Rapid Fire - Must Need Tools & Apps

This was a 6 person Skype meeting, which is a terrible terrible idea.

It was just an advertisement for the following toys, some of which are kinda nifty.  This is all maker-space, play and learn kind of stuff.

Little bits - we all ready have these

According to one presenter girls can get involved with electronics by decorating

Hopscotch - A program to teach kids how to program computers

http://www.gethopscotch.com/

The Finch - A robot to teach kids how to program

http://www.finchrobot.com/

The hummingbird - The Hummingbird Robotics Kit is a spin-off product of Carnegie Mellon's CREATE lab. Hummingbird is designed to enable engineering and robotics activities for ages 13 and up (10 with adult supervision) that involve the making of robots, kinetic sculptures, and animatronics built out of a combination of kit parts and crafting materials.

http://www.hummingbirdkit.com/

snap! - Sort of like Scratch, to teach kids to program computers

http://snap.berkeley.edu/

Tiggly

http://tiggly.com/

This is just a commercial.

Cubelets - Blocks that enable kids to create robots (sort of)

http://www.modrobotics.com/cubelets/

Customer Service & Service Excellence - Moe Hosseini

Link to his powerpoint : http://conferences.infotoday.com/documents/204/A204_Hosseini-Ara.pdf

You don't grab the bananas around here - DEFINITELY CHECK OUT THIS STORY http://freekvermeulen.blogspot.com/2008/08/monkey-story-experiment-involved-5.html

Why enforce something that doesn't make sense

In changing staffing - If there are no complicated questions on the reference desk then why are there librarians there?

People resist change because they feel uncomfortable, so don't let them feel incompetent.

It is no longer viewed that one must have library experience to work the reference desk.

Some competencies don't come out of library experience.  You can train anyone on library stuff.

Restrooms are part of the experience for the public.

Are we going to create rules to prevent the small percentage of infractions?

Move from transaction to interactions - Why do we have no cell phone signs but no no talking sign?

Deal with the behavior don't just put up a sign.

Explain why, don't just say it's against policy.

Rules should be able to be explained

Is Technology Changing Our Brains? - Josh Hanagarne, Salt Lake City Public Library

Speaker has Tourette's and because of that he personally focuses on attention, both his and the attention of other people.  What affects attention, how is it changing.

Wrote worlds strongest librarian

Libraries are the steward of democracy

We can't slide back into a non-digital, non-mobile device world, this is what we've got

Computers are making it hard to read, changing how we read.  We've started to scan more, not to do detailed critical reading.

T.S. Elliot's style changed when he started using a typewriter

The writing equipment that we use, takes part in the forming of our thoughts, it changes how we compose our thoughts.

Hanson writing machine

http://www.malling-hansen.org/friedrich-nietzsche-and-his-typewriter-a-malling-hansen-writing-ball.html

Moving memory from short term to long term is like moving sticky notes into the filing cabinet

Internet addiction is a real thing

Addiction is an unwillingness to be uncomfortable

Internet addiction, what would fighting it be like?

People now feel loneliness and jealousy due to social media, the brain has been changed in at least this one small way

Does tech change the way we think about ourselves?  Such as when it makes us feel stupid.  The brain is being changed.

Does it change the nature of experience?  People are no longer having experiences instead the experience is to take a photo of it

Jargon strips the emotional power from reality

If we visually scan documents they lose their power.  The specific words are less powerful, and some meaning is lost.

What does it mean to know something? -  Knowing where the answer is can feel like knowing an answer

Is something useful if it's not being used.  Are books useful if they're not being used.  Reference collection.

Making Libraries - Making Makers, CJ Lynce Internet Librarian 2014 Wednesday, October 29, 2014

Making Libraries - Making Makers, CJ Lynce Internet Librarian 2014 Wednesday, October 29, 2014

 

Link to his presentation:   http://conferences.infotoday.com/documents/204/A301_Lynce.pdf

Link to resources:  http://conferences.infotoday.com/documents/204/A301_Lynce(1).pdf

 

This was the least conceptual of the programs I saw, but was one of the better ones.  They had created a huge makerspace throughout the Cleveland Library system.  So he was going through all of the different programs they did. 

