Monday, May 18, 2015

Gone Fishin': Be Back Next Week



I'm goin' fishin' (well, to a conference, actually), but I promise I'll be back next week.

Thursday, May 14, 2015

All In: Getting the Most Out of the ACRL Immersion Program, by Carolyn Ciesla

When I was in college, one of the seven (shush) majors I had over those four years was education. I wanted to teach… maybe theatre, probably English, definitely not math. This major lasted about two months, but then my advisor told me that – despite changing majors so many times – I had enough credits to cobble together a degree. I left college and went off on the long path that eventually led to librarianship. But I never forgot teaching, and looked for chances in every job to do just that. Sometimes it was leading beginning computer skills classes to a group of senior public library users and others it was just walking a single person through the genealogy database.

Two years ago, I had the opportunity to join a community college as a teaching librarian; it was a job that seemed ready-made for me! Additional changes in library staffing meant that six months after I started, I was in charge of the instruction and information literacy program. Me. Who never actually got that education degree.

So.


Let’s all imagine that feeling of panic I had.


Yep. Just like that.

I couldn’t go back to school and get the degree, and I couldn’t cram a BA into six weeks, so I did the next best thing: I applied for the ACRL Immersion Program. I’m writing for LtaYL to tell you that if your job involves instruction, you should apply, too. Immediately. [Editor’s Note: I had a Masters in Education before I went, but I still applied to the program and attended. Got so much out of it.]

The Immersion site tells you all about the nuts and bolts of the program. I’ll fill in the blanks.
  • Prepare to work

This week is INTENSE. The idea of immersion – submerging yourself entirely into this world of info lit instruction – is real. You will live, sleep, and eat instruction. Days are long, and I and most of the members of my cohort worked every night.
  • Prepare to learn

here is SO MUCH that it often feels like too much. But if you are anything like me, it was invigorating. Yes, your brain will feel like mush. Yes, you may forget your first name and how to drink from a cup. But every day there will be a moment when you look around and realize that you are being taught by the best in library instruction, and you are surrounded by smart, funny, courageous colleagues who share the same passion. That is an unbelievable feeling.
  • Prepare to bond

After you prepare your body (for the lack of sleep) and your mind (for the instruction fire hose), prepare your heart. Look, I’m not a cheesy, touchy-feely kind of person, but I have to stress the importance of opening yourself up to connecting with your fellow Immersioners (Immersives?). In many ways, Immersion is like sleepaway camp. Immersion is divided into two factions groups: Teaching Track and Program Track. The Teaching Track tends to have more participants. I was in the Program Track, and it was a much smaller cohort. The two groups do come together frequently in joint sessions, but for the most part, you’re spending 12 hours days with same folks, staring at their faces, listening to them talk, and reading their work. Is it possible to get through Immersion without making a single friend? To just show up, eat your meals with a book, participate in the exercises willingly, and retreat alone to your room every evening? Absolutely. I’m pretty sure there were more than a few people who did that during my stay. However, to do so would be to miss out on the amazing connections to be made, connections that – I have a hunch – last well beyond that week.
I can easily say – above graduate school, above all the books and articles studied, above the countless ALA meetings and webinars and conferences – that the ACRL Immersion experience is the best thing I’ve done as a librarian. It’s made me better at my job by providing tools and knowledge I needed, confidence I was lacking, and one of the strongest support systems I’ve found. Apply for Immersion. You won’t regret it.


Carolyn Ciesla is an instruction librarian at a community college in the Chicago suburbs. She writes about everything but librarianship on Twitter as @papersquared. She's also one-half of the dynamic duo behind the Bellwether Friends podcast.

Tuesday, May 12, 2015

Welcome to Our World


I have this theory about libraries and students who are under-prepared and/or who learn differently (catch all phrase for learning disabilities, ADHD/ADD, autism spectrum, etc.): the library represents academic pursuits and things that make them struggle. It is so important to remember that we have patrons who struggle with the things we assume users can do easily. We've made our lives in the library, but it can be intimidating to others. We libr* types need to do something about that. As for me, one of the things I try to do wherever I'm working is to make the library more welcoming. We all have students who learn differently and who aren't as prepared. Besides, even if your patrons aren't under-prepared or learning disabled, it never hurts to enhance your relationship with the members of your community.

