ILA Presentation


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Illinois Library Association Presentation Nov 2009

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  • While we have a variety of games, we expected most of the interest to be focused on the video/electronic games. Wii Sports, Rock Band, and Call of Duty (LAN) were popular;
  • however, majority of attendees wanted to play board and card games. Perhaps this was because playing these types of games allows for a more social experience. Attendees taught each other how to play and strategize while they conversed freely about university life, personal interests, etc. Magic the happening and scrabble
  • We found the younger generation would teach the older generation how to play video games and then the older generation would teach the younger generation how to play the more traditional board or card games.
  • Of course the library can purchase game systems and games, but if you are just getting started or need additional games (refer to slide). *Themed Events: Health & Wellness Theme at WIU: We partnered with the Student Health Center, Counseling Center, and Alcohol and Other Drug Resource Center for a themed Game Nite. The groups brought health-related games (corn hole while wearing beer goggles and sex jeopardy), prizes and handouts. This was one of our best-attended Game Nites, and we didn’t have to do much additional preparation. *Donations from Gaming Companies: Wizards of the Coast will send libraries free starter kits of Dungeons & Dragons.
  • We needed at least 3-6 staff members to successfully plan, market, and run Game Nite. This may be a stretch for some libraries, so look for allies. You may be surprised by who is interested in helping out.*Marketing: Rocky video, campus news channel, demos in Union, fliers, emails, FB, student newspaper, and radio
  • Gaming actually helps develop skills that will benefit students in the workforce. They are presented with a problem and need to solve it by assessing the situation, coming up with possible solutions (strategizing), collaborating with coworkers, and implementing the solution.
  • Gaming is a familiar activity, so users are drawn to the event as a result of a past positive experience. Users also crave collaboration and even though we usually picture a gamer as someone sitting at the television or computer alone; he/she is often times playing against another individual or individuals online. Users enjoy collaborating and learning in a low-pressure environment, which is unlike the traditional classroom environment. Exploring at one’s own pace without an authoritative figure (the professor).
  • ILA Presentation

    1. 1. High Impact Planning & Programming For a New Generation of Learners<br />
    2. 2. Name one library planning initiative you are currently pursuing. <br />What new initiative have you implemented to engage the new generation of learners?<br />
    3. 3. Weekly Internet Use by Digital and Academic Status<br />Informing Innovation:<br />Tracking Student Interest in Emerging Library<br />Technologies at Ohio University<br /> A s s o c i a t i o n o f C o l l e g e & R e s e a r c h L i b r a r i e s<br />A D i v i s i o n o f t h e A m e r i c a n L i b r a r y A s s o c i a t i o n<br />C h i c a g o 2 0 0 9<br />
    4. 4. Use of Google Products by Age<br /> 98% 97% 95% 98% 99%<br /> 66% 61% 54% 53% 37%<br /> 47% 51% 62% 55% 51%<br /> 21% 23% 21% 20% 23%<br /> 17% 25% 44% 47% 34%<br /> 13% 20% 38% 40% 37%<br /> 3% 4% 12% 12% 8%<br />
    5. 5. Use of Social Sites by Age<br />
    6. 6. Use of Emerging Technology Formats<br /> 15% 16% 23% 27% 20%<br /> 71% 66% 59% 54% 43%<br /> 29% 29% 35% 37% 41%<br /> 89% 85% 67% 58% 51%<br />
    7. 7. Use of Classroom Blogs by Major<br />Informing Innovation:<br />Tracking Student Interest in Emerging Library<br />Technologies at Ohio University<br />Char Booth<br />F o r e w o r d b y<br />J o a n K . L i p pi n c o t t<br /> A s s o c i a t i o n o f C o l l e g e & R e s e a r c h L i b r a r i e s<br />A D i v i s i o n o f t h e A m e r i c a n L i b r a r y A s s o c i a t i o n<br />C h i c a g o 2 0 0 9<br />
    8. 8. Learning Organization Model<br />“It doesn’t know what it doesn’t know”<br />
    9. 9. Managing the Unexpected<br /><ul><li> Preserve a balance of values.
