OLA 2016

Wednesday, January 27

Managing Media Relations During a Crisis - Anne Marie Aikins, Manager, Media Relations & Issues, Metrolinx

Don't say 'no comment' - say what you do know even if that is just "We are in the process of assessing the situation and we will have more information in an hour [or whatever you think is reasonable]. Anne Marie gave examples of issues that they have dealt with at Metrolinx. They always try to say what's happening, why it's happening and what they are doing about it. They have all of their staff sharing interesting and good news stories (by sending them to Anne Marie) so she can put them out on social media. The raccoon on the GO train got international attention.

Organizations need to proactively manage media relations:

Identification - process to identify who do I need to follow, where do I need to watch and read, pay attention to what could impact us/will impact us. This is where analysis comes in. Not everything you think will have an impact will come to fruition but better to be prepared.

Track and Reporting - who needs to know as things are happening? Give a recommendation as to what steps to take. This is a coordinated team effort.

Issue management should be included in job descriptions.

Communication plans should include identification of issues and mitigation strategies.

Need to create a crisis communication plan.

Track issues - social media, traditional media, industry news

Always debrief

Crisis Communications 101:

Be prompt - even if it is just a holding message
Open and honest - be as transparent as possible
Empathetic - lead with a feeling message
Inform - use all the channels
Be visible

Ensure staff are kept in the loop as well

Have a strong social media policy

STEM for Dummies

This session was very much geared to elementary school teachers. They talked about makerspaces in the context of learning stations - origami, drawing, marble run construction, lego, magnets, etc. They did say that the activities are very much led by the children. Some of the kids are 'experts' in some tasks and help other kids and with some activities, they all work together cooperatively to learn a task. Participants had the opportunity to try out the different activities throughout the room.

The presenters also explained why makerspace tables/discovery zones in the library or classrooms were important. Future jobs will incorporate STEM/STEAM (Science, Technology, Engineering, Art, Math). These hands-on inquiry based stations encourage collaborative thinking and problem solving. Children are naturally curious. Discovery zones can provide fun and engaging environments in the classroom or library.
The items on the tables can be low budget & gender inclusive.

Teens & Tweens in the Library, Oh My!, Presented by Vaughn Public Libraries
2015 was “Year of the Teen” at Vaughn Public Library. The entire year was planned and executed by a team of library staff whose project was to focus on teen users at the library as teens were a demographic identified in the library’s strategic plan. VPL emphasized that this working group was small rather than your typical committee structure, which allowed the working group to work quickly and effectively.

The biggest takeaway for me, was the how VPL approached this year of programming. A lot of the programs that the working group developed were in response to the survey and focus groups that they used to engage with teens. I think the fact that programs were grounded in what teens were looking for is extremely important.

Examples of the successful programs that VPL did: Library lock down event until midnight to kick off “Year of the Teen”; Mockingjay Movie Lock-in; Summer Reading Challenge restructured; Murder Mystery Party; Kelley Armstrong author visit; Escape the Library Challenge.

While many of these programs involved multiple staff members and a lot of staff time, I think many ideas can be scaled down and implemented at WPL. But, the important takeaway is that the programs should be geared towards what teens want, so research!

It’s Not Only Movie Sets that Use Green Screens, Presented by Milton Public Library
This was a very practical session from Milton Public Library. Milton recently purchased a green screen and explained how they used it at their library. Milton likes their green screen because it is a way to make the “makerspace” portable – they can move it around the library and take it to outreach events. Milton has used their green screen mainly in two ways:

1. As a standalone program where patrons book time with the green screen.
2. As a one of many activities during a larger program.

Some practical tips from Milton were in how to develop a registration to use the green screen and thinking about what happens after patron have taken their pictures. Processing the pictures after the event is time consuming (it’s going to take longer than the actual program) and you need to think about this when planning your event. Milton also recommended having 2-3 staff available when using the green screen. I think that this might be a great volunteer opportunity for some of our technologically savvy teens.

Another interesting comment Milton made was with regards to the software that they purchased for their green screen. They only have one license for the software, which means anyone that uses the green screen can’t edit their own pictures but must rely on staff to do this. This is something to think about for WPL’s green screen. Are we using the green screen to develop maker skills with those that use it or is this green screen for simple promotional/fun purposes? I think we’ll have a number of people interested in editing their own photos and perhaps we should think about how we can make this possible.

Growing Brampton’s Creative Economy, Presented by Brampton Public Library, Sheridan College & City of Brampton
Brampton Public Library highlighted their successful partnership with the City of Brampton and Sheridan College to create their makerspace. The aim of this partnership was to engage with the younger population of Brampton that was typically leaving the city to pursue employment in larger cities. The aim was also to help the community develop skills for the types of jobs that were likely to be created.

While the situation in Brampton is unique, I found it really interesting that the library and city partnered with the local college. I thought it was interesting that the college brought their own students in to help with the makerspace, allowing the makerspace to have skilled workers in the space as well as help those students develop skills that they could include on their resume after they graduated.

My-Opia to You-Opia, Presented by Burlington Public Library
This session from the Burlington Public Library was probably the best one that I attended at OLA. Both the presenters were community librarians for technology and youth respectively. This session focused mainly on youth.

In the case of BPL, community led services for teens meant giving up control to teens. Their model looked at how the library can fit into the lives of teens not the other way around.

The theory behind this implementation included three different aspects:

1. Human centered design. It’s all about the people. Who are we serving and what do we know about the people we don’t serve? What do people desire? What is feasible? And what is viable?
2. Design thinking. This is the process for thinking of solutions to problems and involves resituating the problem and innovating. There are 5 steps: research, finding patterns, ideate, prototype, and iterate. Key is that you will have to adjust and change.
3. Connected learning. Leverages the advances of the digital age by connecting academics to interests, learners to inspiring peers and mentors, and educational goals to the higher order skills the new economy rewards. This is especially important to teens as their time is restricted by many other things, by implementing connected learning, the library can situate itself and its programs as relevant to teens.

BPL implemented their direction to teen driven programs and services in three major ways:

1. Meetings. This involved their teen and tween advisory board and developing a conversation with these groups. They wanted these groups to work on large scale initiatives that would have an impact on their lives.
2. Programs. The programs that BPL hosted for teens were then derived from the conversations that they had with teens/tweens at their meetings. Their takeaway with teen programs is that teens want programs that have an immediate impact on their life, and in the case of BPL this meant focusing on developing more volunteer opportunities for teens.
3. Make connections and build relationships. This was obviously very important for a community-led model. The community librarian obviously connected with youth organizations, but also volunteered time at community events that weren’t always obvious in order to make connections with youth themselves rather than just an organization.

The goal for BPL is that they want teens to develop skills that they can use personally and professionally. I thought this was of particular interest considering the importance of outcome measures when offering a program. The skills that BPL refers to can be measured, which can provide evidence to the importance of the library in the lives of teens.

Launching the FOLD (Festival of Literary Diversity) in Brampton
Brampton Public Library

June Dickinson, Jael Richardson

Jael Richardson, author of The Stone Thrower, is the Artistic Director of the FOLD, which will take place May 6-8 in Brampton. Its goal is to engage readers, inspire writers, and empower educators through a literary festival, with a focus on diversity. On Friday, they will have programming for students and educators, on Saturday and Sunday there will be sessions with authors and special events such as Writer’s Court ( sort of American Idol for writers, with editors and publishers as judges), and on Sunday the festival will conclude with a presentation by Laurence Hill. A list of authors and events can be found at: http://thefoldcanada.org/speakers_/

The event has a total budget of $150000, with funding from the Ontario Arts Council, Ontario Trillium Foundation, Canada Council, Sheridan College, the City of Brampton and more. Cost to attend will be $10 per session or $40 per day. Events will be held in downtown Brampton, most at the Peel Art Gallery and Museum.


Growing Brampton’s creative economy- The MakerSpace Creative Hub @ Brampton Library

Brampton Libraries, City of Brampton and Sheridan College came together to establish the MakerSpace Creative Hub. Why partner? A jointly funded initiative provided the ability to purchase state of the art technology and the location and space in Brampton libraries to provide training and programs. Library staff also received training with new technology. Programs could be offered at all library branches for patrons of all ages.

To the City of Bramptom: An increase in knowledge based entrepreneurs and economic development. To keep youth looking for STEM based careers in Brampton and accelerate their market readiness.