That relationship building and enhancing is something we're trying to do at my library, and towards that end we spent the entirety of a monthly staff meeting brainstorming and hashing out different ways to make our library more welcoming to students. That's why that picture above happened: one of the ideas was for all staff members to dress for a theme of some sort, like goofy hats. And so, once I determined that everyone was comfortable with the idea of the hats, we picked a week and went with it. Wow did it work. So many stressed out students would see me in my witch hat or my tiara, or the reference librarian in her pith helmet, and burst into laughter. At one point a colleague in another department said something like, "You should advertise that you're doing it. Otherwise people will think you're just being silly." My response: "But we are just being silly. That's the point." The best part? People in other departments around campus wanted to join in the next time we do this!

Other ideas we have for the future or that we have put into action:
  • Student art exhibited in the library, either temporarily or permanently.
  • Coffee bar at night during exams.
  • Giving student groups the opportunity to design and put up book displays in the library.
  • A library sponsored essay contest that ties into an existing celebration of student scholarship.
I want to bring this post back to where I started, so I can explain how I got from students who learn differently to the goofy hat brigade: it's about how our buildings make our students and patrons feel. If a member of the community is intimidated - for whatever reason - they are never going to come into our buildings and we won't have a chance to help them. However, if we make them laugh and show our human sides, it's going to help our patrons relax. If they are more relaxed, they'll be more likely to come in to our buildings to ask for our help... and that's where we can do our work.

We have other ideas for building the library's relationship with faculty, but I'm curious what you all are doing to build relationships with any of your stakeholders/segments of your community. And be warned: if you share your ideas here, I may end up stealing/borrowing them.

Thursday, May 7, 2015

Just for Fun: The Squirrel of my Dreams


How can it be that I've been writing this blog for almost four years now, and yet I've never written a post about squirrels? I recently counted, and something like 15% of my favorites on Twitter are about squirrels - the above from Carolyn is just one example.

And I've got to be honest: I'm not exactly sure what it is about squirrels that makes me love them so. I mean, I know they are solidly pests when it comes to gardening, children, and even city living. Also, I acknowledge that they really are rodents. Or, as Carrie Bradshaw would put it, "A squirrel is just a rat with a cuter outfit."

But also, they are badass:



Sweet: 
And hilarious:



Finally, there's the fact that they are so much among us as "a morally significant member of the urban community." According to a recent-ish article, squirrels were intended to help Americans gain an appreciation of nature. 

Really, when you think about it, I'm not weird for liking squirrels. Anybody who doesn't like squirrels is the weird one.

Tuesday, May 5, 2015

Mistakes Happne

source

Today is another post where I'm not sure I have advice so much as questions, but it's been on my mind a lot lately so I want to share. You see, I've been thinking a lot about change and innovation. Mostly my thoughts have centered on how it's a messy messy process. But also, I've been considering how innovation intersects with impostor syndrome. This idea is at the heart of a keynote I'll be giving later this month, a keynote I'm still writing. So here I am writing a blog post about it since I needed something for today and since I think best when typing.

Idea #1: Mistakes Happen
Everyone makes mistakes. Everyone. This isn't just lip service here, either. I have made plenty of mistakes myself. There are the small ones like the blog I tried to start at my last institution that was all book reviews by people associated with that school and geared towards people associated with that school. I think I got about 4 posts before the blog died. Then there are big ones, like my ill-fated step outside of librarianship. I try my darnedest to learn from all my mistakes, but the best thing I learned is that there is no avoiding them.

Idea #2: Innovation Means Mistakes
I don't mean innovation as a buzzword. I don't mean innovation for innovation's sake. What I'm talking about here is the constant but purposeful drive to improve and grow and reach. The Wright Brothers were famous mistake makers. As was Edison. How about Einstein's math skills? Or Temple Grandin? Famous innovators, all. Mistake makers, all.