    10. 10. Restate your goals in the form of mistakes that must not occur.
    11. 11. Remember that mindfulness takes effort.</li></li></ul><li>Managing the Unexpected<br /><ul><li> Create awareness of vulnerability.
    12. 12. Cultivate humility.
    13. 13. Be glad when you’re having a bad day!</li></li></ul><li>Managing the Unexpected<br /><ul><li> Create an error-friendly learning culture.
    14. 14. Encourage alternative frames of reference.
    15. 15. Strengthen fantasy as a tool for managing the unexpected.</li></li></ul><li>Managing the Unexpected<br /><ul><li> Speak up!
    16. 16. Put a premium on interpersonal skills.
    17. 17. Surface unique knowledge.
    18. 18. Be careful when you label something a fact.</li></li></ul><li>Managing the Unexpected<br /><ul><li> Develop skeptics.
    19. 19. Be suspicious of good news.
    20. 20. Seek out bad news.
    21. 21. Test your expectations.
    22. 22. Welcome uncertainty.</li></li></ul><li>Managing the Unexpected<br /><ul><li> Treat all unexpected events as information, and share this information widely.
    23. 23. Transform close calls into near misses.
    24. 24. Specify the burden of proof.</li></li></ul><li>Managing the Unexpected<br /><ul><li> Adopt complex models because they direct attention to more details...
    25. 25. Revise existing models as well as existing practices.</li></li></ul><li>Managing the Unexpected<br /><ul><li> Carry your expectations lightly.
    26. 26. Reward contact with the front line.
    27. 27. Clarify what constitutes good news.
    28. 28. Frame mindfulness in novel ways.</li></li></ul><li>Managing the Unexpected<br />Weick, Karl E. and Kathleen M. Sutcliffe.Managing the Unexpected. Jossey-Bass: <br /> A Wiley Co. 2001<br />
    29. 29. Active Planning<br /> For Dynamic Instruction<br />By<br />Sean Cordes<br />October 8, 2009<br />
    30. 30. Programming<br /><ul><li>Scheduling
    31. 31. Assessment
    32. 32. Reporting</li></li></ul><li>TacticalMulti-tasking<br />
    33. 33. Careful Calendaring<br />
    34. 34. Data for decision Making<br />
    35. 35.
    36. 36.
    37. 37. Changing with Change<br />Strategies for Education & Communication<br /><ul><li>Participation & Involvement
    38. 38. Negotiation & Agreement
    39. 39. Manipulation & Co-optation
    40. 40. Explicit & Implicit Coercion</li></ul>Monitor environment to keep with impact of change<br />+ Digital communication, PDA, cell phones, email makes it easier to keep track of change impact and provide prompt feedback<br />- Increases the work pace, reduce time for reflective analysis, increase amount of information to process<br />
    41. 41. Practice<br /><ul><li>Breaking it down
    42. 42. Skill Building
    43. 43. Feedback</li></li></ul><li>Innovations, theory and the Library Learner<br />Technology of Power - Ability access to materials and tools, rules of library and institutional conduct<br />Technology of Sign Systems-Ability to use symbolism to understand and communicate in <br />the library environment<br />Technology of Production-Ability to create product from information<br />Technology of Self- Ability to learn alone and with others, ability to change behavior, lead to transformation<br />Michel Foucault, Technologies of the Self<br />
    44. 44. Construction and De-Construction of the Multimodal Text Object<br />Object<br />Multimedia<br />Text<br />Object<br />Modes<br />De-Construction<br />Construction<br />
    45. 45. Multimodal Construction<br />Animoto Video Site<br />Flickr Photo Site<br />WordPress Class Blog Site<br />
    46. 46. Multimodal Construction<br />
    47. 47. Multimodal De-Construction<br />Design Elements<br />Modes<br />Student Text Grid representation of the relationship between forms of text and literacy based design elements for the multimodal text “Union of European Football Associations (UEFA).”<br />
    48. 48. Feeding Back-Poll Everywhere<br />
    49. 49.