 

• 3D PRINTERS BREAK CONSTANTLY
• 3D PRINTERS REQUIRE EXTREME AMOUNTS OF STAFF TIME
• Over the course of a week 700 people in the computer lab, 6-7 in the makerspace
• Making is messy!
• Making is noisy!
• In the end, they just left most of the stuff out on the table for patrons to play with.
• “Check out a trainer”, essentially one-on-one help from someone who knows how to use the hardware.
• Tools do not make it a makerspace, the making does
• Consider it a different type of reference collection
• Laser engraver is the most used piece of equipment.  (impossible to move, requires ventilation)
• Basic office supplies are the core need and expense
• Need laptops and iPads
• Give as minimal amount of direction as possible
• You can take the toys anywhere
• Try “virtual making” and then use social media to promote, people make things on their own and then share with the library.
• The “outcomes” are the stories that the patrons tell
• 2-3 staff members cover the space full-time.  Staffing rotates every month or so.

 

Programs:

 

Abstract art program

Digital darkroom pro

Audio mixing

   Creative Commons and then remix

Sticky note speakers

Tough Wallet

Duct Tape Wallet

Kids ruby

Easy Loom Knitting

Touchscreen Compatible Gloves

3d Pet Monster

Custom Cookie Cutter

3d paper craft

Font Making

Codes and cyphers

Camera Obscura

Construction Kits

Home brewing

Paracord Bracelet

T-shirt making (with vinyl cutter)

General impressions

The three days of Internet Librarian 2014 featured some excellent information and thought-provoking speakers. As Adam mentioned in an earlier post, in a technology-focused conference it was interesting to observe the recurring theme of the possible dangers of that technology.  We received some warnings about pitfalls to avoid, along with some ideas about how libraries can use technology to expand not only programs and services but also our relevance and outreach.

Highlights for me included the museum director whose programming intentionally sought to bring diverse patrons together: Radical Transformation & Co-Created Magic!)  iBeacons were mentioned in several sessions and seem like something we could make excellent use of.  There were a lot of practical tips provided for whatever Makerspace options we decide to explore. And I'll definitely have a conversation with our IS department about ensuring our website security.

This conference featured hosted dinners at local restaurants. I attended one of these and had the chance to meet and talk with an interesting group of librarians, including a law librarian from Chicago, an oil company librarian from Texas, and public librarians from northern California and even Alaska.

Overall it was a very worthwhile conference, and we appreciated the opportunity to attend!

"Making It Happen: Getting Things Done"

Presented by Dr. Ken Haycock, former director of SJSU SLIS

Dr. Haycock's talk focused on how to persuade and influence people, based on the research that has been done on those topics.

According to studies, people tend to choose the first sufficiently satisfactory option presented to them, without necessarily spending a lot of time looking at alternatives.  Q: What problem are you trying to solve?  Ask yourself what problems do decision makers face and offer ideas that address those issues, rather than offering "a solution in search of a problem". When making a pitch, know whether decision makers prefer evidence based on numbers or stories.

What works?  You're more likely to get support if you’re seen as credible and trustworthy.  Your colleagues' view of you is critical. Librarians who are trying to be advocates don't want to be seen as whiny, offensive, disrespectful, looking out solely for ourselves. People do things for their reasons, not yours. 

Connecting agendas: what are the priorities of the person for whom you work? Speak the language of funders.  We tend to evaluate whether the activity took place, how many people attended, and whether they enjoyed it, but did the program meet its objective? For example, for a career class, politicians want to know how many people got jobs after attending your program.

Ask the person you work for: what are your objectives for the next two years, so that I can know how to help you achieve them?  This shows respect, which is very important, and builds connection.

Advocacy is like banking – you can’t make withdrawals if you’ve never made a deposit. With decision makers, talk about how what you’ve done has advanced the goals of the organization. It’s harder to cut something you know about where you know someone connected with it.

Context, timing, and culture are important factors to consider.

Don’t save the last, best project until the end – present it at the beginning. Never be confused by somebody’s attitude.  Attitudes are different than behaviors. (People can show a very positive attitude toward you but still cut your funding.)

Universal Principles:

What you need to do to initiate, build and repair a relationship: liking someone (does this person think that you like him or her?) We tend to like people who are similar to us: in age, ethnicity, educational background & position, appearance. Find ways to demonstrate liking people who are dissimilar to us. Find areas in common.  We like people who praise us, esp. when we hear it secondhand.

Reciprocity (we tend to give back to those who have given to us. The "gift" can be networking, introducing you to someone else.)

How do you get people to move in your direction, listen to your evidence?  Consensus or social proof is important.  We tend to listen to those in authority.  What is our authority or area of expertise? Do we demonstrate public commitment, consistency?