Idea #3: Being New Means Mistakes
Something I try to convince new staff members of is that we expect them to make mistakes. It's not that we don't think they are smart enough or capable or hardworking, it's just that there's a learning curve. Always. Even if you're just starting at a new library after decades as a librarian, you still have to learn the culture. But I know I've had problems with feeling like I'm faking it, even though I have a mentee of my own.

Idea #4: We Have to Make Mistakes Less Scary
This is the part where I'm kind of stumped. I know that it helps me to keep a Joi Ito quote, "Resilience over strength," in mind. But I've had years of experience to teach me how to bounce back from mistakes. I was a lot less secure about it when I was new to the field. I believe those of us who have been in our fields longer need to be more forthcoming about our mistakes. I've also got some thoughts about rewarding smart mistakes, but those aren't as fully-formed.

Does this make sense? Does it at least make more sense than Madam Cur-catie up there? What do you all think? I'd really love to hear from people, either here or on Twitter or even via email, on the subject of supporting people as they learn and make mistakes.


And, for the record, the typo in the title is on purpose. Inspired by one of my favorite hashtags

Thursday, April 30, 2015

Living the Double Life of a Dual-Library Librarian, by Brianna Hoffman

Working two jobs to make ends meet (or student loan payments) is not unheard of in the librarian profession. I have seen a lot of librarians, especially those new to the profession, do this. For the last fifteen months I have been one of these dual-library librarians. I graduated with my MLS in the summer of 2013 and, for a multitude of reasons, moving for a job was not an option. After spending six years working part-time at a municipal library, I accepted a part-time position at the busiest branch of an 11 branch library system. Since I have been doing both jobs for a while now, I have definitely experienced pros and cons of this “secret agent” life.

The biggest advantage of being at two separate libraries has been the variety of experiences I get. Since my libraries are not part of the same library system, they are very different. I work with two different ILS’s, service models, service populations, and two sets of goals and expectations. I do feel like I have been able to use the differences between libraries to enhance my level of service at the other. Working at both libraries has also given me the chance to work with multiple communities. My city library is very focused on the one community it serves, while the multi-branch system serves all of the other cities and counties around it. I have the opportunity to work on a variety of programs and initiatives, and I have learned a lot about each community’s individual needs. One of the really cool things about working at both libraries is it feels like I am getting twice the amount of experience. One full year doing both positions felt like two years of experience. I know that this is making me a better librarian.

Despite the positives, I have definitely experienced challenges. The biggest challenge has been maintaining or even achieving balance. It can be very difficult to give 100% to either library when you are only at each one 50% of the time. For me, it sometimes feels like working more, yet contributing less. This has been especially difficult and something that I continue to struggle with. And yes, there have been a couple of days where I have had to remind myself just which library I was working at that night. I am however proud to say that after 15 months, I’ve only answered the phone wrong twice. Scheduling is also difficult because each library has their individual staffing needs, and as the employee, I do my best to meet them. Both of my libraries require evening and weekend shifts, so I work late three nights a week, every Saturday, and every other Sunday. Maintaining this schedule has caused me to take a hard look at my priorities and how I spend my free time. I have learned to focus on what is important to me and choose what can be “back-burnered”, or even eliminated. Working both jobs has also forced me to be ridiculously organized (check out my giant, color-coded calendar), but this has actually been a good thing!



The one thing I did not expect was how my communication skills would be tested. I am lucky in that I have a good relationship with the management at both libraries, which makes communication easier. I have had to be open and very forthcoming if I was struggling. I have had to ask for help, which is not easy for anyone to do, but it has been essential in order to maintain a work/life balance of some kind.
Even with these challenges, I can say that I am enjoying my time as a dual-library librarian. The experiences I’m having and professional – and personal - relationships I’m building are well worth it. If you find yourself presented with the opportunity to take on two libraries, I would recommend that you don’t shy away from it. I would also recommend that you keep a few things in mind:

  • Take time to decompress. Even allowing 15 minutes to mentally “leave” one library before going to the other can make a huge difference. Take time to decompress at home, too. Read a book, put your headphones on, or watch garbage TV. Do SOMETHING that doesn’t involve work.
  • Be honest with your management and yourself. If you are struggling, reach out to them. I finally had to ask for a change in schedule because for a while I was working 14-16 days in a row with one day off. Neither of my managers knew I was struggling because I didn’t tell them. They were more than happy to change my schedule.
  • It is also important to keep in mind that working at two separate libraries means you are going to have access to confidential information at each one. I have a rule that if you can walk into the building and see it, or find it on the website, then I will tell you about it. If it’s part of personal communication, or plans and services that haven’t been made public yet, I won’t tell you about it.
The best piece of advice I can give you if you’re looking to take on this double life is to embrace it. Embrace the experiences, learn from each institution and, most of all, learn from the communities. You will learn so much from the variety of people you serve. You will become a better librarian because of it. I know I have.



Brianna Hoffman splits her time between the Richland Public Library and the Mid-Columbia Library System in Southeastern Washington State. A little bit loud and a lot curious, she loves pop-culture and exploring new places when she’s not catching up on sleep. She tweets @Librarian_Bree.

Tuesday, April 28, 2015

Killing it with Kindness, Incorporating Sustainable Assessment through Kindness Audits


This post is a lot longer than what is normally published on this blog, but both Joe Hardenbrook and I want to make as much of the virtual session presentation we gave for ACRL 2015 available as we can.


This post is identical to the one published on my presentation partner’s blog, Mr. Library Dude, and here it is.


Slide 1:
Jessica: Hello everyone and welcome to Killing it with Kindness, Incorporating Sustainable Assessment through Kindness Audits. We will introduce ourselves in a minute, but first I wanted to give you an overview of how this session will go. After introductions, we're going to give a brief explanation of kindness audits, then each of us will discuss one aspect of the overall process and how that aspect played out at our schools. We're going to try to keep that part brief so that we can save time, hopefully 15-20 minutes, at the end for question and answer. You have our twitter handles and our session hashtag and also the email address we set up specifically for this session for people who aren't on Twitter. Of course, we also have the chat function here in the Adobe Connect session. We're going to do our best to keep track of questions as we go through the session and we'll also have a good chunk for Q&A at the end.


Slide 2:
Jessica: Now to introduce ourselves...


Joe: Hi, I’m Joe Hardenbrook. I’m a reference and instruction librarian at Carroll University in Waukesha, Wisconsin. I coordinate research assistance and information literacy and am the library’s liaison to the university’s education, psychology, and diversity programs. I’ve been at Carroll since 2014, but I’ve been an academic librarian since 2003.


Jessica: Hi, I'm Jessica Olin. I've been a librarian since 2003 and the director of the library at Wesley College since the beginning of 2013. We want to do something a little goofy as a way to make this less formal, so we're going to play a game called Two Truths and a Lie.


Slide 3:
Joe: OK, so here are three statements about me. Two of them are true, and one is a lie. To get you used to using the chat box, type in the letter of the statement that you think is a lie...So what’s the lie? My favorite movie is not Legally Blonde. It’s an OK movie, but my favorite movie is Ferris Bueller’s Day Off. I am actually a certified storm chaser through NOAA and I won an airport trivia code contest once - it came down to “LGW” which is London Gatwick and I won.  


Slide 4:
Jessica: My turn. Which one of these is the lie? I'll give you a moment to read through them and then just vote for your choice by typing the letter in the chat window. {wait until someone guesses B} Yes, [name] was the first to guess that I have not lived in 10 states. I've only lived in 7. And if you're curious, William Whipple of Connecticut is the signer in my family tree and I played Pearl at age 5 in the 1979 PBS miniseries of The Scarlet Letter.


Slide 5:
Joe: What is a Kindness Audit? It’s all about taking a concerted effort to look at your library with fresh eyes and experience it as a new user. It’s taking a look at things such as wayfinding, signage, library spaces, and furniture. It’s also about asking things like: Are the service desks welcoming? What obstacles do your users encounter? I was first introduced to kindness audits through a MOOC I completed in Fall 2013: The Hyperlinked Library MOOC from San Jose State University taught by Michael Stevens and Kyle Jones. I completed a kindness audit at the library I was working at and I’ve now replicated it at my current workplace at Carroll University. Jessica and I each did things a little differently for our respective kindness audits, so we will walk you through how each of us approached it prior to discussing how you can recreate it at your own institutions.