    50. 50.
    51. 51. Merging & Creating Traditional Library Services<br />By<br />T. J. Urbanski<br />October 8, 2009<br />
    52. 52. In July 2008, I was tasked by Dr. Self to review the existing organizational structure and workflow and work space of the Library Support Services (LSS) units of the University Libraries <br /><ul><li> Cataloging
    53. 53. Acquisitions
    54. 54. Circulation
    55. 55. Interlibrary Loan (ILL)
    56. 56. 2 campus branch libraries </li></li></ul><li>Review Existing Organizational Structure<br /><ul><li>To insure the library was meeting the changing needs of our users
    57. 57.
    58. 58. A Vision of Students Today (4:44)
    59. 59. “I will read 8 books this year, 2300 web pages & 1281 FaceBook profiles”
    60. 60. Different learning behaviors and information gathering techniques
    61. 61. Customer service expectations
    62. 62. Digital natives (online access to photos, audio, etc.)
    63. 63. Would rather watch a video on subject than read text based materials
    64. 64. Respond to the rapidly evolving work environment brought about by technological and financial changes throughout the profession
    65. 65.
    66. 66. Mobile devices
    67. 67. Managing change in the existing organizational structure to establish a practice of close collaboration across various library units within the framework of a project management process
    68. 68. Newcomer – not influenced by existing culture</li></li></ul><li>Scope of Project<br /><ul><li>Initial scope of the project
    69. 69. Determine if there were workflow redundancies that could be eliminated to create a team based approach that would improve the efficiency of the library support service units’ performance through collaboration while ensuring that there was an adequate allocation of resources
    70. 70. Critical to utilize EXISTING resources
    71. 71. Timeline (from start to finish) was intended to take one year</li></li></ul><li>Workflow Under Review<br /><ul><li>Limit review to some of the changes brought on by:
    72. 72. Transition from a primarily print format of content to one more reliant on electronic/digital content
    73. 73. Changing patron use of the local online catalog during the research and educational process
    74. 74. Google first, anywhere on the internet second, etc.
    75. 75. Used primarily for finding known items (and their location)
    76. 76. Changes to the integrated library system (ILS)
    77. 77. Cloud computing
    78. 78. OCLC’s Circulation and Acquisitions modules
    79. 79. Support for mobile devices (web apps)
    80. 80. Data migration (from purchasing to cataloging)
    81. 81. Bib record clean-up projects (e-serials anyone?)
    82. 82. Need for the library to collect and create digital collections</li></li></ul><li>Project Methods<br /><ul><li>Project Management – Reviewed:
    83. 83. Internal documentation (e.g., workflow, policies and procedures, job descriptions, evaluations etc.)
    84. 84. Most of which were outdated or non-existent
    85. 85. Evaluated the day to day workflow of the various units
    86. 86. Establish where there were redundancies which could be combined to improve the efficiency of the units’ workflow (benchmarking)
    87. 87. I met with the individual employees within the units
    88. 88. Shadowing them on an average work day to accurately gauge how the employees went about the tasks that were assigned as part of their existing job descriptions
    89. 89. Established regularly scheduled meetings with each unit to determine how the employees felt about their current work environment
    90. 90. Met with all units/departments of the library to determine their needs
    91. 91. Also met regularly with the Dean to keep her updated on the project, and ultimately submitted recommendations for her to approve</li></li></ul><li>Workflow Under Review (cont.)<br /><ul><li>Project Management - Reviewed:
    92. 92. Contacted several libraries (EIU, ISU, NMSU and UI-C) to learn how they were addressing the changes being driven by the external issues
    93. 93. Attended CARLI sponsored forum (CARLI Tech Services Workflow Seminar)
    94. 94. several staff members also attended
    95. 95. Reviewed Karen Calhoun’s - OCLC Members' Council Cataloging and Metadata Service group presentation
    96. 96. Ways OCLC can help libraries transition to next generation cataloging operations
    97. 97. Reviewed several external tutorials and researched literature to assist me in the evaluation process
    98. 98. As I gathered information for the project, the Library of Congress announced that it was merging its Acquisitions and Cataloging units
    99. 99. Ended an older industrial model of work, in which an incoming book moved slowly along an assembly line of stand-alone acquisitions and processing units
    100. 100.</li></li></ul><li>Project Findings<br /><ul><li>Results:
    101. 101. Pressure on technical services budgets, manpower and space due to the changing, complex technical services landscape (electronic, digital, etc.)