To Sheridan College: The Davis branch offers programs in advanced manufacturing technology and engineering. More opportunities for students to have experienced based learning which translate into employ-ability skills. Students also give back to the community.

To the libraries: Ability to offer innovative technology based programs such as Creation Station, Fairy Tale Physics, Tinker Tuesday and Fashion Hacks. Staff development.

All in all it is a win-win situation for all three partners and the community by combining funds, equipment, technology and sharing student and personnel skills.


Hive Toronto
-Hive Toronto is a digital literacy centre
-Presentation focused on digital literacy and youth.
-Firefox is an open source web browser, many libraries use the browser and other open source software. Mozilla a non-profit org. Mandate to protect the open web.
-Mozilla involved in other projects besides the Firefox browser.
-Late 2011 Mozilla wanted to create a Hive learning network in Toronto. Mozilla has an office in Toronto with a learning space.
-Feb 2012 Mozilla had a Hack Jam event for youth in Toronto. Some of the stations were open source software projects. The idea was to encourage youth to tinker and remix
-Hive Toronto grew to 60 organizational members, various activities convened across the networks, such as meetups and professional development sessions for partner organizations, etc.
-Digital literacy can be defined as access, use and creation of digital tools.
-Collaborative community activities that came out of Hive partners: toy hacking (adding LED lights), wearable technology (Textile Museum of Canada), social justice radio documentaries (TPL, Regent Park Focus),
-Mozilla’s web literacy open educational resources are available online. Software project can act as scaffolding to support open educational practices.
-Mozilla needs more librarians as members
-TPL was an early partner with Hive.

-Mozilla webmaker: browser based software that required no installation. TPL used Thimble to remix web pages. Taught coding through these activities. Led to an HTML and CSS for beginners workshop for adults. Based on Mozilla modules that the instructor remixed for TPL.

-Burlington PL won a $10,000 prize from HIVE to build a Makerspace.
-Program: an hour of code (offered several times)
-partners with Hive
-BPL wants to create a technology strategy in the future. Libraries need to recognize that it is a part of competition in the greater world, and should jump on digital literacy or get left behind.
-High School co-op student has an interest in web design, and BPL hopes that the student will look at all of the Mozilla resources and put together a sequential digital literacy program collection.
-offers digital literacy programs for all demographics, not just teens and youth.

-possible to have a hack fest if you have 3 people who can lead 3 different activities. Recommend a mix of online and offline activities. Toy hacking always a big hit. Paper prototyping apps also an easy offline station.
-BPL knew they didn’t have the library staff to do the event. Partnered with the Town for a space, and other partnerships with the communities led to other stations. Partnerships with the high school and other tech agencies that led activities.
-TPL has a calender of staff training opportunities and staff sign up. Not mandatory. Training modules were often remixes of resources on the Mozilla website.
-Thimble used often to teach beginners to learn to code. Can publish right online within the browser, hosted on Mozilla’s servers for free.
-White paper Why Mozilla Cares about Web Literacy
-Hive office located at 366 Adelaide Street West in Toronto
-Tools and curriculum can be found at teach.mozilla.org


Strategically Integrate Your Makerspace

-Halton Hills PL Creativity Centre is a Makerspace in the Central branch
-4 of HHPL strategic plan goals are linked to creativity
-CEO knew that a full out makerspace was outside of budget. Thought could tailor a project to the community. Focus at first was on community memories, since local history was a big interest in the community.
-main phases of the projects: preserving, creating, sharing.
-6 team members in core makerspace team
-looked to Toronto, Innisfil and Edmonton. Kitchener and Grimsby were both visited
-looked to experts in the field of digital technology and creative technology. Looked to bloggers and youtubers who were enthusiasts and experts in the fields.
-two guiding principles: maker mindset: integrate maker culture into the entire library system, which means programs and staff. Integrating into all programs for all demographics. Staff are willing learners.
-Team of Innisfil people came to a HHPL staff meeting to pitch the makerspace idea
-learning together is another guiding principles. No one expert on staff. All service staff can get someone started. Patrons and staff learn alongside one another. Emphasis to patrons that learning is coincidental and that librarians are not the experts. The role of the librarians is guiding patrons to the information.
-Surveys sent out through eNewsletter and paper copies in branches. 5 simple questions. eNews response was excellent. Consultation with stakeholders took place.
-Community very interested in digital preservation, lukewarm on creating and sharing. Latter two integrated into future plans.
-Stakeholders included special interest groups, including formal focus groups and informal questions with individuals before committee meetings.
-From consultations donations were received from Homecoming Committee and a private donor. $18,000 raised in total.
-Total budget came to about $20,000.
-Hardware: 4 windows stations (no macs, not enough system support for this), 2 epson scanners, 1 microfilm scanner, 2 toshiba DVR (VHS to DVD) machines, LCD TV.
-mix of open source and licensed software (Adobe photoshop elements 12 and premiere elements 12, not the whole creative suite, my memories suite 6 and Roxio creator NXT 3). All licenses through TechSoup.
-everything can’t be done for everyone, so they do what they can. RGB mode used in elements, but Cyan, magenta, etc. needed for commercial printing. So unable to expand to small business community.
-project planning and rollout from Jan 2014-Sept. 2015
-the project was released in manageable chunks so as not to overwhelm staff.
-emphasis on staff needing time to get comfortable with equipment. Core team had 2 months to get comfortable. 1 month to train other staff. Had soft launch. 2 months for staff to continue to work with the software. Hard launch. A checklist of core competencies used to help with training. Small projects given to staff for practice.
-36 bays of shelving given up for the space. Large weeding of NF books. No complaints as of yet for smaller collection.
-Core 6 trainers made a list of equipment-specific learning tasks which were split up, and then they taught each other. Went over troubleshooting and how to teach staff.
-Training sessions composed of 5 stations that dealt with certain tasks about video transferring. Good success with that. Groups of 3-4 staff. Concerns were aired during this time and questions answered.
-Series of lunch and learn presentations offered after the soft launch, powerpoint presentation. Issues around copyright addressed. Staff training also aimed to get buy in.
-Photoshop Elements now used by staff for posters.
-Book a librarian service launched. 30 minutes to go over technology issues and services in the makerspace.
-Makerspace in a central location, so conversations often overheard which is a good marketing tool.
-around time of launch, stakeholders invited for sessions. Library Board invited to do demos with the technologies.
-A grand opening took place. Local media on hand, town council present.
-Public first introduced through scheduled drop-in times. But those drop-in times were low attended. People tended to ask when they were already at the library. Now, staff members are in the creativity space doing projects, which leads to conversations.
-One Book Halton Hills is very popular and in 2015 the book had a local history theme. Creativity Centre was tied into that.
-Halton Hills Camera Club a community partner. Offering photo editing programs.
-Now trying to move onto creativity aspect from preservation.
-Looking into VR programming, video editing, and screenplay/storyboard sessions.
-Future plans: minimize program planning efforts by reusing programs for all ages. Cost recovery programming (some programs cost patrons money, but just a cost recovery model). Outreach initiatives (recently met with local theatre group). Grants to allow for expansion and new projects. Long-term planning includes more equipment such as vinyl cutters and raspberry pis.
Beverley King – Adult Services Librarian ac.sllihnotlah|gnik.yelreveB#ac.sllihnotlah|gnik.yelreveB
Danielle Dawe - Librarian ac.sllihnotlah|ewad.elleinaD#ac.sllihnotlah|ewad.elleinaD