Slide 6:
Joe: First, a little bit about Carroll University so you know my background. We’re located in Waukesha, Wisconsin--about 20 minutes from downtown Milwaukee. Our enrollment is just over 3,000 students. Starting in the mid-1990s the institution  transitioned from a traditional small liberal arts college to a university with a strong health sciences focus. Today, our most popular undergrad majors are: exercise science, nursing, psychology, business administration, and biology. We also have several graduate programs, including MBA, Master of Education, and Doctor of Physical Therapy.


Slide 7:
Joe: The Todd Wehr Memorial Library opened in 1942. It was expanded in the 1960s and remodeled in the late 1990s. A renovated Library Classroom in 2013 was our latest change. Our staff includes 6 librarians, 2.5 staff members, and 5 part-time evening/weekend staff.


Slide 8:
Joe: I conducted my kindness audit in May 2014. This was a librarian-led audit. I also did one with students, but Jessica will talk more about her experiences with that. For my audit, I really wanted to see it as a “new user” - so I started at our front entrance on the main floor and wound my way through the building. I used a library iPad to take photos and when I was finished, I divided the photos into 2 categories: 1) Commendable, or 2) Needs Improvement.


Slide 9:
Joe: So what did I find? Let’s start out with the “good stuff.” In terms of commendable, I think the library does a good job of providing information about the library. The photo on the left shows the large plasma screen when you walk in that rotates with library news and announcements. It also features photos of the librarians and their subject areas. I’m a big proponent of the idea that the library isn’t just a building - it’s about the people. This helps to promote that. The photo on the right are the librarians’ business cards. Again, they feature photos of the librarians to help students connect a face to name. This is vitally important since we have a very strong library liaison program. These cards are available at all of the service desks.


Slide 10:
Joe: Another commendable item is technology. There are plenty of computers for use in the Information Commons. It’s not the largest lab on campus, but it is definitely the busiest. There are also 60 iPads available for checkout at the Circulation Desk.


Slide 11:
Joe: The library’s coffee shop is another commendable space. It’s very inviting, has large windows with great views of campus, and lots of soft seating--something the rest of the library lacks. Also important: the coffee shop doors close so noise is not a disruption to the library proper.


Slide 12:
Joe: So what needs improvement? We could definitely do a better job with our signage. The photo on the left is food and drink signage. It’s negative, overly wordy, and in some cases looks cheap. We have a coffee shop in the library, so I think you need to expect food and drink to travel. What the library probably needs to do is to re-evaluate its policy and likely liberalize it. The photo on the right is missing call number signage. In my walkthrough I noticed some end caps didn’t have call numbers and some were handwritten. I also noticed some that listed subject areas (like “US History” or “Psychology”) - that’s very helpful. Why wasn’t this applied to the entire collection? Again, we just need to be consistent with our signage.


Slide 13:
Joe: Also needing improvement: some of our services and how we market them. The photo on the left is our Information Desk - not that you would know that. There’s no branding. What is the desk for? What questions can you ask here? Why is no one there? How is it different than other service desks that are nearby? Well, there usually is a student worker seated here and it’s intended for patrons to ask simple questions about printing, technology, copying, and scanning. We just need to identify and market it better. The photo on the right is our disability workstation. Again, same problem: no signage and it’s not labeled. It looks like a scanning station if you happen to walk past it. So again, another branding and marketing opportunity.


Slide 14:
Joe: So here’s why I love kindness audits: Changes can often be implemented quickly and easily. Shown here is our Library Classroom. We made some changes immediately after the kindness audit. The photo on the left shows an open door. Prior to that the door was kept closed. We now leave it open to be more welcoming. Since the room had changed from a traditional computer lab with desktop PCs to a laptop classroom, students weren’t sure how they could utilize the space. If you looked through the closed door, all you would see is movable furniture. So to help, we also positioned our student worker (photo on the right) from the front of the classroom to the entrance to answer student questions about using the classroom and checking out laptops for students. Now the space has seen increased usage.