    102. 102. Too many resources dedicated to print processing
    103. 103. Hubs (I only catalog this format)
    104. 104. Purchasing unaware of basic cataloging processes
    105. 105. More copy cataloging / less original cataloging
    106. 106. At WIU, the split between the Circulation and ILL units was a barrier to library users adding confusion and a lack of options to acquire the information needed for their education and research needs
    107. 107. Lack of library resources dedicated to creating digital materials for library users prevents the library from expanding its capabilities to provide this type of information to the campus
    108. 108. ILL and Course Reserve items usually created in Access Services area
    109. 109. Need to create a unit that produces this type of digital content away from public service areas (to focus on customer service and not production of items)</li></li></ul><li>Project Recommendations<br /><ul><li>Results:
    110. 110. Merge Acquisitions and Cataloging into one unit
    111. 111. More efficient purchasing and processing of all materials
    112. 112. Merge groups into one physical area (improve communication, etc.)
    113. 113. Introduction of metadata services for digital collections
    114. 114. Merge ILL with Circulation to create new Access Services Unit
    115. 115. One stop shopping for patrons
    116. 116. Increased time when materials can be picked up by patrons (Access Services open when library is open)
    117. 117. Increased the successful processing of the total number of ILL requests
    118. 118. Create Digitization Unit
    119. 119. Create digital objects and collections for public dissemination in support of the education and research needs of the campus</li></li></ul><li>Project Outcomes<br /><ul><li>Results:
    120. 120. Merged Acquisitions and Cataloging into one unit in one physical space
    121. 121. Merged ILL with Circulation to form new Access Services Unit (includes Stacks Maintenance and Course Reserves)
    122. 122. Required staff person to be reassigned
    123. 123. Create Digitization Unit
    124. 124. Still building unit
    125. 125. Starting to build collections
    126. 126. Need to constantly assess all units of the library to ensure we are meeting the needs of our users (ongoing process)
    127. 127. Assess changes made during this project
    128. 128. Need to bring users into the process
    129. 129. How much change can be managed, and at what cost?</li></li></ul><li>Get your game on<br />Transforming the library into a social learning space <br />Presentation by: Andrea Falcone<br />& Brian Clark<br />
    130. 130. Getting Started: The Basics<br />Initial Goal:<br />Bring users into the library <br />Number of Players:<br />60-120<br />Ages:<br />5-82<br />Length of Play:<br />3 hours (usually 7-10:00 p.m.)<br />Equipment Used:<br />Wii (2), Xbox, LAN (local area<br /> network), board and card<br />games <br />
    131. 131.
