Wednesday, February 1

Your Copyright FAQs Answered (Andi B)
-Michael Ciccone (Executive director CELA), Mark Swartz (Copyright specialist Queens), Sam Cheng (Copyright Coordinator Sheridan)
-all on OLA copyright committee
-copyright questions that librarians may encounter in everyday life
Q: I want to use a book for a course but the book is out of print. Can I make a digital copy of it in entirety to use?
• Is the work in the public domain? Yes? Go ahead
• Is there an exception that you could use to make this reading available? Fair Dealing? Wouldn’t be as strong for a whole book.
• Can you get permission from the rightsholder? Yes? Ask them. It usually works out. Can take some digging to find out who the rightsholder is. No? Try consulting Access Copyright (for a fee) to try and find the rightsholder. Still no? Contact the copyright board and they can grant you a license (for a fee) for a work in which there is seemingly no copyright holder.

Q: I received an email notice stating that I downloaded something illegal and that I will be subject to legal action unless I pay $1500 or I’m going to get sued. What do I do?
• Copyright owner (or representative) identifies someone they think is an illegal downloader, gets the IP address and contacts the ISP. The ISP takes the notice, adds the users identification to the notice and forwards notice onto the user. ISP tells IP owner that the user has been notified, but does not pass along identification.
• State that you cannot provide legal advice in these cases, but recommend places that can. Be careful to NOT PROVIDE LEGAL ADVICE.
• Michael Geist has a great blog post on this very topic, so refer the user to this info. Also refer user to government resources.
• Use this as an opportunity to address the ethics behind illegal downloading (without judgement).

Q: I found an article in one of the library database that I’d like to provide to attendees of a community workshop that I’m offering. Is this OK?
• What copyright exceptions would be available in this case? Fair Dealing (education, especially if the workshop is free). User-generated content (taking an excerpt and including it in a larger compendium the patron has made).
• Some things may be allowable under copyright may not be allowable In the agreement that the library agreed to with the vendor. Often licensed use only applies to “authorized users” which would be card-holding patrons of the library or students at a university.
• Can purchase a one-off license through Copyright Clearance (U.S.)

Q: I want to run a film program at my library to showcase our digital film collection. Do I need to seek permissions to do so?
• Are the films in the public domain?
• No? Are there exceptions in the copyright act? Education?
• No? Must obtain a performance license since rights-holder retains exclusive public performance rights. Can obtain blanket licenses for film PPR.

Q: Our library wants to publicize music collection in a video that has excepts from songs?
• Non-commercial user-generated content, such as a mash-up video, is permitted for an individual, specifically. Institutions, not covered.

Q: Will the Marrakesh Treaty make more accessible material available?
• Marrakesh trety requires any country that ratifies the treaty to ensure copyright law allows the making of accessible format copies, the domestic distribution of accessible formats and permits for cross-border exchange of this material.
• If it is a solely Canadian publication, then Marrakesh does not apply.

Q: Our library is digitizing photographs and posting them to our website. What steps should we take to assure we are respecting copyright?
• Have you thoroughly checked to see who owns the rights?
• Have you discussed possible implications to administration?
• If you are certain you are the rights-holder, you may want to consider a Creative Commons license for your users. CC is irrevocable.
• If you are not the rights holder or are uncertain, you may want to apply a rights statement ( Relatively new, and important for public libraries to know about.

Q: Can I use an image found on the web in my presentation slides?
• What is the source of the image? Are there restrictions mentioned or implied on the source of the site? Photographer’s site? Stock photo site? Yes? Get a license for use.
• Is the image lawfully posted on the site? If you think it might be up there illegally, don’t use it. Hard to discern, but use your judgement.
• Is there any restrictions mentioned on the site? If so READ THEM AND OBEY.
• What is the purpose of your use? Will this be used only in-classroom? Posted to a learning management system? At a conference? Check the copyright act for possible exceptions (section 30.04 Work available through internet, section 29 fair dealing, section 29.21 non-commercial user generated content (mashup) exception).
• Fair dealing is intended to be applied in a broad and liberal manner. More open-ended and situational.
• Mashup exception is for individuals, permits the use of a copyright work in the creation of a new work. Limited to non-commercial uses. Several conditions, such as they use should not have an adverse effect on the source.

Q: Can I take a photo of a painting or sculpture in a museum? What about if I want to use the photo in my portfolio?
• Does the institution have a photography related policy or notice at the museum or the particular exhibit? If yes, what restrictions, if any, are mentioned?
• Check notices on the institution’s website.
• Is the object still protected by copyright or in the public domain, even if you’re permitted to take photographs at the institution? In Canada, copyright expires 50 years after the death of the creator (or the last surviving creator if there are several). But still best practice to attribute.
• There’s issues with institutions claiming they have the rights to digitized photos of creations that are in the public domain. Courts have ruled against these institutions in several cases.
• Copyright exceptions apply? Fair dealing? Mashup exception? Section 29.4?

Q: Can I take a photo of a public place and use it?
• No definition of public place in the copyright act.
• Art in a public place is still copyright protected.
• Is the inclusion of the artistic work captured by accident (selfie) or deliberately?
• Is the work permanently or temporarily situation in the public space? 32.2.(1)(b) permits photos of work that is permanently situated in the public space.
• Case study: Artist K.D. Nelley and Zephyr Art Gallery

Library and Archives Canada Update (Andi B)
-Guy Merthiaume (librarian and archivist of Canada), Normand Charbonneau (Chief operating officer)

National Heritage Digitization Strategy
• Announced 2016
• To provide a coordinated approach to the digitization of Canadian memory institution’s collections. Includes access, discovery and preservation.
• Want to give access to everything that has been digitized in Canada. A single website where patrons can search digitized material from institutions across the country.
• Steering committee formed, has 19 leaders from all sectors.
• In the process of creating 3-year action plan. It has been drafted. Four focus areas: community engagement, technical infrastructure, organizational capacity, content and scope.
• Meeting this afternoon to further develop the action plan.

Stakeholders Forum
• Mandate is to engage members in early discussions of LAC strategic, policy and operational directions. To facilitate exchange of info among members and between members and the LAC. To serve as a mechanism to test ideas and to identify opportunities to collaborate in areas of mutual interest and benefit.
• Forum meets 3x annual.
• Members include representatives from museums, archives, libraries and other cultural institutions.

Public programming advisory committee
• Because of budget cuts, LAC had withdrawn from public programming.
• The committee’s mandate is to provide LAC with advice, guidance and feedback on the direction and priorities of its public programming activities in the National Capital Region and surrounding area.

Information Technology Advisory Board
• Mandate is to provide advice and make recommendations to Librarian and Archivist of Canada in support of the LAC

Acquisitions Advisory Committee
• The mandate of which is to provide advice and recommendations on acquisition policies, strategies, etc.
• Broad variety of items discussed such as private donors outreach, acquisition of digital records, acquisitions that document individual military experience post ww2, oral history program.