Slide 15:
Joe: We love the movable furniture, but the default set-up shown on the left was not conducive to group work. So we changed the set-up to pods of tables, shown on the right. This is more popular with students. Also prior to the kindness audit, students were not permitted to use the touchscreen technology and whiteboards. We changed that. Students are now encouraged to use the technology and they can also move the furniture around to suit their needs, too. These simple changes have made the space much more inviting and we’ve received a lot of positive feedback from students.


Slide 16:
Joe: One thing I questioned on the kindness audit was our single occupancy restrooms. They just don’t make any sense. However, it turned out that the kindness audit matched good timing: The university decided to switch all single occupancy restrooms to gender neutral. It’s more inclusive and it reduces wait times.


Slide 17:
Joe: Here’s another quick change we implemented. The librarian’s offices in the Information Commons are fishbowl style. Pictured here is my office. The photo on the left is before the kindness audit: I have my blinds down. The photo on the right is after: To be more noticeable, I now keep my blinds up. I also placed a research sign in my window encouraging people to interrupt me. As a result, I get more questions now. So again, another fix that was free, quick, and easy.


Slide 18:
Joe: Another change that didn’t happen to cost us any money involved our group study rooms. The photo on the left is the before pic: The rooms featured trapezoid shaped tables that made maneuvering in the room difficult. The photo on the right is the after pic: We swapped out the trapezoid tables for round tables that came from another campus department that was getting rid of furniture. Now the rooms are more inviting for groups.


Slide 19:
Joe: Like most libraries we suffer from a deficit of outlets. The photo on the left shows how one student has a strung a laptop cord across the floor which creates a trip hazard. Although we didn’t have the funds to put in more outlets, we’re utilizing the ones we do have more wisely. We placed additional plugs that also include USB ports in strategic locations where students typically study. The new plugs cost $15 each.


Slide 20:
Joe: So what surprised us about the kindness audit? I was impressed by how many of the things I noticed were easy fixes, quick changes, and low cost--or even no cost in most instances. There weren’t any major suggestions related to infrastructure. My findings mirrored the kindness audit that my students completed too. There was also more to like than not like--and that was good to see. We just need to do a better job of marketing and branding.  


Slide 21:
Jessica: First I'm going to give you some context, background on the school and my library, and then I'm going to show you some of what we learned by having student workers conduct kindness audits as a balance for librarian audits. Wesley College was founded in 1873 as a prep school mostly because the Methodist mothers and fathers of Delaware were tired of sending their children out of state to attend college. We still have a covenant relationship with the Methodist church. We became a 4 year college in the 70s under the guidance of the library's namesake. Right now we have approximately 1400 undergraduates in 24 majors. Business Administration and health related majors are our most popular programs, but we have the full range of what you'd expect from a small liberal arts college. We have a few masters programs, but they are still relatively small. We have plans to start a master's of occupational therapy in the near future. One last thing: we've recently been designated an official minority serving institution which means that more than 50% of our enrolled students are african american, hispanic, and/or native american.


Slide 22:
Jessica: While the college has had a library all along, we've only been in this location since 1970. Our building originally housed classrooms and faculty offices and was renovated. We had another round of renovations that were exclusively cosmetic in 2001. We aren't the only department in the building. We share the space with academic support, the tutoring center, disability services, the career center, IT, and the history department. We have a super small staff with 1.91 full time librarians (me and a reference librarian who is on a 10 month contract, although there is a frozen 12 month MLIS position), 6 part time non-degree holding staff, and 7 work study. We still manage to open 7 days a week for a total of 94 hours. We're part of a 50 library consortium with almost every library in Delaware, which helps a lot.


Slide 23:
Jessica: The student audits were conducted towards the beginning of the spring semester of the 2013-2014 school year. Since these 7 students had worked for us for a semester by the time we did this, I felt comfortable giving them just a general direction. I had them read the blog post that Joe wrote about his own kindness audit, told them to take pictures and take notes on what they'd seen, and to look for both things they liked and things they didn't like about the library.


Slide 24:
Jessica: These were student workers, so I'm assuming they were a bit biased, but they all commented on how helpful and friendly the staff were.