    132. 132. Surprise, SurprisePeople like board and card games<br />
    133. 133. Multicultural<br />
    134. 134. Inter-generational<br />
    135. 135. Play with Strategy: Keeping Costs to a Minimum<br />Game systems and games<br />Ask staff, friends of the library, or participants to bring their own games<br />Ask local gaming clubs to conduct demonstrations<br />Partner with campus departments or nonprofit organizations and hold themed events<br />Seek donations from gaming companies <br />
    136. 136. Additional Cost Considerations<br />Staff Time: 3-6 staff members were needed to plan, market, and run each event<br />Utilize staff, student workers, and sororities/fraternities looking for service opportunities<br />Marketing <br />Refreshments<br />Prizes<br />
    137. 137. Mark Prenskey<br />How – To do things in the game<br />What – The rules of the game are<br />Why – Strategies, results, and consequences<br />Where-Context, culture , and environment<br />Whether-The values that lead to good decisions<br />
    138. 138. Benefits of Gaming<br /><ul><li>Increased Learning
    139. 139. Reduction of Learning Transfer Time
    140. 140. Presentation of nonlinear access to information
    141. 141. Ability to link information</li></li></ul><li>Appealing to Users<br />Users are familiar with gaming <br />Users enjoy collaborating and forging new friendships<br />Users like the competition<br />Users are drawn to the low-pressure learning environment and active learning experience<br />
    142. 142. Scoring: Impact on the Library<br />Brings users into the library<br />Promotes multi-cultural awareness<br />Users have a positive interaction with library staff<br />Promotes the library as third space<br />Negates stereotypes about the library<br />Encourages donations<br />
    143. 143. Where do we go from here?<br />Scott Nicholson’s free course online:<br />Games in Libraries (podcasts):<br />WIU’s Game Nite:<br />Questions? Contact: Andrea Falcone or <br /> Brian Clark: <br /><br /><br />
    144. 144. Library<br /> Assessment Cycle <br />By<br />Felix Chu<br />October 8, 2009<br />
    145. 145. Existing Literature<br /><ul><li>Collection Assessment
    146. 146. Library Instruction/Literacy </li></li></ul><li>But …<br />What About the Rest of the Library?<br /><ul><li>What Are We Doing Right?
    147. 147. What Needs Changing?
    148. 148. What Is Missing?</li></li></ul><li>Shared Core Values<br />Academic Excellence<br />Educational Opportunity<br />Personal Growth<br />Social Responsibility<br />Assessment<br />Answers Those Questions in the Local Environment<br />
    149. 149. Shared Core Values<br />Academic Excellence<br />Educational Opportunity<br />Personal Growth<br />Social Responsibility<br />WIU Core Values:<br /><ul><li> Academic Excellence
    150. 150. Educational Opportunity
    151. 151. Personal Growth
    152. 152. Social Responsibility</li></li></ul><li>Curriculum Library<br /><ul><li>Find Out About Student Needs
    153. 153. Design a Solution
    154. 154. Validate the Change </li></li></ul><li>LibQUAL+<br /><ul><li>Survey in October 2006
    155. 155. Focus Groups in Feb. & Oct. 2007
    156. 156. Analyze Results
    157. 157. Plan & Implement Changes
    158. 158. Obtain Feedback </li></li></ul><li>Nature of Concerns<br /><ul><li>Inter-relatedness of Issues
    159. 159. Timing of Problems/Solutions
    160. 160. Library and/or Institutional Problems
    161. 161. Lack of Information Due to Access</li></ul> Problems or Lack of Resources<br />
    162. 162. Changes<br /><ul><li>Study Space for Groups & Individuals
    163. 163. Hours of Operations
    164. 164. More Computer Equipment
    165. 165. Better Physical Environment
    166. 166. ILLiad
    167. 167. Signage (planned)</li></li></ul><li>Values Addressed<br /><ul><li>Student Learning
    168. 168. Educational Environment
    169. 169. Personal Responsibility
    170. 170. Social Interaction </li></li></ul><li>Discussion <br />What new initiative have you implemented to engage the new generation of learners?<br />Name one library planning initiative you are currently pursuing. <br />
    171. 171. Presenters:<br /> Phyllis Self<br />Sean Cordes<br />TJ Urbanski<br />Brian Clark<br />Felix Chu<br />Web link:<br /><br />ila-presentation<br />