Service Advisory Committee
• Mandate is to advise on public-facing services on the web, talk about digitization plans, exhibition plans and Amicus renewal. Minutes available on LAC website on the SAC page.

Public Service Strategy
• Focuses on the public facing services that enable people to access, understand and use the information, tools, materials at LAC.
• Overarching service priorities are:
o To serve al LAC clients as well as grow new client groups
o To draw on the strength of LAC staff as service leaders
o To engage national and international networks in LAC services
o To achieve prominent public visibility for LAC collections and services.

Replacing Amicus
• LAC plans to implement a new service through OCLC, Amicus will be available during this two year period.
• Implementation of the national union catalogue functionality target is 6 months
• Implementation of cataloguing functionality within a year.
• New product will be modern, user friendly and accessible by mobile devices

Legal deposit
• Principal means of collecting and preserving a country’s published heritage (since 1953)
• There is an evolving publishing environment with increased self-published works.
• Digital platforms increasing
• In comparison with other national institutions, LAC is generally more selective in what it acquires under legal deposit
• Few institutions have opted to reduce acquisition of analogue materials in favour of electronic
• Most institutions have a binary choice for e-pub access: open vs. on site
• E-book deposits are difficult to get, because publication can happen anywhere and often self-published. LAC works closely with publishers to acquire this material, but policy to oblige publishers to submit Canadian material is required.

National presence
• LAC started to close facilities outside of Ottawa area
• Halifax, Burnaby, Winnipeg kept open.
• LAC will move from Burnaby to VPL area and expand public services in Vancouver as of spring 2017.

Digitization projects
• 2016-2017 partnerships
o National gallery of Canada, 5000 photographs digitized
o Adam Matthews agreement, 10000 items in LAC’s collection related to immigration
o Digitization of Reford albums, 850 photos digitized and described by an historian and relative to the photography, Alexander Reford
• Ongoing partnerships
• Internal digitization priorities
o Canadian expeditionary force records. On track to digitize 640000 soldier files by 2018
o Digitization of Expo 67 photos for 2017 commemorations. 10000 photos

Crowdsourceing project
• DigiLab in Ottawa will be a hands-on facility for users to digitize LAC collections of value to their study, work and communities.
• Will provide scanners, workspaces, training, templates to create metadata
• Applicants will provide an overview of their project with detailed description of LAC materials to be digitized. Volunteers, students, etc to complete the projects, hands-on digitization of archival materials. Creation of tagging, description or other metadata.
• All digitized material through DigiLab will be made available online for general public access.
• Crowdsource transcription and indexing
o Inuit photos in the archives were taken in the 1950s to take pictures of indigenous costumes, but no info on the people themselves
recorded. Crowdsourcing with Inuit communities has led to the identification of people and activities in these photos, which have benefitted
other users of these records.

Canada 150
• Social media campaign #onthisday, daily vignettes highlighting significant events that shaped our society.
• Canada: Who Do We Think We Are? Exhibition in Ottawa, all-things Canadian/Canadian identity, projection of images on the LAC building from the collection.
• Treasures from LAC, a 5-year contract of rotating exhibition at the Canadian Museum of History featuring key documents from the LAC collection illustrating Canada’s history.
• Joint exhibition with the Library of Parliament featuring the Proclamation of the Constitution Act.

LAC-OPL Partnership
• Reading rooms and public services of LAC will be moving from 395 Wellington to the Ottawa P.L. Central Library. It will be a joint facility, to be approved.
• 557 Wellington will be location.
• Put to OPL Board for consideration. OPL will be opening its own new Central Library in 2022, and the LAC would potentially move in at this time, too.
• Ottawa City Council has to approve as well, as does the Federal Government.

Summit on the Value of GLAMs (Galleries, Libraries, Archives, Museums) in a changing world
• Technology offers challenges and opportunities
• New roles played by GLAMs are not recognized by elites. Media and politicians do not visit GLAMs as much and are not aware of what we are doing. We need to get the word out better to them.
• In the creative ecosystem, memory institutions have a role to play in providing inspirations and materials to artists and creators. GLAMs part of the creative process, not just “ingesting” creative works.
• There is a unity among memory institutions regardless of formal distinctions. We are partnering well.
• Ottawa Declaration approved. Commit to adapt and reinvent our institutions and to collaborate to promote the full value of GLAMs to Canadians.

Support Local Content: Create and Promote (Andi B)
-Vaughan Public Library
-The library is no longer just a storage house, but a power house that inspires the creativity of the community. Patrons are no longer just consuming our materials but creating projects through use of our space and resources.
-libraries generally support local literature by purchasing and promoting it after publication, but public libraries should also position itself as a crucial partner to the writing community throughout the writing process.
-VPL had a 3-pronged approach
• Create
o Vaughan Poetry Map: shortlisted for OPL award. An interactive map that showcases Vaughan’s heritage, that is also a collaborate project.
At VPL, there is a strong tradition of supporting local poets (free meeting space), but wanted to expand this support by encouraging anyone
to create poetry. Contacted local major poets and consulted with them over submission guidelines. One poet volunteered to take photos to
accompany each poem that was uploaded to the Poetry Map. About 45 poems submitted for the project, including the mayor. Poems relate
to a specific geographic location and each poem has a link to the author’s twitter/facebook/website.

o Self-e: A subscription service, a partnership between Library Journal and Biblioboard that allows for the publication of indie authors in
e-form, which can then be read digitally by patron. It is an e-publishing platform for local authors that allows for distribution and promotion
through the library. The Indie Canada module. Library Journal vets all submissions and highlights the highest quality works, which ensures
quality literary materials are available, and the platform is not being used as just a marketing tool by local authors. Platform can include
Pressbooks Public module, which allows for writing the book online (or uploading online) and use design and layout tools so that the final
product looks professional. Pressbooks use is unlimited for patrons, no additional fees. Self-e is a royalty-free platform, so authors are not
compensated for the inclusion of their work in the system, and the copyright remains with the author (so they can sell the book elsewhere if
they want to, and can remove their work from Self-e) however the platform allows for discoverability. Self-e package (with SOLS discount)
is $12000 per year + $2000 per year for Pressbooks. About 6-weeks turnaround time for Library Journal to review a submission.

o VPL have spoken to Overdrive about how to get self-published works in the Overdrive collection, through which the authors are given
royalties. However discoverability is very low, because it is not possible to have a “self-published” filtering option.

• Promote
o Vaughan writes: a section on the website that promotes author resources, tools and events. Includes Indie Canada e-Books, Self-E,
PressBooks, author related events and author related resources. Will include a local features section on the page to promote local authors

o Organize local events to promote local authors, including Bookfest, and outdoor festival with opportunities to meet authors and to
purchase local published content. In 2016 did a local author showcase to celebrate Vaughan’s local literary achievements.