Library 2.Now: Encouraging Staff to Embrace Technology

-Presented by staff at the Owen Sound P.L.
-Why a training program?: 2007 staff participated in 23 things. Great for emerging technologies but not current technologies. Staff uncomfortable with tech currently in use. Barriers to training included time restrictions, fear of learning. As a result, differing levels of assistance was being given to patrons depending on who was at the desk. Systems staff were overrun with questions they felt staff should be tackling on their own. Some staff reluctant to promote services they were not comfortable or familiar with.
-Wordpress blog created. Activities posted weekly, but would adjust the timeline depending on workload. Some use of staff time permitted but also an expectation that discovery is encouraged outside of work. Incentive given at the outset: draw at the end for a laptop. Each staff member given an iPad mini (to keep), giving a common starting point. Considering how expensive staff training can be especially in a remote area, the iPad cost for all staff was considered comparable. Benefits of formal training don’t last unless used right away.
-Other incentives: ballots for prizes after tasks completed.
-Activities quick to create and evaluate. Self-directed learning model. Tasks are developed with broad instructions. Encourage staff not to rely on Systems staff as the first line of support. Blog provided general guidelines of where to turn for support.
-staff directed where to go for help in the instructions, in the Help or FAQ links, Google the question, check out staff wiki/blog, ask friend/coworker, email manager if completely lost. At no point contact Systems staff for help.
-example activities: download an app. Searching the library’s website (especially good for newer staff), microfilm reader/scanner/printer.
-survey issued to staff midway through the training program which helped create new modules.
-tasks are revisited to cover products that were changed (such as Zinio and Overdrive).
-excel spreadsheet used to keep track of who had completed which tasks. All staff included (custodian to CEO).
-staff send answers to their manager (not those who actually designed the project). Managers reviewed assignments and then sign off. Helps managers understand those who are struggling and where further training could be beneficial. Project used as a goal in performance reviews.
-comments on blog posts permitted. Having it as a blog keeps all the tasks in once place, instead of having to wade through emails.
-Benefits: empowerment, transferrable skills, hands-on learning
-be careful how you word activities. Want to avoid one-word answers.
-allow for breaks in completing tasks when it gets busy (March Break, etc) or allow more time between activities.
-ask staff for suggested topics and make sure you use them. Integral for buy-in
-challenge staff who have expertise with a products or service to develop an activity. Not only Systems staff involved in task creation.
-develop activities that meet the needs of your library but keep it fun
-have to keep the project going. Technology isn’t going away and training is ongoing.
-looking at developing a similar activity-based program for patrons: to encourage discovery of library services (a Library Bingo program)
-Systems staff complete the tasks themselves to show that they are no different than any other staff member.
-issuing if ipads to staff to keep helped to get staff to do work outside of work. Non-unionized environment. iPads came out of training budget.

Dale Albrecht ac.no.yrarbil.dnuosnewo|thcarblad#ac.no.yrarbil.dnuosnewo|thcarblad
Chris Carmichael ac.no.yrarbil.dnuosnewo|leahcimracc#ac.no.yrarbil.dnuosnewo|leahcimracc


Library Technicians Matter

-OLA approach to advocacy is the VIP approach: v=demonstrate value i=influence stakeholders and decision makers, p=position yourself as technicians appropriately for success
-Value: how are you articulating the value you bring to your workplace as a library technician?
-influence: looking at the relationships that we have, how to build relationship and who do I want to build relationships with? Understanding the priorities of those you are building relationships with. Challenge and engage vs. adversarial approach.
-positioning: how are you able to articulate your work within your workplace? Within your career? Within our Canadian society?
-Use your associations OALT/OLA and over 90 others in the country.
-important to be confident when introducing what you do. Don’t say “I’m just (a library technician)”, “I’m only (a library technician)” or “I’m not (a librarian)”. Not good from an advocacy point of view.
-appox. 80% of library workers are not librarians.
-Library Technician title is somewhat confusing: gives the vibe that you only have a diploma, and that you have a technical background.
-Toronto Star article written by TPL union about mass amount of part-timers.
-are the terms librarian and lib. Tech important in advocacy? Fuzziness in roles and tasks.
-Data will drive the case for advocacy. But it is most effective if individuals (rather than associations) to advocate with the data given to them by the association since boards tend to hear out individuals more than associations.
-need to make a decision as an individual of who you are trying to influence and why. When advocating, do so in a position of power (not when you’re about to lose your job) and start off advocating in a positive manner.
-library technician diploma just a starting point to build skills, including those outside of the library world (data compilation through visualization, mental health training, emotional intelligence, ability to teach, active learning, creative skills such as book displays and creating engaging presentations, reasoning skills)
-be active in your role in the association in which you belong. Talk to your peers
-partnership paper from late 2015 about librarians and library techs. Changing role of librarian and library technicians


Connecting Spaces: Children and Community Digital Literacy
Presenters: Anne Burke, Faculty of Education at Memorial University
Beth Maddigan, Faculty of Education at Memorial University

This was an informational seminar about the results of a technology grant and trail that was given to the Bishop Abraham Elementary School in St. John’s, Newfoundland. The school did a one year trail with Samsung tablets with grade 3 students to enhance digital literacy in and out of school. The school partnered with the local Boys and Girls club for this trail because it was within walking distance and used their computers and tablets for the children who were in lower/subsidized housing areas for after school fun and learning. Their goal was to teach more than reading and writing using these tablets but to encourage intergenerational learning between the students and their parents and grandparents. The partnership with the Boys and Girls Club was successful at creating socialization between the children through technology, either face to face or online, with the use of Minecraft. The children would help and encourage each other more through gaming and would emulate dance moves that they would see on YouTube.
Schools found that the connection between parents and children was not as strong once the children went to Kindergarten. To encourage learning at home with parents, the school started a ‘Math Day’ of riddles and problem solving, etc. they the students were to share with their parents to help them learn together and share the technology with different ages. The children learned responsible use of tablets and the importance of digital citizenship because social media has outpaced the ability to provide safe space and a nurturing environment.
In the classroom, the students would receive guided instructions and curriculum would be added to the tablets, such as replicated math problems for the students to better understand what was being taught and apply it themselves. Bishop Abraham Elementary also used the tablets in their reading buddies program between the grade 3 students and the grade 1 students they were helping. This program was difficult to run prior to adding technology because they found that the grade 3 students were not as confident to help the grade 1 students because of their own reading abilities. By using the tablets with the grade 3 students the school was able to improve the reading skills of all the students who were using the tablets for the reading buddies program. The children were also encouraged to write a classroom blog/diary which helped improve with writing and English language skills.
During this trial there were some challenges and one of the main challenges was the language restriction with some of the students (ESL).

-Cheryl Mac.

Digital Storytelling & App Smashing with the iPad
Presenters: Elisabeth Lion, York Catholic District School Board
Luana Marinelli, York Catholic District School Board
Antonella Pellegrino, York Catholic District School Board

Digital Storytelling and App Smashing was a fun interactive workshop that had three staff members of the York Catholic District School Board demonstrating how to use the apps, ShadowPuppet Edu, Tellagami Edu and Pic Collage on an iPad. These are great apps to engage children to learn a new skill through their use, to encourage critical thinking, problem solving, creativity and innovation in a fun way while communicating/collaborating with others. The Tellagami app was demonstrated first and was rather simple to use. There were 5 steps to creating a short Tellagami story, customize your character that will be speaking, change the characters mood/outfit, change the background to something you have in your device’s camera roll or draw a doodle or grab an image from the internet, record your voice or ass dialogue, then share your 30 second tellagami story (up to 90 seconds for the paid app). The ShadowPuppet app was the second app that was demonstrated and it can use a combination of photos and videos to create your story. The ShadowPuppet app comes with pre-set images and maps without worrying about copyright, so the user does not have to leave the app unless they want to, though quite a bit of the content was American based. You can overlay text and draw on the screen, as well as adding narration and music to create your fun and entertaining video. ShadowPuppet was once again easy to use by creating a new video, adding a background and picking the photos/videos that you want to be in the whole story. You can rearrange the pictures, select music and add fun text and a title to your story. You can record your voice over the slides and create a small PowerPoint-like video and then save the whole thing. ShadowPuppet Edu is one of the apps that you can ‘app smash’ with because you can use a small video you made in Tellagami or photo collage from Pic Collage and add it to your ShadowPuppet just by selecting it as an image from your camera roll of your device. These are apps that encourage you to not know everything about and just have fun playing around with them to make a great video/story as your end result.

-Cheryl Mac.

Thursday, January 28

2015 Public Opinion About Public Libraries in Ontario

Public opinion study about Ontario Public Libraries. The objective of the study is to understand people's opinion of the public library and how they use their local public library system. This is a series of studies that began in 2000 and FOPL commissioned a public opinion poll of Ontarians in 2015. The 2015 study used telephone (600) and online (1100) surveys to gather information.

- 3/4 of Ontarians have used the library in the past year.
- Hard copy reading is still prevalent although 17% said read mostly in digital format.
- Growing trend of wireless and streaming versus downloading.
- Children using the library has recently declined.
- Library non-users has stayed steady at 31%.
- More people have been accessing the library online than in previous years.
- In-person only users has dropped by about 10% and users who use in-person, phone and online has increased from 13% to 20%.
- 41% of library users used the online catalogue and e-resources.
- Majority of respondents thought the public library is important and that it improves the quality of life.
- Identified services of value are: services for newcomers, job seeking, technology training, and early literacy.