Scarcity – we value something that is viewed as scarce. Do others see us/librarians as a scarce and valuable resource?  Do we present ourselves as such? What is our unique value proposition? Many city managers are not seeing the unique value of the library. Our scarcity is the unique expertise or our staff.  Can other people do what we do? Example: in-person readers' advisory.

We tend to dislike people who criticize us behind our back. 

We have stronger connections with people whom we work with on teams. We need to be seen as cooperative. If you’ve broken a relationship with someone, seek them out and find common ground.

Reciprocity: When praised, you can say, "Thank you…I’m sure you would do the same for me."

Social proof: how do others like us think and feel before they act? Look for testimonials.

Authority: The trappings of authority are important.  Physicians, etc. put their degrees on the wall. The public sees you differently if you wear a suit (e.g. a police chief advocating literacy as a way to reduce crime). Your authority is enhanced when you’re making a pitch if you acknowledge your weakness at the outset and address those issues (shows confidence, self-awareness and disarms potential criticism), or are honest about the disadvantages of your proposal. 

The core values of people you’re addressing are critical.  Address their priorities. People who make active, public commitments are more likely to stick by their words.

Don’t make the mistake of doing all the work in a partnership, or the partner may lack commitment.

Scarcity: things are more valuable the less they’re available. What do I really add here?  Make sure it’s not the same as what everyone else adds. (Example – submitting a report with a personal note attached.)

Networking: show up when decisionmakers are present, so they have seen you and know that you considered it important to show up.  Introduce yourself and make eye contact, exchange business cards (which you should always bring with you).  Remember that 68% of job openings are never advertised.

"Marketing Plans and Tips"

Presented by BethMcGough, ProQuest

Creating a marketing plan:
- Align with your strategic plan or other initiatives
- Be strategic rather than reactive
- Determine resources needed
- Avoid last minute projects
- Transparency
- Find out what works

Elements of the marketing plan:

1. Goals – specific, measurable, audience specific, relevant & reachable, time bound (e.g. increase student usage of Makerspace by 25% before December 2015)

2. Strategies – roadmap or approach to reach your goal (increasing student awareness)

3. Tactics/Activities – specific elements of strategy, activities, action-oriented (Tweet 3x week w/photo). Evaluate tactics at least monthly. Did tactics work?  What did you learn?  How can it be applied to next time period?  Make adjustments to plan.

4. Budget

5. Evaluation

Incorporating social media into your plan: Facebook, Twitter, Google Plus, Linked In, and Pinterest are the top 5 sites. (For Teens: Snapchat, Tumblr.) Don't forget emerging sites, and remember your targeted audience.  Social media can be both a strategy and a tactic. 

The presenter recommends social media ads as inexpensive, able to be targeted to be audience-specific, easy to measure with analytics, and easy to change. She notes that news from pages (vs. individual users) now show up less often in Facebook than they used to.

Facebook ads: located in the right side of newsfeed or the newsfeed. Possible goals: send people to website, boost posts, promote page, increase attendance. Can target by location, university, demographics.  Images are critical (e.g. smiling faces, cats, dogs, nostalgia.) Include a call to action (can be formatted as a button) Ads can be limited to specific school, specific age range, etc.

Facebook also has a “boost post” option. 

"Making Libraries Making Makers"

Presented by C J Lynce, Cleveland Public Library

Lynce describes his 27-branch library's experience with a variety of Makerspace technology.

Their large TechCentral space has 15 staff members and one dedicated IT person, and they allow patrons to request a 1 hour one-on-one session on any topic. 

Their definition: A MakerSpace “serves as a gathering point for tools, projects, mentors and expertise. A collection of tools does not define a Makerspace. Rather, we define it by what it enables: making.  A Makerspace is a learning environment rich with possibilities.”

Below is a detailed list of some of their equipment and their total budget for each category:

Equipment:
Green screen, screen stands, studio lights, camera, tripod, accessory kit, software, portable light box, white screen ($2300 total, but there are lower cost alternatives.)

Music production:
Guitar, bass guitar, stand, drum machine, midi keyboard, microphone, cable, line audio adapter, headphones ($1,000 to $1,500).  The adapter allows them to record directly to a computer. 

Programming/wiring:
Arduino Uno, Arduino starter kit, resisters, diodes & misc parts, Raspberry Pi kit, makey-makey, soldering station ($150)

3D printing:
Printing, filament (10), painters tape rolls, putty knife or painters tool, extra-hold hair spray, software ($3,055).  He mentioned that 3D printing takes a lot of staff time, both for printing and because the printers "break constantly".