• Support
o Vaughan Poets’ Circle: Free space given to this group for meeting

o Vaughan Writers’ Club: created by VPL in 2016, currently run by the library. They hope it will be taken over by “elected officials” (I
presume of the Club) and the library will just be a partner providing the space.

o Writers’ Series: Workshops and seminars offered at the library by speakers in the field for aspiring authors in the community.

Bringing Coding To Your School Using Teachers Learning Code (Andi B)
-Carolyn Van, director of youth programming at ladies learning code
-did an interactive exercise where we gave a partner “robot” instructions on how to do the Macarena
• Can substitute this activity with other actions (opening a juice box)
• Little coder cards is a formal version of this

-Coders Code (house rules set up for all workshops, kids or adults)
• Ask for help (asking other people, or being resourceful and looking for answers online)
• Be present
• Try your best

-Canada Learning Code initiative
• LLC looking at how to expand their mandate to include everyone.
• Goal by 2027, is to teach 10 million people to code.

-why teach code?
• Helps ids develop new ways of thinking
• Helps kids understand the world around them better
• Coding can help change the world
• It’s fun

-Teaching tools
• Scratch is an effective teaching tool for teaching kids coding fundamentals (good for all age groups). There are now Scratch teaching accounts. It is free and can be used offline. Powers a lot of LLC youth programs. Can create games, stories and artwork with it.
•, Code Academy, Code Combat, Power Code, Hour of Code event
• LLC aims for tools that are inclusive, cheap/free and accessible.
• Mozilla X-Ray Goggles: allows you to go on a website and look at the HTML/CSS and allows you to make changes which are reflected on the website. Shows how code interacts with sites. This tool is often used after scratch, but before full-blown hard coding.
• LLC usually start teaching hard coding at age 13
• Love Bomb
• HTML/CSS are foundational languages, but these languages evolve and change and new ones emerge. Don’t need to focus so much on the language, but the computational thinking that will be applicable to any language.
• Teaching computational thinking (the way one approaches a problem) is a good precursor/complement to teaching coding.
o Logical reasoning
o Algorithms
o Decomposition
o Abstraction
o Patterns and generalizations
• Teaching computational thinking
o Role models: research Canadian role models, and instead of writing a report the kids used Mozilla Goggles to modify a Wikipedia page to
provide the information about that person
o Artwork: create artistic works (movies/storyboards) through Scratch.
o Dance class: choreography is sequential
o Hacking Health: kids created games to teach health concepts (bullying, healthy eating, etc).
o Doing a retell/remix/continuation of a story by creating a Scratch scene.
• Where to begin?
o Play with Scratch, specifically the debugging modules.
• Kids will know more than I do
o Could be true, but likely there will be many kids who do not know anything about code, or very little.
o Invite those kids to be co-teachers or a mentor. The will feel empowered and you and the other kids will benefit from their presence.
• I can’t keep up with the technology
o Things change quickly, but it’s OK. Acknowledge the evolution, but don’t let it scare you.
• I’m not qualified
o It’s OK. LLC runs workshops. You are facilitating learning, you don’t have to be an expert in everything. You don’t have to be a scientist to
be a science teacher. Emphasize the “learning together” approach you are partaking in.
• My kid(s) will become tech obsessed
o A lot of parents have this concern, but you need to emphasize that through coding, kids are creating.
• Coding is only applicable to the STEM subjects
o Not true. You just have to critically think about how coding can be applied to the arts and humanities.
• I don’t have enough resources
o You don’t have to have ANY computers to teach coding. You can do things on paper or in person (like the robot exercise at the
o choose some no-tech activities from Teacher’s Learning Code to get started. Download their guide to help you get started.
o You don’t need to roll out a huge program to start teaching coding. Take baby steps. Request the Code Mobile to come to your location.

Reading for Health and Wellness: Expanding the Therapeutic Space of Medial and Public Libraries (Sam D)
Natalia Tukhareli, Sandy Iverson
Bibliotherapy is a (re)creative process: reading helps the reader rewrite their own narrative via the works of the other. The point of reading is not to access meaning in a text but in the relationship between reader and text. Thus texts are a tool of self-examination.

Recent studies have show that readers of Fiction tend to have higher levels of empathy, and that reading a chapter (or 30 minutes a day) can increase longevity and well-being).

In the USA/Canada, Bibliotherapy often is seen as requiring licensing. But the speakers suggest Canadian librarians partner with health professionals to work together on book lists we can offer to patrons that may help them deal with certain traumas (e.g. a booklist of fiction/nonfiction on depression for people dealing with depression).

Some draw-backs worth noting: Books can also be traumatic to readers or cause them to model negative behaviours. Everyone has different reactions/experiences to texts and thus they can be a little unpredictable in assisting with treatment.

Fiction however does offer a 'safe' distance for readers to explore dangerous issues with little chance of ill affect. This point seemed to somewhat downplay the possibility of books triggering trauma in readers.

I, for one, welcome our New Robot Overlords(Sam D)
Chad Whittington, Lee Martin, Ann Holmes, Sonja Upton, Dan Armstrong

Focused on Niagara School Boards development of a Learning Commons, heavily focused on coding and robotics, in their schools. Told from the perspective of a 'poor' school and 'affluent' school.

"In the UK, Coding is the most sought after language for Learning" - Huffington Post

Like math, english, etc, all people should be exposed to and have the opportunity to learn coding given that it underpins so much of our daily lives (a fact that will only increase as technology increases).

Goal is to move from consumers > critical consumers > creators > innovators.

The only way to stay ahead of job loss due to automation and a changing job market is to give our kids the skills they need to be at the head of the move toward tech jobs. Speakers argued that at least some knowledge of coding is an entirely necessary skill. It also is cumulative, in that learning the logics of computers makes it easier to build upon those skills as technology advances.

Best way to do this is to invest in the multitude of programing and machine logic toys and games available right now. If operating on a strict budget, many companies will provide items for free if you ask. Some products include Sphero, Scratch (free), Code-a-pillar. is also a free coding learning website.

Other benefits to learning programing/coding is increased math proficiency and spatial awareness.
Invent to Learn is a great text to get started in creating coding programs at schools and public libraries.

The 2nd half of the presentation was students from Grade 3 - 5 holding hands-on workshops with the the products mentioned above (Sphero, Scratch and Scratch Jr, Code-a-pillar, very briefly Arduino).

First Nations Community Reads (Sam D.)
Feather Maracle Luke, Nancy Cooper - see link for handout of texts from this year

First Nations Community Reads is a reading program, much like the Forest of Reading series, that focuses on highlighting First Nations, Metis and Inuit Authors, Illustrators and Publishers.