- Overall value remains strong.
- Usage patterns have changed although number of users has remained the same.
- Library users are becoming more selective of the services they use.
- E-access to collections and services is complimentary, not replacing.
- Strategies should be geared towards convincing people that the value of the public library is as much for them as it is for their community. There seems to be a disconnect: most respondents agreed that losing the library would be detrimental to their community, but they do not necessarily identify losing the library as detrimental to them personally.


Picking the Best Project in a World Full of Great Ideas

This session was geared more towards academic libraries, but some takeaways are as follows:

- Although ideas can come from listserv and websites, things you see in retail can also be applied to libraries.
- Importance of pilots: Dream big but start small so that ideas can be tested without investing too much time or money. Be comfortable in abandoning pilots that don't work and be realistic as to expectations.
- Think and re-think regularly: stop, start and continue.
- Related to the above, schedule "stops" into your pilot project: stop the service or program during the pilot to see what happens. This can tell you a lot about value and impact. Do people miss it?


From Lost to Found: Newcomers in Mississauga

In 2011, Mississauga Public Library developed a newcomers steering committee to provide a strategic plan for outreach. The committee objectives were to create a unique and identifiable brand, partnerships, outreach and a webpage/portal for newcomers on the MPL site.

-Each branch has a newcomer representative who sits on a system wide rep committee (meets twice per year) that communicates with the steering committee.
-Each branch has a designated newcomer area that has unified branding so as to be recognizable at any location. These areas contain information regarding language learning, career resources, job search, and community information.

Newcomer programs and services are divided into themes - settling, living, working, learning, and playing.

-Settling programs and services: information and referral services, Commissioner of Oath services, orientation to Ontario, Canadian citizenship test prep programs.
-Living programs: income tax clinics and info sessions for newcomers, landlord and tenant act info sessions, the Canadian success stories speaker series.
-Working programs: job search workshops for immigrants, resumes/interviews, what to expect when working in Canada.
-Learning programs: reading buddies for newcomer children, preparation for IELTS tests, English conversation circles, book an expert.
-Playing programs: world languages story time, welcome to Canada story time.


Marketing Your Library Through Outreach

This session was presented as a panel discussion with librarians from different sectors talking about outreach strategies they have used.

-In-person connections are important because it links email and/or an online presence to a person that they will remember. It makes for a more dynamic relationship. Try to have an in-person meeting whenever possible.
- Be up front about your library's outreach strategy so that the people you are trying to reach know what you want.
- Related to the above, it is important to be honest about the amount of time an outreach meeting will take so that people don't feel trapped or duped to devote more time than they anticipated. People are busy.
- Whenever possible, identify key people in your community and build library champions.
- Participate in community events outside of the job to show presence on the community.
- Know your audience: ask yourself "why do they care?"
- Not knowing an answer to something is okay, but always find out and follow-up.
- Never promise anything that you're not sure if you can do. If unsure, ask to follow-up with them and be sure to do so.


Library and Archives Canada

-LAC has four main commitments: serving clients, must work at the leading edge of archival science, must be proactively engaged with national and international networks, must be an institution with greater public visibility highlighting collections and services.
-function-based structure chosen a few years ago, want to create a vision for the organization
-had consultations with employees and consultants and stakeholders
-the result was the restructure to begin in April: Two main branches are public services and preservation. The collections are published heritage, private archives and government records.
-also involved with an ambitious renewal of relationships with stakeholders
-created two committees: services advisory committee and acquisitions advisory committee.
-renewal of the Amicus database is an upcoming project with announcements coming up this year.
-national presence: in the process of establishing partnerships across the country to offer: expanded in-person reference services, enhanced digital access, exhibitions of national scope, focused outreach activities, knowledge sharing, joining networking and communications.
-collaboration with the Ottawa PL: LAC and OPL will consider the terms of a partnership that would see some LAC activities and services moved to a shared facility: a joint project steering committee will create a report to be released in July 2016 with recommendations and next steps, OPL plans to open its new central library in 2020
-LAC continues to active in expanding digital access: Canadian expeditionary force service files digitization representing more than 640,000 service files which translates to 617 TB of scanned info.
-looking for more ways to expand the digitization of documentation heritage to be available online
-the theses Canada program was changed to an all-digital acquisition model in 2014. They are shifting from a licensed model to agreements with individual universities, with 44 signed agreements to date. The portal averages 10,000 visits per moth
-loans to other institutions: in fall 2013 ILLO ended at LAC. LAC will now extend loan services to offer ILLO for newspapers on microfilm. To be launched April 2016. Currently, service enables libraries to borrow material when only available in LAC holdings.
-will be offered to Canadian libraries only for the first year, but could be expanded internationally.
-LAC and Public Works will continue to negotiate with OCLC. Expect to sign a contract in the spring of 2016 (regarding replacing/revitalizing AMICUS with a new product).
-with new structure, new projects relating to new mandate will strengthen the role as a national library.
-want to study the legal publications repository in the future


Building a Library Lab

-identifying needs: presenter identified needs at Guelph-Humber Library
-research: several proposals submitted: makerlab, universal design research, user experience questions on surveys (needs), anecdotal inputs from internal and external colleagues, staff consultations (library, IT, facilities)
-strategic conversations with stakeholders and executive support
-organizational readiness: are we ready for this? Is there an opportunity we can be taking advantage of?
-research inputs: looking at literature, conversations with other libraries, survey responses
-selling your ideas: do your research early, enlist support prior to the pitch, be prepared with a one-page handout (put your ideas in a pill), be brief when you present, show value to as many stakeholder groups as possible.
-stakeholder relationships: a number of different departments and individuals to liaise with in order to get the project done
-proposal timeline: initial proposal in 2012 and 2013 a revision to the proposal was drafted and again the proposal was held because of what was heard around senior management table and because of construction delays. Timing was everything. April 2015 a vacation of a centre was going to take place; proposal was pitched at that time (after being updated again a few days before).
-budget review: initial budget assessment with finance
-project design: needs assessment with architects and facilities, construction schedule was created and construction began in July 2015. Other renovations were already taking place, which was an opportunity because they were able to bring the trades in for multiple projects at once.
-other meetings: technology meetings, furniture supplier, storage facilities for repurposed items
-lab launched in December 2015.
-time commitment is huge. Time required for layouts and accessibility features, functions/use/workflow considerations, sourcing trips for ideas from other spaces , vendor field trips, technology meetings, finish meetings, equipment testing, deficiencies meetings.
-barriers to execution: renovation schedules (the project manager is managing multiple projects at once), budget realities (design, finishes, technology), varying perspectives on goal of project (competing stakeholders)
-dealing with deficiencies: problems result after the space has been created. Have everyone look around and simulate some of the things that you use in the lab. Be aware of temperature variations and airflow. Try to be present when contractor meetings happen, so that you’re in the loop.
-compromise and effective relationship management is sometimes more important than vision.
-facilities and stakeholders could have another agenda to which you are not privy.
-facilities has other projects to manage in addition to yours so be aware of that if those staff are not immediately responsive to your questions, concerns and requirements.
-incremental drift: what did we start with and what did we end up with.
-best practices: research the latest trends and find out what works in other institutions, understand the political landscape in the institution, network with stakeholders in advance, hone your relationship management skills, become a salsesperson for your ideas.
-be strategic and concise with your presentations and written proposals (elevator speech)
-seek input from your team and manage everyone’s expectations
-invite Facilities’ representatives to your team meetings to provide updates
-manage your time so you are able to attend key meetings or send a delegate
-review minutes and decisions of meetings you can’t attend
-expect incremental drift away from your original proposal ideas.


Copyright Update
-Open Shelf hosting columns on copyright
-The litigation situation
• Four law suits being actively watched.
• Copibec v universite laval
o Unknown where the law suit sits due to open access of court record restrictions in Quebec.
o Copibec is sister organization to access copyright in Quebec
o Copibec handles English and French works in Quebec
o Copibec proposed a tariff that would apply to all universities in Quebec last year, similar to what access copyright has done.
o Copibec has sued Laval, which has decided to be an opt-out institution. This is framed as a class action law suit, which is
different than AC suing York. Class action represents all rightsholders whose rights could be violated at Laval. Class action law
suit, however, more difficult for copibec to maintain. Copibec needs a superior court in Quebec to determine if rightsholders are
a “class” and copibec has the right to represent them in a lawsuit. Once this is determined, they can go ahead with the class
action lawsuit. Problematic because if a “class” is approved, then it sets a precedent for other suits in the future.