Slide 25:
Jessica: The majority of them also talked about how much they liked the different book displays we put out and the white board polls we conduct. They liked how it made the library more interactive. If anyone is interested in more information about our white board polls, I wrote about it for my own blog recently.


Slide 26:
Jessica: While this wasn't strictly part of what they were supposed to capture since we were looking for their response to the physical environment, one student talked about how much they liked the consortium because it helped with school work and fun reading and saved them money.


Slide 27:
Jessica: Unlike what Joe experienced, our student workers found a lot more to dislike than they did to like. This is just one example. Our study areas looked, quite frankly, like a mishmash of leftover furniture that didn't get sold at a yard sale. Though some of how things were arranged had more to do with students rearranging our spaces, it was still a big problem.


Slide 28:
Jessica: Another thing they didn't like was the furniture itself. Most of what we have in the building is pretty old, a lot of it dating from the 1980s. We don't have a single study carrel that is without graffiti, and the arrangement of furniture was off as well.


Slide 29:
Jessica: I don't know if there is a library out there that doesn't have at least a couple of problems with signage, but it doesn't mean we shouldn't work on it. Students talked about how hard the signs are to read in some places, how there were lots of handmade signs, that they aren't always up to date like that directory sign you see there, and there weren't enough signs by far.


Slide 30:
Jessica: This is actually an after picture since it's kind of hard to capture a picture of noise, but that was a major problem we were having. Some of it can't be helped since we share our space with so many other departments, but we have made a lot of progress towards improvement by designating specific spaces for quiet and loud. We have also started walking through the library, being a seen presence, once or twice per hour.


Slide 31:
Jessica: We have a lot of technology problems at the college as a whole, it's just that the library is a place where those problems are most noticeable.  In some ways this is out of the libraries control, other than we developed and/or asked for workarounds to help students. Those two sheets of paper you see there are detailed instructions for basic functions such as logging in and printing as well as how to enact the fixes we need. We have brought an outside company onto campus to fix our IT issues, but there is a lot more to fix than we realized.


Slide 32:
Jessica:  Our print system is a bit of a throwback. Students don't like having to pay for printing regardless, but the fact that they have to use a coin operated system that frequently breaks makes it even worse. While I haven't been able to address this just yet, I have been soliciting quotes for print management software and have been working with our new IT to make sure it's a scalable solution that can extend beyond the library in due time.


Slide 33:
Jessica: While the student workers think the staff and the librarians are great, there was some concern about us spending so much time in our offices. We didn't have a reference desk of any sort at that time, and really the circulation desk is too small for more than one person to stay back there, so there wasn't much room fo us to be anywhere but our offices at that time.


Slide 34:
Jessica:  Most of the changes, other than designating areas of the library for quiet and for loud, took a bit longer than what Joe said about his library. This change couldn't happen until the summer when we students wouldn't be around as much. We spent a lot of time rearranging furniture to make the loud area more conducive to group study. You can also see a white board in the back. Students weren't allowed to use it, but we've changed that and now have a kit with dry erase markers and an eraser and students now students use this space for practicing presentations and planning out group projects.


Slide 35:
Jessica: And we moved furniture to make the quiet study areas more conducive to individual work. We also spent a lot of time moving chairs from one level to another so that, even if they are a bit older, they at least match. One other thing that hasn't happened yet but that is in the works is that our Student Government Association is talking about buying the library some new study carrels. They are also a bit part of the reason why we will be able to afford the print management software as they are going to sponsor that in part or maybe in whole.


Slide 36:
Jessica: While we haven't been able to solve the print management problem just yet, we have gotten new printers for the library. Our old ones were incredibly old for the setting at 5 years, so these new printers have been a good thing even if it is only one small aspect of our overall technical issues.


Slide 37:
Jessica: And the change that we're most proud of is that we now have a reference desk. This library hadn't had one in recent memory, and we didn't really have anyway to put a regular computer anywhere that would have made sense, not without spending a lot of money from a small budget. However, we did some research and found that a chromebook and a table with two chairs serves just as well. We just started providing this service last semester. We're still getting students and faculty used to the fact that we provide this service now, but our numbers have been slowly climbing. More recently we've  started bribing students with candy to ask us reference questions and that is pretty popular.