Short-list will be published in May, and the winner will be announced in June. This coincides with Aboriginal History Month.

Alternates age range: last year was focused on Children's lit, this year is Adult and YA. Program is also growing: this year there are 53 entries in the long-list. is the retailer of the entire set (as well as the short-list and winning title when announced). Proceeds from each sale go to SALT (Supporting Aboriginal Libraries Today) fund. First Nations Community Reads is also working with Overdrive who are curating the online list (though it was vague as to whether this will be made available to all libraries using Overdrive).

First Nations libraries are ridiculously underfunded. Often only have one staff member.

Ways to get involved in First Nations Community Reads (other than to offer the books/create a display): Partner with Local Friendship Centre's to promote said collections to First Nations peoples who may not already be library patrons.

For more info or posters for the program contact: Nancy Cooper, gro.slos|repoocn#gro.slos|repoocn

Speed Dating with Dewey Divas and Dudes (Sam D.)

Fast-paced talk on upcoming books from select publishers this spring. Mostly a way for publishers to push their big-ticket books to book distributors. Maybe a little disingenuous? Can they really love every book their company published? I swear this is my only critical/heavily biased write up.

See website for copy of their handouts, or me as I brought one back:

Take-away: Giving out ARCs is a great way to create a librarian mosh-pit/riot. Also, great social experiment to demonstrate how normally orderly and shy people will aggressively take as much as they can from a very limited supply of books, leaving many people with none. But I'm not bitter about it. Also horrifying, watching library staff stand on piles of books to get a better view of other piles. This is not how we treat books. SAD! (That's my best impression of a Trump tweet).

Cool Spaces Tour: Penguin Random House Canada (Amanda)
-combined office space for Penguin and Random House so they could come together
-they had two large kitchens (one with an orange and white theme to represent Penguin and one with a red and white theme to represent Random House)
-open concept office space to make everyone feel as though they are a part of the team
-open concept also encourages everyone to share ideas with one another
-the hallways were lined with bookshelves of the books they had worked on to display how proud they are in their work
-they had white noise makers which worked as a calming effect and helped to limit distracting sounds such as typing and voices from across the room
-they had cozy reading nooks which made the office feel more like somewhere to relax and enjoy their work
-they had spinners with the books they are working on so that co-workers could read them and give them their opinions
-they also had a meeting space that was multi-purpose and was able to be closed off in three sections allowing for it to be one large room or multiple smaller ones

Transforming Your Library on a Budget (Amanda)
Julia Merritt, Wendy Hicks, Krista Robinson
For handouts visit:

Stratford Public Library
-when transforming your library on a budget it is very helpful to have volunteers (staff, staff's families, ect.)
-after hours they: moved and rearranged shelves to give the library a different atmosphere, cleaned shelves, weeded and withdrew books, and painted
-it took them $900 and 17 hours to transform most of the library (some of these costs were for mallets to dismantle shelves and for food to feed the people who were helping)
-they got some money back by recycling steel
-they also transformed the Children's section by purchasing new furniture, painting walls, taking down old bulletin boards then repairing the walls from the glue which was there to hold the boards in place
-a tip that they had was when buying furniture try to purchase pieces that are easy to wash and can be mixed and matched with furniture in other areas

-not only did they change the physical appearance of the library they also worked on staff reorganization
-they invested money into staff training
-they encouraged staff to share positive stories with the whole staff as they come in to heighten morale
-they also encouraged staff to try new things and take on different roles

Social Media: How to Manage and Curate Your Professional Online Presence (Amanda)
Melanie Parlette-Stewart

-building your online identity (social media websites: Facebook, Youtube, Twitter, Instagram, Google+, LinkedIn, Pinterest, Tumblr, Ello, Friendster, MySpace, WordPress, AboutMe)
-you must take control of your own public image (deactivate accounts you no longer use and keep current information on accounts you decide to use)
-for our Library social media accounts we must build a reputation with the larger library community
-in order for us to get recognized we must use "social listening"
-"social listening" - we must listen and learn to what we as a library are interested in on other libraries social media accounts (liking and commenting and getting involved in discussions to build relationships)
-we must also use "social listening" to see what people are saying about us
-use "social listening" to stay on top of news associated with what we as a library are interested in

Google Yourself
-When Googleing yourself or your organization check for imposters, evaluate images (if these images are something you would not like up there try to find out if they are popping up because of one of your social media sites and take them down), evaluate social media platforms (deactivate unneeded platforms, ask yourself if they represent you right now? if not but you want to keep these active update them, update photos and bios, make URLs appropriate and try to make usernames/handles consistent
-audit third party applications
-set up a Google alert for yourself
-fun fact: gmail is the top email domain (if you want a professional looking email to use for a resume use gmail)

Build Your Digital Identity
-best times to post: 9am, 1pm, 3pm on Thursday, Friday, Saturday, and Sunday
-update cover image/profile pictures
-check privacy settings regularly
-check to see what your profile looks like from another person's view
-be verifiable
-keep in mind that posts with images are always more successful

-update cover image/profile pictures
-follow specific people that you want to notice you or that you are interested in
-watch who other people follow to stay up to date of what is popular (use WeFollow or Twollow)
-shorten URLs (bitly)
-engage other people (ask questions, retweet, add images - you could use Canva)

-best times to post: 2pm, 9pm, 2am
-update cover image/profile picture
-get inspiration
-create boards

-create playlists
-share your videos

-best times to post: 2am, 8am-9am, 5pm
-show your life in photos
-create an Instagram theme
-take advantage of the captions (use them to tell a story)
-tag people, use hashtags, add location

-best times to post: 7am-8am, noon, 5-6pm
-your resume online
-use photo to accurately portray your best self
-tip: add people you meet at workshops and conferences

Create a Home Base
-possibly a blog
-possibly WordPress
-share your expertise, advice, and opinions
-you could interview people and put these interviews on your home base website
-have all the links to all of your social media profiles here
-do what is authentic to you
-credit others if you use something that isn't yours

Technologies of the Future: How a Public-Private Partnership is Unlocking Customer Insight Using the Internet of Things (Amanda)
Shaun McDonough, Susan Bartoletta, Sam Seo
For handouts visit:

-IOT - Internet of Things
-Smart everything (smart - cars, phone, TVs, elevators, buildings, streets, lights, refrigerators, toothbrushes, coffee pots, toasters, etc.)
-using analytics to understand the customer (how customers are using library space)
-a good understanding of how customers are using the library space and how that use is changing over time is a prerequisite for accurate strategic planning, policy development, display optimization, new service offerings and more

LIVEGAUGE - How it Works
1. Sensor - device data collected via sensor
2. Share - data sent to LIVEGAUGE servers
3. Anonymous - servers instantly anonymize the data
4. Log In - see real-time or historical data
5. Analyze - download, analyze in web, view dashboard (dashboard data: engagements, people, impression, average visit duration)

-privacy friendly
-technically dependent, which means less staff time
-can pick up the devices that people are using
-the sensors plug in and connect to our wifi
-collects data in a sphere
-when being tested there was spikes in mobile device data because of the Pokemon game

Concerns with LIVEGAUGE
-potential hacking
-the expense in participating in IOT technologies
-staff support and training
-decline in use of library resources

Knowledge is Power: The Importance of Collections Knowledge in Reader’s Advisory(Megan)

Important for library staff that offer Readers’ Advisory to stay current. Staff can stay current by reading publications such as Booklist. Time should be given to staff to read these publications and staff members should be held accountable to read them. Other ways to keep current – best seller lists, radio/TV talks shows.