• Access Copyright v York University
o An ongoing case that continues to be very active
o No longer mentioned as listed for trial, which means there is no trial date as of yet.
o It is taking a long time to get to trial because it is a messy lawsuit. AC alleges York was in the wrong because of the notices
they were posting, and because of activities in facilitating copying. There are two writs in this case, which is why it is taking a
long time to get this case to trial.
o Because of two writs, the judge portioned the case into two parts to make it easier to handle, but arguments about this act
and how to properly achieve this are still ongoing.
o THEREFORE: important to pay attention to signage. Fair dealing determined by what library policies say (according to a
judge). If your policy is worded to your users, then you will be considered to be encouraging enfringment if your instructions
are incorrect. Policies must speak to employees in your institution.

o Electronic rights environment
o Not about the relationship with users
o Rightsholders thought that ISPs need to contribute to paying the rightsholders because their works were available online and
they were giving users the ability to access their work digitally.
o Judges of supreme court are strongly in favour of rightsholders. Only 2 judges spoke against it (out of the 9 total)

• Malts v Witterick et al
o A rightsholders case
o Canadian novelist whose novel springs from a Holocaust situation. Self published and then picked up by a major publisher. An
Israeli group that had previously made a documentary about the same content matter sues for infringement. Documentary
shown at TIFF, thereafter the writer wrote the novel.
o About a historical reality that has no copyright, or infringement of the film?
o She admits to having seen the documentary, and admits that she should have given credence to the work.

-Last year question about photo copyright and 2012 amendments to copyright act. All photographs are in copyright for the period of protection that all other works are. No pre-1949 rule that would make a photograph in the public domain. This public domain claim for photos pre-1949 shows up in articles, but those statements are not accompanied by citations. Therefore, have to go by what the Copyright Act says, which says that photographers have the rights of other creators.

-3D Printing
• Copyright only applies to code, not to produce the 3D object from the code. You are not printing, you are individual manufacturing, and the law that more often applies is Trademark, Industrial Design, Economic Torts and Patents, to which there are no user rights.
• Any contracts/waivers that you have do not protect you from litigation from the rightsholder only from the patron.
• 3D printers are not analogous to photocopiers. They are personal manufacturing units.
• Copyright not really the issue because in that realm we live in fair dealing. There is the potential for liability when it comes to trademark, patent, economic tort and industrial design. Inducing infringement is actionable legally.
• Protection is going to cost money, important for management to know that.

-Copyright Board
• Copyright board is confused, copyright act going through an administrative review regarding part 7 of the act. Did not consider what Access Copyright has done.
• Provincial and Territorial Government Tariff
o 11.56 cents per employee per year 2005-9 will generate for Access Copyright $14,000/yr, not counting from Ontario or NWT
o Then 49.71 cents per employee per year 2010-14 will generate for Access Copyright $60,000/yr, not counting Ontario or NWT

• Public K-12 Schools except in Quebec
o All other schools were included in AC’s application to the Copyright Board for a tariff 2013-15 filed.

-Provincial Accessibility Legislation
• In Ontario and Manitoba, accessibility laws do not override copyright. If you need to infringe copyright law in order to comply by accessibility laws you will be liable if you get sued. This is because the copyright act is a federal law and the AODA is not.
• However, if operating in a license, you can achieve this. When negotiating with vendors, get them to give up their copyright rights so that you can comply by the AODA.

-Progress at the international level
• Marrakesh Treaty to facilitate access to published works for persons who are blind, visually impaired or otherwise print disabled. Adopted by WiPO and to come into force as soon as 20 nations have ratified it. To date, 13 ratifications.


We are Tech Workers
-many library workers don’t consider themselves to be tech workers
-a lot of staff are reluctant to engage with technology and find it scary, hard and not part of their job. But, there are many who are very comfortable. So there’s a dichotomy within the workforce.
-some people have emotional barriers when it comes to technology (fear of breaking things, etc.). But if those barriers can be overcome, technology can be fun.
-technology can be learned, even though it can be difficult. Nonetheless it is worth learning.
-technology is an integral part of everything we do in the library.
• Staff are not identifying as tech workers
o Therefore tech will always be a hurdle to overcome.
• Tech competencies needed to be embedded in library work
o Training vs. learning
o Training sometimes a solution, but technology is dynamic and changes rapidly, therefore step-by-step training in everything
as it changes is not feasible.
o Important to use information literacy to troubleshoot issues
o Tech anxiety – culture of perfectionism
o Most common thing heard by staff is that they don’t want to feel stupid in front of a patron. Therefore reluctant to work
side-by-side with a customer in learning how to solve a problem.

-What MPL decided they needed was a new organizational culture, which is a techno-culture. Enforced the idea that library workers are working in a tech organization.
• Digital literacy enforced as a mandate of the public library

-Easily accessible database/online space for tech information
• Pinterest boards
o Internet of things board: goal to get people excited about tech
o Instructional websites on how to use tools
o Had staff training documents to explain pinterest jargon and concepts
• Technology lunch and learns
o Staff learning from staff. All presenters were staff
o Globally recognized brand, but independently organized
o Spark was the theme. Emphasis on technology
o 25% of attendees were staff and the rest were community members.
o The purpose was to get staff excited about technological issues, not necessarily about learning things they will use on the
o A lot of community members were brought in who didn’t think that the library was a place for them. Opened the show with a
group of samba dancers.

• Technology Staff Conference
o A smaller scale OLA experience to allow staff to attend sessions from a variety of speakers
o Staff could come in for 4-hour blocks
o Emphasis on hands-on components (snap circuits)
o Staff also held presentations to highlight tech services that MPL provides
o Guest experts held sessions

-Future Intitiatives
• Digital artist in residence
• Digital Literacy Intensive
o 3-day professional development technology program
• E-book blitz
o Re-orientation to digital products and services offered by MPL.

-Technology core competencies
• Core competencies that feed into job descriptions, interview questions and performance reviews
• Want to embed more tech requirements into the job descriptions and hiring practices.

-Media Mentors
• One person from each branch/department to complete a weekly assignment related to technology so that they become a resource for other staff to learn from.

• After some initiatives, 96% of staff said that learned something about technology
• 36% said they felt more confident helping patrons with their tech issues
• A lot of buzz and excitement after each of the initiatives, which helped to boost morale and general positivity in the workplace

-Lessons learned
• Pace was a challenge. Needed to constant remind themselves that culture shifts take considerable time, which means that they would have spread out the initiatives a bit more if they did them again.
• The team had a lot of brilliant people who were passionate about technology, made up of fairly tech savvy staff. Danger in bringing the best tech workers can lead to furthering the gap. Better to have more of a mix of people with skill diversity.
• There’s always going to be people that are going to hate using technology no matter what you do. The enthusiasm of others tended to swallow up naysayers, but there will always be those who are not on board.

-how to do this at your library
• Identify passionate staff and learn about their interests
• Ask yourself why do you need this project? The answer will be different for every library system. If you can’t answer the question, then don’t embark on the project yet.
• Write a project charter
o Include impact measurements
o Describe the new values and behaviours you would like to observe in your team.
• Find a sponsor
o Get your senior team on board. It is a time consuming process that requires management backing. Include their goals into the
project goals as much as possible.

Pam Saliba ac.no.yrarbil.mahkram|abilasp#ac.no.yrarbil.mahkram|abilasp
Andrea Cecchetto ac.no.yrarbil.mahkram|hcceca#ac.no.yrarbil.mahkram|hcceca

Q: How to handle front line staff who don’t use technology as part of their day-to-day work, such as circulation staff?
A: All staff included in training initiatives for new tech services (such as 3D printer). Time taken out of their busy schedules to partake in learning. But, speakers recognized that, especially in a unionized environment, this is a challenge.