Vinyl cutting:
Vinyl cutter, starter kit, weeding tools, cutting mats, vinyl (6 rolls x 50 yd) transfer tape, blades (6), software. ($2,785) 25% of the equipment usage is by library staff for library programs, but the vinyl cutter is one of their least used machines.

Laser engraver:
Laser engraver, air compressor, exhaust pump, software, material adapters, filter unit, filters ($15,000-$30,000).

He noted that Makerspaces do not have to have equipment or large budgets. (His library can’t replicate all of the equipment at their 27 branches, and some of the equipment is not portable.)  For programming, any available space can be used, and there are many objects that can be reused and many free resources.

Online resources that he mentioned: Makeitatyourlibrary.org, www.instructables.com, spaces.makerspace.com (for equipment). 

Software: www.getpaint.net (free, more complex than Windows Paint). 123d.circuits.io (Arduino programming).

Equipment that's helpful: scissors, utility knifes, pens, pencils, markers, some laptops and iPads

Projects they've done: Abstract Art (Sumo Paint), Digital Darkroom (pixlr.com), audio mixing (Audacity, Creative Commons music).  Virtual Jam Session – iPads, Apple’s Garage Band (Good drop-in program for kids or teens).  Sticky Note Speakers (fun but the magnets a bit expensive).  Tough Wallet out of Tyvek mail envelope.  Duct Tape Wallet. Coding (Kidsruby.com) for kids & adults.  Easy Loom Knitting (they knit hats & donate to a homeless shelter. They got yarn donations but needed to buy looms.)  3D Pet Monster (for elementary-teen, 3D printer optional). Custom Cookie Cutters (www.cookiecaster.com). 3D paper craft: www.123dapp.com/make. Font Making: tinyurl.com/ILMakeFonts. Codes & Cyphers: tinyurl.com/ILMakeEnigma. Camera Obscura.
Even Homebrewing!

Construction Kits (Legos, Erector Sets, Little Bits, Snap Circuits) are a very portable and inexpensive program. ($50-$300.) They leave the kits out with a sign, “please build me.”

Important notes: Making is messy! And noisy (but this happens when people are enjoying themselve and they encourage it). They have done program outside of the library that have drawn non-library patrons in.  Fewer patrons are involved but there are many success stories shared by patrons. 

Keynote, Day 3: "Is Technology Changing Our Brains?"

Presented by Josh Hanagarne, Salt Lake City Public Library

The speaker's premise is that heavy Internet usage actually reduces people's ability to focus and concentrate, and his talk was a fascinating exploration of the possible ramifications.

Hanagarne is a librarian who has Tourette syndrome, which causes involuntary movements and vocalizations (although very few were evidenced in his talk), and he's had to work harder than most to be able to focus and have an attention span.

Hanagarne is a lifelong reader and lover of books (I lost count of the number of titles he referenced).  During the year when he completed his library science degree, he spent a great deal of time online.  Afterwards, he went back to pleasure reading but found that it was more difficult than before.  After reading about 3 paragraphs or so, he would find it difficult to concentrate.

The speaker polled the audience, some of whom had experienced the same issue.

What might this mean?  Think about what your brain does.  Every day it reconstructs your reality.  It stores your past.  It is your decision-making machine.  We’d do well to pay attention when it changes. 

He described two types of memory: Long-term memory (a filing cabinet) and working memory (sticky notes).  Good brain functioning is moving as many of sticky notes as possible to the filing cabinet.  He described the brain of an addict as hyperassociation that something makes you feel much better than it should; and unwillingness to be uncomfortable for a time; asking, what would fighting Internet addiction look like? 

Questions he posed: Are we lonely and jealous as a result of checking social media?  Does it change our habits or manners (talking to someone while texting).  Does it change the way we think?  Does it change the way we think about ourselves and our identities?  Do we view ourselves as dropdown menus, limiting ourselves to a fixed number of choices that are defined by others?  Does it change the nature of experience? (Experiencing something vs. experiencing and sharing on social media).

What is it doing to critical thinking?  Can we engage with a long page of writing where every piece of language needs to be understood and unpacked?  (He quoted Orwell that stripping away images is a way to rob something of its emotional power.) Can we figure things out for ourselves vs. having to look them up on Google? Can we engage with ideas without distractions?  Do we still have the mental ability to concentrate?

He suggested that libraries exist to make people freer, but that we're not free to answer questions that never occur to us.