1. Keep a reading journal
- can use paper journal, lib-bib app, good reads

2. Follow Blogs to keep up to date with current book releases, books in the news – bookdwarf, Canadian Bookworm, dewey divas, early word, CBC books (Canadian).

3. Workplace should offer a course for staff to learn about reader’s advisory. Examples of this would be an independent study unit or online modules. TPL, Markham and Halifax offer their staff this.

4. Readers’ Advisory Websites
Literature Map – provides author readalikes
What should I read next – lists entered by members, authors or specific book readalikes
Which Book – sliders to choose genres, themes
Loanstars – top 10 lists
Multnomah County Library – lists for less common genres

RA wikis –
Staff training
-keep it up to date, post once a week to keep current
-staff blogs are more popular, post about RA interactions with patrons to give staff of examples

Library Displays
-all staff should participate in library displays
- assign staff designated space
- track usage of titles
- staff should monitor the displays to track usage to see if stagnate – keep full

Public Libraries – All are welcome? (Megan)

Make each customer feel welcome by acknowledging them

Use of furniture can be more welcoming

Find a way to say yes, it is important for a person to leave happy because that person is an ambassador for us.

All are welcome but we do need to have boundaries in terms of behaviour in order to meet the needs of all of our patrons. Examples, EPL has a no sleeping policy. It is important to be clear in terms of expectations of behaviour, to set the rules and enforce them.

- after hours study halls, security guards patrol the area, there is no reference assistance or circulation
- staff all wear headsets to keep in contact – this provides a level of support and comfort to staff
- all day staff training – close the library for all to attend

Address Challenging behaviour:
- take 30- every 30 minutes look around you to see what is going on
- instead of the word banning use the word suspension

In addition to Megan's points some of my takeaways (DBS):

  • everyday is a new beginning, it's important to deal with the person's behaviour, and be aware but not unduly influenced or biased by past incidents. Address the behaviour, separately from the person.
  • library issues are community issues (e.g. addiction behaviours reflects problem w. addiction in community), work w. other community service providers and user groups to solve issues.
  • it's important to debrief after a critical incident
  • it's important to build empathy. Edmonton sponsored an inner city walk w. staff
  • 3 steps (similar to Sam's ask, tell, make) stop, warn, remove.
  • expectations respect for self, respect for others, responsibility for actions.

Travelling the Path to Accessible Reading (CELA) (MEGAN)

Everyone has the right to accessible reading and it should be effortless and provided in a timely manner.

Make sure your website is AODA compliant.
- there are many barriers to finding content on library’s website and it can be daunting for a print disabled person to find things, it is ok if the client knows the webpage.
- for low vision and mobility impairment, layout is important because scrolling is harder for them.
- it's about content and not placement; clients can skim the page with screen reader.
- when speaking with a print disabled client use words and not directions (do not sue look to the right side of the page).
- label your icons
- iBooks & ePub formats allow the clients to skim the pages & read only relevant content in the moment.
-ADE is fully accessible as well as ePub and DRM free formats.
-OverDrive is fully accessible – there is a list under the help section with shortcuts for keys.
- Apple products are friendlier for print disabled.

Tools for people with dyslexia:
- use dyslexie font, studies have found people who have dyslexia and use this font have fewer errors & read more fluently
- can download the font to computer
- apps to use: Read 2 Go – have to pay, keeps pictures, access Bookshare library, can change font
- Direct to Player’
- Capti – free, can access bookshare library & other places, can export books from CELA into it

Breaking down those walls: extending the reach of your library's services (Erin)

This session focused on ideas for extending services beyond library buildings. Panelists were from Kingston Frontenace PL, Ottawa PL and the Hamilton PL. They advised:

  • A Pop up library should be accompanied by a program and not just consist of circulating books.
  • Consider a recreation library loaning things snowshoes, croquet rackets, soccer balls, board games. The types of items will depend on your community.
  • Expand your visiting library services, especially as the population ages. Ottawa PL has a full-fledged service for homebound patrons, including devoted library staff for this service and a courier to deliver materials.
  • Ottawa PL's kiosk services: vending machine for checking out material and a return bin included so that people can return items without visiting a branch. They also have holds pick up lockers beside the vending machine.
  • Kingston PL's kiosk services: they have a vending machine to select and check out material, located at the Kingston Community Health Centre. Returns are accepted as well, however they do not have offsite holds pickups like Ottawa. Kingston PL also has a blue vending machine for media check out at another community site, and an offsite returns bin on its own in another location. The standalone returns bin is very popular, so much so that they will need to increase the frequency of pick ups.

Mobile maker space: developing a maker culture in rural communities (Erin)

Sarnia/Lambton County library: They rolled out mobile maker kits across 26 rural branches in Sarnia in 2016, right after they opened their permanent maker space in their Central branch. The process for developing and implementing these mobile maker kits started with a staff advisory committee to figure out where to go, what to bring, how to transport it, etc. Once those details were established, they held several launch events to build momentum and awareness of this new service within their community. How it works: the tech was divided into kits based on a theme and include programs for grab and go for staff. Each branch gets one kit at a time and then it rotates every few weeks. They also ensure that staff have adequate play time so that they are comfortable using the kits when they get them. The tech kits are also open to the public to use at the library while they are there. For this purpose, patrons will get official training to be certified to use it and can go to any library location where it is to use it. The library's plan in 2018 is to have these kits bookable by patrons, and they are looking to start using these kits for outreach, i.e. a sewing workshop in women's shelters.

With regards to their permanent maker space at their Central Library they are looking to have the space bookable for outside groups to come into the library, i.e. Aboriginal after school program visits. The library is also looking into having a maker in residence on a rotational basis.