OPLA Spotlight: Jason Griffey
Presenter: Jason Griffey, Founder of Evenly Distributed and The LibraryBox Project

Jason Griffey was a wonderful and entertaining speaker who talked about his early experience at libraries as a patron at a young age and his more present experience working with libraries to bring them into the 21st Century. He mentioned that a library is the long term memory of our community and that they are slowly moving from being a fixed thing (only books available) to a more fluid thing (books and various technologies now available) and that if a library did not change it would become stagnant and unused by the community. He spoke about the fact that technology is something that libraries are pushing toward our patrons but not necessarily using ourselves as staff/libraries. Jason spoke about Maker Spaces and them needing to be more than just a 3D printer tucked into the corner for occasional use. He spoke about the why libraries matter to communities with the example of the library in Elliott County, Kentucky, which is the poorest county in the United States (Cape Breton for Canada) and how there was a job posting for the Library Director with an hourly wage of $7.25. His point for mentioning the poorest library was that even though the community is poor, if you can change the life of even one kid (“turn on their brains”) with a library/as a staff member, then you have accomplished your job and should feel proud. Jason spoke about the fact that libraries collect stats throughout the year but mainly track things that make the funders happy, such as the number of people coming in, reference stats, and circulation. He mentioned that a lot of libraries are “coasting on DVD borrowing and ignoring it” as a portion in stat reporting and that text use has dropped in the last decade.
Jason spoke about a project called Measure the Future (http://measurethefuture.net/ ), which is uses software to track what patrons are clicking, how long they look at what they were searching, number of visits, what patrons browsed, what parts of the library were busy during which parts of the day, and more. By using simple software such as a Raspberry Pi with a camera attached, you can use it as a scout to see certain areas of the library to see if the space was used by patrons, how long they were there and if they took anything away with them. This looks at just the movement of the person, takes out the background image, removes the person’s physical image and replaces it with blue motion dots and creates a heat map of the space over time (allows for privacy protection). This could be very helpful to libraries because it allows you to see how your space is used over time, see what interested the patrons versus what did not (example: a book display – why there was more activity on the right side vs. the left?). Measure the Future helps to collect all of this but does not save the actual video, it saves the raw data statistics and gets rid of the rest (no photos of patrons saved, all communication is secure, able to collect collapsing single-stat areas (the amount of time a single person spent in one section/checkout is reported), and it collects in 15 minute reporting blocks (doesn’t care about following patrons, just the stats of their actions). Jason suggested running an A/B/ Test Space, which is make small changes on the website and see how patrons react. This could also be done in the physical library space, change some things around and see if the feedback is positive or negative. Using the scouts, you can evaluate your stacks and check the stats; the example given was watching a specific location in the stacks and if 47 people browse the section but there are no checkouts vs. 36 people browse the area and 12 checked out material, you can see what interested your patrons and make space adjustments to encourage more checkouts. It was suggested not to point any of the scout cameras at staff areas, just public ones to gain the best stats.
Library Box (http://librarybox.us/) was mentioned by Jason as a form of pre-loaded (through USB drive) of curriculum, movies, eBooks, etc. that can be used by patrons on computers and tablets.

-Cheryl Mac.

Pop Ups and Podcasts…Innovative Ways to Support Information Learning
Presenter: Daphne Wood, Vancouver Public Library

The Vancouver Public Library was trying to engage with their citizens to enjoy more attractions that the city had to offer. They created, in partnership with the city and local attractions, a pass called the ‘Vancouver Inspiration Pass’ that is a 2 week pass to events, shows, and different entertainment in the area (totaling $1500 worth of activities). This pass increased access to the citizens of Vancouver who would not normally be able to afford to go to these places, it showcased more of the venues available to the public, and created more social connection within the city. There is presently a 3 year waitlist to borrow one of these passes and it would allow up to 6 people to attend these attractions. There was great positive feedback from the community with these passes, 48% of the users earned less than $60,000 per year and 90% of the users got out and enjoyed the city more. The biggest complaint was ‘why do I have to wait so long? The library reserves some of the passes (40) for some of the community partners that are for groups of 4 rather than 6.
The Vancouver Public Library has over the last couple of years started to go outside of the physical walls of their locations and have been setting up ‘pop-up libraries’ throughout the city to let people know about the local libraries. They would bring a tent, a selection of library material, do a storytime on the spot and share information. These pop-ups would be announced via Facebook/Twitter/Instagram only on the day of the pop-up and only once the staff member has had the chance to set everything up. They would have agreements with the beach/parks/etc. to do this ahead of time, a wireless hotspot for staff to use for programs and patrons to use, and the people often said the last time they were at a library was 6+ months ago. While in some of the parks, they would have a toy library that they would lend out balls, Frisbees, etc. for people to play with.
They tested a program called “Summer of Learning” to encourage Vancouverites to learn with interesting and unexpected activities in the community with learning journals, photo challenges (using Instagram and a hastag), learning pathways (looking at graffiti art in the city), and interactive displays throughout the community for prize incentives. This program did not work out as well as the planners originally thought because they had very hot weather that summer, they only started to plan this in the springtime and were trying to promote the summer reading club at the same time. They had 22 partners working with the library for the Summer of Reading, only 18 of the partners provided prizes to give to participants and only 6 helped with program design. This program cost the Vancouver Public Library $75,000 and the general response when asked for feedback was that it was challenging to talk about because it was not a library specific program, not all staff knew what was going on with promotion and events, and only 4000 signed up for the Summer of Learning and the majority were at the end of the summer.
The Vancouver Public Library also does a podcast called “Vancouver Special” and their aim when they began this program was 20 episodes every 2 weeks. The podcasts were run by staff of the library with a light and serious approach and usually have 2 or 3 special guests from the community. There were challenges with the podcasts which were that they underestimated the complexity of the program (all the prep and time and resources it takes to make a single episode), staffing challenges (needed on desks but also had to be digital service staff working on the editing and not all staff are trained on it), finding guests who were willing and available to be on the podcasts, and the timeline was difficult and they ended up quite off the proposed schedule (more like 1 podcast every week or so rather than the estimated 20 per 2 week period). This project is still running and they are receiving assistance from their T.A.G. group to help out with creating and running some of the casts.
They have also launched a program called “Literary Landmarks,” with plaques on lamp posts throughout the city. These plaques highlight different authors who called Vancouver home at some point in their lives and it is a great way to share information about the authors with people on the streets to broaden their literacy horizons. The design of these informational author plaques were done in-house, the research was done by staff and so was the editing. At the time of the OLA presentation the Vancouver Public Library had 26 plaques in total on the streets and there was great media coverage of this project by CBC and other networks.
To highlight children’s material that the library has in their collection, they have created plaques called “Reading Lights.” These “Reading Lights” have excepts from 20 different children’s books with identifiers of the books, the author, illustrators, publishers and a banner at the bottom to advertise ‘borrow this book and others at Vancouver Public Library.’ These children’s plaques are on lamp posts near or in parks and the library has plans for additional plaques to be put up all over town in a couple more phases of this project. The titles promoted with their “Reading Lights” project, the library has purchased additional copies prior to the release of the plaques in the community to help with the hopeful increase in interest.

-Cheryl Mac.

Introducing a Mozilla Club To Your Library

• Mozilla offers lots of open source learning tools/teaching tools – all free to use
o teach.mozilla.org
• A Mozilla Club is a group that meets regularly in person to learn how to read, write and participate in the web in an inclusive, engaging way: Any age group/community –between friends, at school, at a library; Doesn’t necessarily need to be in a formal setting,
• 3 components:Community, Tools (open source software), Teach activities (open educational resources [OERS])
•Mozilla has some cool tools for teaching basic web writing skills – X-Ray Goggles and Thimble
o Great ways to get started with the basics of HTML and understanding how webpages are structured.
- X-ray Goggles lets you “hack” – remix a page and change the different elements of a website; it saves on the Mozilla servers, so you keep working on a project; At no point does it actually change the real website that people see
- Thimble: Web-based code editor and preview;Projects that help teach you HTML and CSS
On teach.mozilla.org there’s a great activity called “Kraken the Code” – digital literacy activity
• in the activity, your goal is to determine if the kraken is a real creature or not
• search the internet for this information, and use the worksheet created and provided by Mozilla (again, all open source) to determine how legitimate the website is, and therefore how credible the information is.
• At the end of the exercise, participants essentially vote on whether they think the kraken is real or not, and debate about sources
• Kraken can be substituted by almost any subject material – is climate change real? Is the Microsoft really calling you to fix your computer? Etc.