Slide 38:
Jessica: One of the biggest surprises we had was how much the student audits overlapped with the librarian audits. These specific student workers had been with us for a few months so our perspective had rubbed off on them a bit, but it still made us feel that we had at least some understanding of the student perspective. We also were surprised that students had noticed the consortium and could articulate so specifically the kinds of benefits it brought to them. Finally, although our easy fixes weren't as immediately put in place as Joe's, it was a bit startling how much moving our old furniture around could change the atmosphere.


Slide 39:
Jessica: You are looking at pictures of the namesakes of our two libraries. We thought it would be a cute way to introduce our discussion of how the differences in our libraries may have impacted specifics, but each library benefitted from the kindness audits.


Joe: For me, I was only about 6 months into my job when I conducted my kindness audit, so it was easier to see things with fresh eyes. However, I needed to rely on co-workers to get a historical overview about certain aspects of the library. In addition, although we operate in a very collaborative environment, I don’t have final decision-making or budgetary authority to make large-scale library changes. That would be handled by our library director.


Jessica: I've got a smaller budget and staff and library than Joe, but I was in a position as the director to make this a priority for us.


Slide 40:
Jessica: Okay, now we want to talk about how you can do your own kindness audit. For me, it worked to give the students just a general overview of what I expected and wanted then give them an opportunity to ask questions. I required that they take lots of pictures, but all of them had phones with cameras so I let them use their own rather than providing a camera. I also asked them to take detailed notes about what they were photographing so I could know what I was seeing. Finally, it was crucial to get the students involved above and beyond the librarian audits.


Joe: For the student kindness audit, I was a little more explicit in my instructions. I was using brand new freshmen student workers during their first week on the job. I got the feeling that they might be hesitant to provide critical feedback, so I gave them instructions to take photos of things in the library and place them into one of these categories: Things I like, Things I didn’t like, That that confused me, Things that surprised me, Things I had questions about. It worked. Students took over 200 photos.


me: one final thing that I want to urge you to do is to share the results of your assessment, both with your immediate stakeholders and with the community. It was that kind of sharing that got the Wesley College SGA interested in helping us pay for new study carrels.


Slide 41:
Jessica: Here's a list of a few of the barriers you want to keep in mind. If you don't have a background on any of these, you'll probably want to consult someone who does or teach yourself about them. For instance, I'm biased because of my first job in higher ed to be sensitive to ADA requirements, but there are a lot of regulations for public spaces. An example of this is that there are specific regulations for how much difference you need to have on signs between the background and the print. You also need to remember the needs of any international students you might have as well was taking into account campus culture. We're both in shared spaces, so any major changes we want to institute need to keep those partnerships in mind - those shared spaces and also influence how students and other parts of your community perceive the library. Add bit about need states.


Joe: If you are recruiting students for your kindness audit, be aware of any approval you may need to seek from your university’s Institutional Review Board (IRB) since your work involves human subjects. Both Jessica and I used student workers who were performing the kindness audit as a task related to their employment, so we did not have to go through the IRB process.


Jessica: Finally, this isn't a one-off assessment. We're planning to run it again this coming Fall and hopefully every other year from now on. Like any assessment, this needs to be part of a continuous cycle of improvement.


slide 42:
Joe: We are more than happy to take your questions through the chat window. We can also keep the conversation going on Twitter by using the hashtag #acrlkindness. You can tweet directly to Jessica at @olinj or to me at @mrlibrarydude. You can also send us an email to librarykindnessaudit@gmail.com.


Slide 43:
Jessica: Thanks so much for attending this session. I think I've learned just as much from your questions a I was hoping to impart. We both really believe in the benefits of this process and want to help you put it in place at your libraries, so here are our emails so you can contact us in the future.



Post Script: We got a lot of great questions both throughout the presentation and during the official question and answer period. The recording of our actual presentation is available via the ACRL 2015 Virtual Conferences website (for a fee), but we also hope to publish an article with more details sometime in the near-ish future. Let us know if you have any questions at any time. And thanks for your interest.