Becoming a community champion: a year in community librarianship (Erin)

This session was presented by the Barrie Public Library. They have a team of three outreach librarians whose primary areas of focus are on the business community and newcomers (based on the library's strategic plan and the City of Barrie's strategic plan). Their secondary focus is on arts and culture, travel and tourism and with the city directly. They defined three types of outreach: connections, relationships, and partnerships. Connections are those people and groups where the library stays in contact but nothing else has materialized. Relationships are in kind services where marketing channels are shared. Partnerships are collaborative programs and the highest level of outreach. The outreach team also employs community profile tracking where they have a spreadsheet of contacts which includes details such as their most recent interaction, past projects, library staff contact person, partnership agreement documents, etc. The team also uses evaluation methods to track progress: asset mapping both internally and externally, along with measurement techniques such as setting outreach targets, staff training, collecting stories to measure success, in addition to statistics. Additionally, they ensure that they have formal partnership agreements and consistent marketing messages. For internal purposes, the team ensures that updates on outreach are integrated into every staff meeting.

Growing relationships: implementing programming for barrierd youth (Erin)

Presented by Collingwood Public Library staff: Collingwood has a higher than average unemployment rate among youth and a higher rate of poverty (partially due to the rising housing costs in their community). The library staff recognized that there is a need to build better partnerships with youth who use their library after they had a increase in incidents where youth were being disruptive in the library, or were asking for food because they couldn't afford to buy what they needed.

Some examples of initiatives to address this community issue with teens:

  • the Teen Librarian found food sponsors through local stores to help provide for a recurring program called Four O'clock Food in which their teen group comes together to prepare a community meal that they then all enjoy together. During this program, they provide opportunities for mental health services and youth employment services to present to the youth as they eat.

*the library also created a community garden for youth called the Learning Garden, which compliments the Four O'clock Food program. The teens learn how to plant and harvest fruits and vegetables from spring to fall— they have a recurring summer gardening club and in spring there is a community planting party, which teens help organize. In the fall, they have a canning program called Canning the Harvest. Furthermore, the library hosts a thanksgiving meal, using food from the harvest and a donated turkey. Any leftover canned foods are saved for the Four O'clock Food program and some is donated to the local food bank. Leftover fruits and vegetables are left in a basket in the library for patrons to take. For the Learning Garden, the library relied on local sponsorship for the wood for the plant beds, soil and seeds.

In summary, successfully reaching barriered youth entails:

  • build strong relationships (opportunities will present themselves if you look for them).
  • meet your community at the point of need— referring them to another agency will not usually work because less than 50% will actually go to the place you are referring them to.
  • ask your community to help you along the way should funding be an issue, and they will.

All Set To Change: Challenging Traditional Practice in Library Design with Rachel Van Riel (DBS)

Van Riel is a consultant with opening the book based out of the UK, with a focus on helping libraries move passively providing books and computers to actively engaging their audience. The focus of her presentation was the role our libraries' physical environment has in reflecting our values, shaping our behaviour and influencing our relationship between our staff, collections and customers. She used her work with the Niagara on the Lake Public Library as a case study for the discussion, and included some real world good bad and ugly examples of how we present ourselves and our materials to engage our patrons. Her slides are definitely worth a look.
Some key takeaways:

  • encourages an audit of spaces from the patron point of view, and removing visible work processes (cart parking lots) from the floor(keep the magic front of house)
  • having holds closest to the entrance says "you can't have these" as the welcome, instead of "hey, look at all the cool stuff we have". People will journey in for their holds, in the same way they'll go to the back of the grocery store for milk. Move them in a little, to encourage discovery, vs. drive through.
  • Nobody notices notices. They are visual, and intellectual clutter, and only act as back up for staff. Time and effort would be better spent better training staff.
  • Instead of stock photos, or clip art, suggests using real photos of real customers, particularly for Annual Report.
  • Understand the difference between destination readers (25%) and impluse readers who are looking to be tempted by "juicy books", and will often take more, and create the space for that.
  • People don't generally browse the bottom shelf of displays, so use that for "stock" placed spine out to pull face out titles from. View shelves as display space rather than containers.
  • Be aware of the message your desk is sending. Big desks don't help behavioural problems. (Ever see "Fort Apache the Bronx"?) Behavioural problems will be lessened by an active, engaged space, the presence of people creates another layer of security.
  • Spoke of our traditional parallel shelves with "decorated" range ends as the tombstones of a book graveyard. If you've roved in the lately you'll agree with this description. See slides for "discover layout" that encourages movement through the collections, instead of holding your breath 'til you pass them. New shelving doesn't necessarily need to be purchased, existing shelving can be rearranged.
  • It's easier to keep those who want quiet in a quiet space than to make everyone quiet.

Customer Service like a Rock Star by Brian Pichman (DBS)

Director of Strategic Innovation at the Evolve Project

Pichman built his presentation around the premise of building a band-assembling the players, setting the stage, rolling out the red carpet, wowing your fans. Perhaps this was a case of the title overpromising, but I was underwhelmed by this session. Among his takeaways:

  • Pichman is a big believer in the value of Net Promoter Scores, and the potential in swaying the passives.
  • standing makes you more alert and changes your tone when speaking.
  • remove "unfortunately", "can't" and "won't" from your customer service vocabulary to an affirmation statement. "Yes, I can help you by…"
  • share measures/dashboard/results/feedback with all staff so they know (+ and -) and have context.
  • twitter followers are influencers, so work to harness that

Plenary session with Sunni Brown(DBS)

Check out Brown's TED talk "Doodlers unite!" to hear how sketching, doodling can spark and encourage creative thinking. Her plenary stressed the importance of authenticity, spoke of Librarians as knowledge sherpas, and reminded us that we can never know the impact of our everyday encounters. She talked about the need to be un-learners, re-learners and co-learners to maximize our learning potential, and that of our communities.

Thursday, February 2

No One Told Me I Needed to Know That: Real Project Management Stories from the Library World (Andi B)
-Erica Conly Manager Mississauga Library System, Jodie Marr Markham Library System + others
-work in libraries continues to evolve towards collaborate complex project-based undertakings
-project management institute educates pmps
-Howarth (2012) How Do We Manage? Partnership: The Canadian journal of library and information practice and research pp. 1-34

-panel Q&A
• Planning backwards to forwards
• Setting aside time for reflection
• Deadlines are difficult to set: library workers often have multiple responsibilities, hard to set aside the time without getting interrupted with other things.
• “oral history” of projects is not sufficient: documentation is essential.
• Who is in charge? Essential to know. Identifying lead individuals for each stage of the project couldn’t be more important. Is it you? Someone else? KNOW.
• PMI Institute, Project Management courses/professionalization
• City of Mississauga Project Management Support Office
• Mentorship is very helpful
• Look online for “best practices for” for the project that you are doing. See what has been done before, what mistakes have already been made, don’t reinvent the wheel.
• Create a “guiding principles” document for your project at the BEGINNING of your project, which is very helpful to bringing everyone to the same understanding.
• PMP designation not the most important, but project management courses/workshops definitely helpful to understanding how to launch and complete successful projects. A foundations class would be very beneficial.
• 1-day boot camps can be arranged.
• As one grows in the workplace, project management skills will likely become more of an asset, so it is good to keep in mind as projects continue to come your way. May solicit employer to assist with training in this area, for the betterment of the institution.
• Talk to stakeholders early and often throughout your project. They bring so much to the table, and you think you know so much, but stakeholders are going to offer a different perspective.
• Manage your expectations of your project. You’ll get excited about your project, but some ideas can derail your project. Be realistic and you will feel better about the project in general, and it will increase your chances of success.
• Treat your team well, and celebrate successes so individuals will want to work with you again.
• Plan! Spend a lot more time than you think you should planning. Identify what the purpose of the project is. Identify deliverables, and associate tasks with achieving those deliverables. Try to anticipate things that will go wrong and how to mitigate those issues. Identify roles to specific people so it is clear who is responsible and in charge.
• Have a final meeting to close out the project. Talk about what went well, what didn’t go well and analyze the results.