Building a Community CoderDojo

Calgary Public Library
• Why coding at the library? Why code at all?
• Who will write the code of the future.
o It is an increasingly important literacy
o Decreasing the digital divide
o Coding makes people more information literate
o We have the expertise and the connections the machinery to put these things in place
• What program model?
o There’s so much stuff available online – codeclub, code.org, codeacaedmy, etc.
o Coderdojo provides free learning to kids – that’s how it started and that is still its main mandate - that everything be free and open.
• Calgary’s Purpose and Goal:
o To provide a safe and friendly environment for children to build digital literacy skills, develop computer programming skills and build peer-to-peer coaching skills
• This program at Calgary has been hugely successful
o 8 locations
o 4 4-6 week sessions
o However, they struggle with volunteer retention
• In the program, they are always working in beta
o Start with learning and planning and go from there

Kingston-Frotenac Public Library
• Why do they have a coderdojo?
o goal to make a positive learning environment for all ages
o volunteers and kids working together – enhancing community connections
o innovative library service
o digital literacy and the maker movement
o unique need in the community – there’s no other real coding/programming learning opportunities in the community
o Queens, RMC, college – lots of volunteers available
• KFPL had kids bring in their own laptops
o Because they don’t have a computer lab
o 1 or 2 staff computers available for kids to use
• There is a branch that has a computer lab but it is farther from the campuses, making it more difficult to recruit volunteers for that branch
• Co-learning/inquiry based learning model
o 1/1 ratio learner/mentor

Markham Public Library
• why did they pick coderdojo?
o Community engagement connections
o Coderdojo HAS to be free – that’s its mandate
• Coderdojo meetups have an emphasis on a complex learning model – students, mentors, staff, all working together and learning together to find a solution, as opposed to traditional teacher-student learning model
o Learn, try, fail, troubleshoot, learn, try again, etc.
• Scratch and HTML
• The volunteers have the knowledge, not the staff
• BYOD – bring your own device – preferably a laptop
• Wifi has been a huge issue
• Continuity has also been an issue – they only meet once a month

Hamilton Public Library
• started a coderdojo and had problems retaining volunteers, so they wanted to do something staff-based.
o They needed something more scaled and informal (not an 6 week course)
• They use code.org
o Entry level code learning website.
o Doesn’t require expertise to facilitate
o Demystify coding for staff and participants – learning together
o Disney tie-in
o Based on coding with blocks – drag and drop coding
• Participants were aged 8-12 and there were 8 participants
o 1 90 minute session
• Used desktops, laptops and iPads
• Happy Maps is another coding resource – a way to learning coding with paper and pencil, so you can do it offline/without devices/computers, etc.


10 Things You Must Know About Copyright

1. Balance between users and creators rights
• Governed by the Copyright Act (1985)
• Creators rights are limited in time and scope
• Expire 50 years after the death of the creator (in Canada)
• Libraries work with both creators and users – balance and monitor the balance.
• Exceptions for educational institutes and libraries, archives, museums; alternate format reproductions; copying for private uses
• Now there is international pressure for Canada to adopt the American style of copyright law (the Trans Pacific Partnership Agreement)

2. Fair Dealing
• A user’s rights – research, private study, etc.
• Evaluated a 2 step test: first step is the purpose, second is the fairness of the dealing, which is evaluated by 6 factors: purpose, character, amount, alternatives, nature, and effect
• Is situational
• Instructors may copy sort sections of original works
• Some institutions are relying on fair dealing instead of an Access Copyright license.
• There is a risk that fair dealing guidelines will be interpreted as law; also that fair dealing may be impacted by Technology Protection Measures (TPMs)

3. Exceptions for Educations Institutions
• Sections of the Copyright Act cover exceptions for educational institutions (s. 29 and 30)
• Including reproduction for instruction, performances, news and commentary, online lessons and works available through the Internet
• These exceptions only apply to non-profit, public educational institutions
• There have been some changes in education exceptions in the Copyright Modernization Act 2012
• Some academic libraries rely on fair dealing instead of the educational exceptions for certain uses
• Libraries are providing various options for faculty and students to access academic material and research materials (e.g., subscriptions to electronic content, open access resources, and Creative Commons licensed materials)

4. Non-Commercial User-Generated Content (Mashups)
• “YouTube” exception
• Mashups

5. Exceptions for Persons with Perceptual Disability
• Exceptions for reproducing things in accessible formats, if they are not available in those formats commercially
• AODA – accessibility standards
• Over 3 million Canadians have print disabilities
• Marrakesk Treaty: Support for Canadians with Print Disabilities Act
• Exporting rules loosened extensively
• TPL circumvention restrictions loosened

6. Library Exceptions
• Can reproduce things based on certain criteria
• Their role in preserving local history is one of the things considered in determining what can be reproduced.

7. Licensing Content
• Physical vs. digital; ownership vs. license
• DRM (TPMs)
• High prices
• Short term leases
• Customer expectations
• Some publishers are starting to change their pricing (Penguin), libraries are advocating, new models of ebook lending are starting to emerge
8. Technological Protection Measures (TPMs)
• TPMs are tech enforced license terms – programming that limits how you use materials (we are most familiar with DRM)
• i.e. DVDs cannot be copied easily
• the law says that you are not to circumvent TPMs
• TPMs govern eBooks, streaming video, streaming music, social media
• A significant loss of control for libraries and library users
• fair dealing doesn’t really apply here
• TPP includes stuff about digital locks – there’s not too much change, it will essentially be the system that we already have

9. Notice and Notice
• Relates directly to the Internet
• Copyright holders send letters to ISP, who in turn send the letter to the copyright violater (the ISP is required to send this letter to the violater)
• For libraries that are managing their own internet service provider, it means that they must identify users and send notices, and retain records, all of which requires manpower and time
• These notices are design to provoke fear in the person that violated copyrights – libraries should not tell users what they should do about/with the notices they receive

10. Public Domain
• Now, copyrights expire 50 years after the calendar year in which the author dies
• Matters to libraries because we do lots with open domain stuff
• TPP would extend this term to 70 years, which is more consistent with U.S. standards.


Friday, January 29

Move the needle: Creating the sizzle to increase circulation
Wellington County Library

Chanda Gilpin, Edmund Salt, Neal Arsenault

Wellington Library chose its Rockwood Branch, headed by Neil, for a pilot project to increase circulation. They partnered with Whitehots and decided to focus on the fiction collection, since that collection was popular, but not growing. Their goal was an increase of 2% between July and December of 2015.

Whitehots created the plan, and the library agreed to go along with all of their suggestions, beginning with weeding to empty shelves for displays. Whitehots provided lists of books and display themes. They also provided eye-catching posters for each theme, as well as shelf talkers for individual titles. Whitehots sent sets of leased books to Rockwood, with a separate display item type so that circulation could be tracked. No holds could be placed on these titles. Staff members had to be engaged and pay attention, so that the display shelves were constantly refilled. Library staff were amazed by how quickly the items moved.

Fiction circulation went up by 4%. Displays made up 3% of the collection, but 10% of the circulation. Wellington is now planning to roll out the program to other branches. They will also be adding a Whitehots newsfeed to their website.


In addition to Carol's notes, a few observations:

  • As a first step, Edmund came in with fresh eyes to do an assessment as a user not intimately familiar, and heavily invested in the library's current set up, collections and processes. It's hard to see the forest for the trees when we're in the middle of it.
  • Whitehots is willing to work with clients to build a relationship to fit the needs of their individual community.
  • I liked the term "tyranny of choice" as one description of why displays help the user.
  • They made their changes without major investments in new furniture. They weeded to repurpose some of the first bays of shelving to be display shelving.
  • BTW, Neil says "hi".
  • See linked title for slides.


The Public Library and Neighborhood Hubs

Brantford Public Library and Town of Brantford worked collaboratively to build social capital within their community. The Town identified two neighborhoods in Brantford that they wanted to target for outreach. The neighborhoods were selected because of their high percentage of low-income families where inter-generational poverty was prevalent.

The Town attempted to get a variety of organizations from diverse interests to work together in the hubs to increase digital literacy. The strategy included creating digital spaces in the neighbourhoods, the placement of which were determined based on a needs assessment. The library participated with digital literacy training on computers and tablets and they targeted people who weren't coming to the library but needed the resources to learn. This was coupled with fine forgiveness to encourage people to use the library again if their cards were blocked.

The library also targeted the schools within these hubs and brought a makerspace to the schools (this initiative not only included tech, but also traditional crafts, knitting, etc.), and it was for all children and parents in the school.

They also targeted seniors within these neighborhoods and provided digital inclusion training: library staff went to senior residences to train them on computer and tablet basics. The library also trained the personal support workers so that they could help the residents when the library couldn't be there.


