsReferences• Bell, S. (2008) Design Thinking - [Accessed 20 Oct 2011] http://stevenbell.info/pdfs/ALdesignarticle.pdf• Bernoff, J., & Li, C. (2010) Social Technographics - [Accessed 20 Oct 2011] http://forrester.typepad.com/groundswell/2010/01/conversationalists-get-onto- the-ladder.html• Griffith , T. (201) The six data-savvy work personas [Accessed 20 Oct 2011] http://gigaom.com/collaboration/the-six-data-savvy-work-personas/• [Accessed 20 Oct 2011] http://gigaom.com/collaboration/the-six-data-savvy-work- personas/• Kietzmann, J.H., Hermkens, K., McCarthy, I.P., & Silvestre, B.S. 2011. Social Media? Get Serious! Understanding the Functional Building Blocks of Social Media. Business Horizons, 54, 241-251 [Accessed 20 Oct 2011] http://www.beedie.sfu.ca/Files/PDF/research/2011_Social_Media_BH.pdf• Pine, J., II, & Gilmore, J.(1998). Welcome to the experience economy. Howard Business Review, 76 (4), 97-105. [Accessed 20 Oct 2011] http://red- tape.info/Images/Welcome to the Experience Economy Pine and Gilmore.pdf
Image Credits• Slide 2 – CC Attribution Share Alike Some rights reserved by Shishberg• Slide 6 – Adbusters Poster• Slide 7 – CC Attribution Share Alike Some rights reserved by listentomyvoice• Slide 17 - CC Attribution Noncommercial No Derivative Works Some rights reserved by Rodrigo Vera• Slide 28 - CC Attribution Some rights reserved by Dave Hamster• Slide 29 – CC Some rights reserved by ttcopley