-Helpful tools
• Homegrown Drupal sites for collaboration
Tom’s Planner
Team Gantt
Slack (real-time messaging, reduces email communication, also good for communication on the day of an event)/Google Docs Combo
Yammer (internal social media)
• Important to adopt tools that work best for you, even if it is just the shared drive, Outlook or post-it notes and a white board.

Q: How do you encourage people to talk about failure, especially talking to stakeholders?
• important to talk openly about failure (Fail Camps), and try to integrate talking about failure into the organizational culture. Also, be sure to own your own failures, not others. However, a Fail Camp may not be for everyone, so recognize that and offer multiple avenues for reflection.
• Build project reflection into the workflow.
• Anonymous surveys can be helpful when getting feedback from staff/those involved/stakeholders. You will get a lot of feedback.

Q: How do you manage timelines and avoid having the project pushed back?
• Be transparent about what you have going on as a person involved in the project so that you don’t get overloaded with work and hold the project back.
• Be clear about expectations to those who are wanting to get involved in projects, and also speak to those individuals’ supervisors to ensure that those individuals can devote the necessary time to the project.
• Allow people to work offsite so that people don’t get distracted. Offer that support. Show that individuals on your team are valuable by giving them the opportunity to work in the most efficient manner.

Slacking at Work: Communication and Collaboration Within Your Team (Andi B)
-Andrew Calgari (McMaster University) and Rhonda Moore (McMaster University)
-Slack=instant messaging ++
-power comes from not just the communication, but what you can do with that communication
-free to use for as long as you like for any size team
• 5GB storage
• 10 service integrations
• Some conversations after a while will disappear, which is why you may want to consider the paid version.
• Presenters used free version for quite some time before deciding to upgrade to paid version.
-Paid upgrade
• Full archive searching
• Unlimited integration
• Mandatory two-factor authorization + more
• Monthly fee based on the number of users in the Slack team
-platform agnostic
• Desktop client (download)
• Apps for mobile devices
• No native app for Blackberry
• Can be opened on a web browser, don’t need to install anything.
-you can integrate other tools you already use into Slack
• Twitter
• Google drive
• Dropbox
• Trello
• Mailchimp
• And more!
-data is stored in the U.S.
-very user friendly platform. Good for those who are technologically uninclined.
-Organization: TEAM>Channels>Individuals/DMs
-Channels are like discussion rooms. You can build channels under any theme that you want
-Messaging core functionality: tagging (@individual, @channel, @team)
-New functionality: threaded conversations
-Busybot integration
• Assign tasks to a group of people or one individual
• Gives a short descriptive title
• Click on the title for more info about the task.
-Google calendar integration
• Every time a new event is added to the calendar, it is posted to Slack
• Reminders to the event can be sent through Slack
-Email integration is possible through the paid version of Slack
• Email arrives in line in the discussion , can read the email in the discussion area, and can react to the post.
-who uses slack?
• OLA Stuff, Super conference planners, OLITA Council, OCULA council
• Small teams for each group may have aided buy-in
• Slack is used for basic task management: add a task as a message, thumbs up when it’s done
-Mattermost is an open source alternative, can be installed on a server, allowing you to maintain the data yourself.
-things to do
• Try it out and experiement
• Allow staff use it in a way that they are comfortable with
• Communicate more, not less
• Make appropriate use of public and private channels
• Consider how the integrations can help your team work smarter
-Andrew Colgoni ac.retsamcm|inogloc#ac.retsamcm|inogloc
-Rhonda Moore ac.retsamcm|reroom#ac.retsamcm|reroom

Growing Your Professional Learning Network: Inside the TeachOntario Community (Andi B)
-mPower: online, K-6 math learning platform, game-based learning. For teachers to administer to their students.
-Homework Help: free math tutoring online
-GED: high school equivalency series of tests
-TeachOntario: created by educators for educators
• Created to help teachers participate in professional development opportunities, when and where they want to do so.
-Three main areas of site: Explore, Share, Create
• Open area anyone can access learning resources
• Section on Talks: monthly highlights of evidence-based instruction and strategies
• Self-directed learning modules
o Courses one can do online on their own time at their own place on a variety on topics
• Professional Learning Series
• Book Clubs: Free, fun, online book clubs
• For teachers who have registered
• Community groups/forums to pose questions and get feedback
• For teachers who have registered
• A place to find and share projects for the classroom

Keynote: Lindy West (Sam D.)

Preceded by some OLA awards and introduction of this years OLA board.

Lindy West spoke largely on the age of Trump and what it means for libraries, though it was largely a personal talk about how she has dealt with online harassment by trolls. Really good speaker, and her presentation made great use of .gifs and memes (Okay I'm biased here).

What Lindy West sees as the most important role for libraries (and really everyone) is to combat the erosion of the Public Education System, Journalism and facts. Though this is receiving a lot of focus under Trump (as he so avidly attacks these three things), this erosion has been occurring in the United States for a while now as part of the growth of populism and anti-intellectualism/progressivism.

How can we help? Services libraries already provide are very important: Research and critical thinking, bibliographic verification, etc. We need to continue to teach people to spot fake news and vet their information sources diligently, especially as schools seem to focus less and less on these skills. We also are in some ways defenders of investigative journalism as we subscribe to major papers who are being undermined by lack of funds, while providing these sources to patrons who would not otherwise be able to afford access.

Lindy West also addressed fears that to make this stand will be dangerously political, but she argued libraries have always been political in terms of their defense of freedom of information, critical/analytical research and thinking skills, and archiving of information that powers at be would otherwise like to see erased from history. In summation, libraries can act as defenders of truth.

Questions followed, largely about fears around creating safe spaces for all. Lindy West agreed that in protecting information, we are not excluding Trump voters as dialogue is very important. But at the end of the day a line must be drawn somewhere, and to open up dialogue by sacrificing core values or the protection of disenfranchised people is not an acceptable path.