Tell a Better Story: Changing the Public's Perception of Your Library

This session was about better ways to communicate what your library does. It is not about communicating what libraries in general do, but specifically how your library is unique in your community and how it is irreplaceable. Also think about how your library is different from the other library systems in your area— what makes your library system unique among the other libraries in the GTA, southern Ontario, the province, etc.

The first step is figure out your library's brand— who are you, what do you believe in and how are you unique? Once your brand is determined, the next step is to figure out how to tell your story. In this step, it's important to note that we tell our story in seemingly small ways too, not just in the big stuff. How we look and how we do business says a lot to our community. The importance of unified branding — everything you do should communicate your brand, from your library's choices in services, the words you choose to use in communication, how your staff and buildings look, your partnerships, etc. All library staff should be brand ambassadors.


Demonstrating Value and Impact: Program Outcomes and Evaluation, Toronto Public Library’s Journey
Presenters stressed that outcomes and evaluation are part of a continuing process, rather than a check box to be completed. They stressed the importance of identifying desired outcomes at the outset rather than the completion of the program, if we wish to measure them. It is important that these outcomes are guided by our strategic plan and aligned to those of our community. They are moving to a 360 degree view of their customers, trying to understand who they are beyond just identifying them as program attendees. Their circular process can be summarized as learn, engage, connect, create. They showed their Youth Hubs as a case study of how this process is being applied. See linked title for slides.

Perhaps immediately at the end of a program isn't the best time for evaluation. For select programs, could we include a check box or question along the lines of "may we contact you in x months to see what the impact/outcome (if any) of attending this program has been?"

An Integrated Service Model: Understanding and Responding to What Customers Want

Ahh Edmonton. Is there anything they don't do well? This short presentation gave an overview of their move from a traditional, siloed to an integrated service model they've called "Discovery Services". Discovery Services is a single, all encompassing approach for membership, reference, advisory, referral, digital literacy and technology services…and what underlies it all—Customer Service! Their staff's learning culture underlies their success. They use team approaches and stress authenticity, noting that it's easy to be ourselves when we believe in what we do. They are comfortable in saying "I don't know", and working through problems with their customers. Their customer service model follows these steps: connect, converse, collatorate, create and close. They are very clear about what they do in Discovery Services: Surpise and delight, spread the words, search, recommend, learn and make it personal. They train heavily on these six principles and much of their training is delivered by peers rather than supervisors or outside experts. They approach learning opportunities as fun; they're planning "service triage" training, are planning a "staff confidence survey" and a "digital feats of strength" competetion. Short of a field trip being approved, I'll be contacting them asking them to share. Take the time to have a look at their slides, available through the linked title.

Consumer Trends That Will Shape 2016 and Beyond
Presented by a Consultant from Mintel(marketing intel, get it?). Sign up for their monthly trend reports to keep your finger on the pulse. It's always good to look outside libraries; there's a whole big world out there. Here are her top 3 trends to watch for:

  • Balance or bust: multifacted consumers are finding balance by going to extremes; eg. bingewatching v. tech "time-outs".
  • Big brand theory: a brand's story can make or break consumer purchases; this is driving the growth of craft, but not nec. leaving big business behind; eg. top 10 hotel chains have over 100 brands, nordstrum selling from small suppliers
  • Eye get it: an image is worth a thousand words, but consumers now rely on it for time savings too; eg., emojis, icons—make it quick, visual & functional.


Expanding the Digital Domain of Librarianship: A Practical Guide to Creative Social Media Outreach, Promotion, and Marketing
Presenter: Nelly Cancilla, University of Toronto Libraries

Presenter, Nelly Cancilla, focused on building a community through social media by connecting with patrons from different demographics, with library staff (across multiple branches) and with people all over the world with different cultural communities. A quote that Nelly used by David Fiander was “Social Network sites are not broadcast media; they are places to engage in conversations with your community.” Twitter is a great place to network with others locally or globally. There are various way that we can communicate with people, through tagging ( geo tagging locations and seeing what others are posting for different locations), personal identification tags (@ to reach out to specific people), by grouping together people with similar causes and events (# ‘hastag’ is a great way to get more followers). By using Instagram, people can take selfies in libraries and through geo tagging, can repost and encourage others to check it out.
Do’s and Don’ts of Social Media
- tag people, events and organizations you are posting about
- use proper punctuation and grammar
- use link shortners like Bitly or Owlie (it makes your posts look more elegant and professional)
- be inclusive with camel (eg. #LibrariesOfInstagram) (capitalize the first letter of new word in #’s)
- use all caps as it does not look professional
- include irrelevant tags
- use sarcasm as it can sound rude and create misunderstandings
- be afraid to delete old posts (even if the post was important to you and make sure it fits with your professional profile/identity)

Make sure that each post, regardless of the site, is meaningful (‘don’t post crap'). It is good to develop a social media strategy and have goals (specific audience base which will help to bump up followers). It is important to keep in mind the workflow of the staff tasked with being in charge of the social media sites, finding out what there is time for, consider who already uses the sites to create the posts (since they will be comfortable using it). Think of the audience, who do you want to connect with ie: teens, families and plan to reach them specifically with your posts.
Choose Your Base: Facebook, Twitter, Instagram, etc. Pick one that has a lot of people using it to reach more people but also think about the audience that uses the sites. Consider the content that is going to be posted, is it picture based, video based (ie: beautiful spaces, cool staff, etc.) Control over who posts and what is posted should also be considered if you are public company because you want to keep a good image within the community.
Make it consistent with what is posted online because that is how the public will view you and judge your company, so keep to your goals. Keep a consistent theme and voice when you have multiple staff working on social media. Remember to work as a team because everyone has different strengths and creativity levels and seek assistance from managers to oversee the consistency.
When posting things on any of the social media sites remember to space out the times of the posts if you have multiple going out within the same day. Some followers will unfollow you if they get bombarded with posts all the time and that will decrease your impact and virtual footprint within your community. Creating a calendar is a great way for planning out posts if you have multiple events going on at different branches and it will help cut down on repeat posts and posts too often.
When using any social media, things that should be avoided when it comes to photographs are: backlighting objects (when the light is behind the subject), blurry/out of focus photos, graininess of the photo caused by dim lighting, avoid dim/low lighting (use lamps rather than the flash), avoid using flash because natural lighting is better for the subject and try not to use too many filters.
Try to stay on trending with what is popular throughout social media and other sites. #BookSpinePoetry, #LetMeLibrarianThatForYou, #BookFaceFriday
Use your social media, Twitter and Instagram, for contests. Middle schoolers love Instagram more than Facebook and like to tweet posts with photos, links and mentions. Snapchat is popular with teens and you can create contests using that site and have them send in photos for a chance to win. With Snapchat, however, everything erases after 24 hours so screenshots are helpful to keep the information and photos.
How to bow out gracefully when the social media you choose isn’t popular/trending anymore? Take into consideration what you have time for because Facebook, Twitter and Instagram can work well together. Instagram works well with Facebook but Instagram does not work as well with Twitter because things need to be posted separately.

-Cheryl Mac.

Booktube: Reader's Advisory Tool
• booktube is the community on Youtube that talks about books
• good Youtube search terms to bring up Booktubers:
o #bookhaul
o #booktubemademereadit
o specific book titles,
• some big Booktubers:
o justkissmyfrog
o sarahactuallyread
o the poptimist
o adamandkarate
• after looking by myself, I’ve found that the big booktubers, or the ones that come up first after searching seem to be mostly about YA. Finding adult booktubers seems to take more effort and searching – searching my specific book title helps.


Lost in Implementation: Troubleshooting Programming that Doesn't Go According to Plan

- The description indicated that this would talk about children's programming, but I went with the hopes that it would approach the discussion from a wider viewpoint - but it was definitely very specific to children's programming difficulties and not very applicable to adults - i.e. I probably couldn't reasonably expect an adult class to get up and do an fun dance to get their attention again/get some energy out.
- big points include:
- program falling flat? try songs, dance, box of books, have favourites on standby
- mischievous children? get them to do something "special", i.e. hold the book, turn the pages, be interactive, recognize when its okay for them to leave the group and do their own thing
- talking (including adults): get them more involved, use their name (maybe even in the story you're reading), ask them questions
- lack of turnout: investigate timing (perhaps bad time?), and advertising
- canva.com is a great resource for posters and is free.


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