Also, like anything, some questions weren't so much questions as they were comments on the 'askers' own intelligence/political commitments/achievements.

Becoming Culturally Competent with Diverse YoungCanLit (Sam D.)
Helen Kubiw

Seminar outlined the variety of examples of storybooks and some YA for children to teach about and reinforce commitment to diversity. Seminar was focused particularly on Canadian works as Helen argued that given the selection of amazing books available we do not really need to look outside Canada for texts for teaching about diversity (not that we shouldn't also look outside but that its great to offer children a Canadian perspective).

For handout, see this link (not enough were printed for everyone to take one):

Helen Kubiw argued that now more than ever it is important to talk to children, and especially young children, about diversity and multiculturalism as they are at the core of our Canadian identity. She gave examples of variety of works, fiction and non-fiction, on different categories. She included slides on books about Aboriginal Identity, Language (works in which were offered in both a First Nations language and English), Residential Schools, works featuring positive characters on the Autism spectrum, suffering from mental illness, or those differently abled. She talked about LGBTQ+ books, "Pride" being the one she recommended most highly. She also had slides on books about immigration, different family structures, and families dealing with incarceration.

Create your Own Community: How to Start your own Conference (or Workshop or Community of Practice (Sam D.)
Melanie Parlette-Stewart, Agnieszka Gorgon, Tracy Munusami, Juliene McLaughlin, Dave Hudson

Q&A Style Panel session featuring for people who had set up different events: An E-Learning Conference, Outreach Librarian Un-Conference Camping Trips, A Critical Librarianship Symposium for Academic Librarians, and a Conference for Early Career Librarians.

Defined Community of Practices as a group of people who work together in a common interest with a focus upon learning (for example, a chess club is an organized Community of Practice).

E-Learning Conference:
Perhaps the biggest event of the three. Is not sponsored but does put out calls for donations of space to hold the conference. Each year it grows, and they are currently looking to put together a virtual component for the Conference as they feel it is somewhat ironic that thus far they have only discussed e-learning in person (which also limits participants). Keeps in touch with participants via listservs. Free to attend.

Outreach Librarian Un-Conference:
First year hosted was last year. Held in Barrie as an informal, overnight camping trip in which there was no schedule but participants each brought problems or points of interests to the group, who would then work on a solution together. Fairly successful. Limited to word-of-mouth as the organizer was uncomfortable hosting a camping trip where total strangers might attend. Also the Un-Conference format did make funding applications difficult as there was no concrete syllabus or timetable to give to libraries. Cost for cabin rentals but no attendance fee.

Critical Librarianship Symposium:
Created as Critical Theory and Librarianship aren't often combined and there are currently no Canadian organizations to represent the group. As such is a fairly lonely research area and the organizer wanted to change that. Application process to attend, as well as the only one that charged admittance (to pay the travel costs of the two organizers). Also fairly informally structured like the Un-conference. Was fairly successful though fairly small attendance. Currently working on some sort of way for participants to stay connected other than listservs.

Conference for Early Career Librarians:
Started by a recent graduate who, like her friends in the same program, found that upon entering the workforce they were typically the only young person working at their library. Wanted to create a community in which Early Career Librarians could come together and support each other and offer advice given that there was not yet an organization to represent younger librarians. Organizers currently dealing with how to continue leadership of said conference as in a few years they could no longer be considered Early Career and do not want the conference to lose touch with the interests and needs of recent graduates. Received some funding from Guelph U, as well as space, to provide snacks. Free to attend.

When Things Get Personal: Privacy vs Access in Online Community History (Amanda)
Irene Robillard, Cindy Preece, David Bott, Melissa Redden

Women's Institute of Ontario
-3500 members
-for the most part their records that have been put online were created before privacy concerns
-Tweedsmuir (pages with private information are hidden)
-scrapbooks (they have to look for privacy and property rights before they digitize anything)
-they have changed their guidelines to not put private information online

St. Catherines Public Library
-an index of birth, marriage, and death certificates has been created but it is not scanned (to get a full record you must come in to see it on microfilm)
-requests to take down articles must be done in writing
-hey have no formal public policy, but they try to keep everyone happy

Clarington Public Library
-partnered with a local museum
-a lot of their records are on microfilm
-they needed to have copyright holder’s permission to put things up (such as newspapers)
-“today’s news is tomorrow’s trash” no longer applies since everything stays online unless you are able to take it down
-in the past no one thought that they would be all over the internet when information about them was published
-they deal with issues on a case by case basis
-have had issues with taking things down completely (they tried to take someone’s name out of one of their indexes, but even though from their website things looked fine the old pdf file was still on Google)

Wilfred Laurier University
-has a rare book collection and a special book collection
-have had privacy issues
-any information put online is sometimes very difficult to bring down
-they have put convocation programs online and this has caused some issues (to deal with these issues they blur out people’s names and take them out of the index

Thinking Outside the Library (Amanda)
Kerri Hutchinson, Julie Kalbfleisch

-be aware that your skills you have gained from working at a library are valuable skills that can be used anywhere
-librarians have the ability to: write in plain language, use technical skills, manage and retrieve information
-librarians are information literate and can help others with information literacy
-be aware of what your online presence says about you (Google yourself)

Why do Library Workers Not Have the Skills to Meet Community Needs? (Amanda)
John Pateman
For handouts visit:

-Library workers are trained in all of the aspects of providing library services, but they do not have the key skills that are required to identify, prioritize and meet community needs. We need a different kind of Library Worker who has a skill set which combines traditional library skills with the ability to build sustained relationships with the community.
-We need Community Development Workers. In this position description there would be a 20% focus on library skills and an 80% focus on community development.
-Public libraries need to reassess their recruitment and selection policies (including reassessing the requirement for qualifications in librarianship) in order to attract more staff into the workforce from socially excluded backgrounds.
-Public libraries should urgently analyse the training needs of their staff, to ensure that they have the necessary knowledge and skills to provide the best services for socially excluded people. Training programmes to be developed for all services linking equal opportunities, anti-racism, anti-sexism, cultural and social exclusion awareness.
-Public libraries should adopt positive action programmes so that the library workforce incorporates socially excluded people more equitably than at present. All library authorities should aim to develop recruitment and selection statements outlining how this will be achieved.
-Public libraries should challenge staff and organisational attitudes, behaviour, values and culture through staff development and training and a competency-based approach to staff recruitment and appraisal.
-Library authorities should change their staffing structures to bring them in line with their social exclusion strategies. This will require new job titles, job descriptions, person profiles and competencies which recognise the importance of outreach and should lead on service delivery to the socially excluded.
-Schools of Information and Library Studies (SILS) should review their recruitment base to ensure that people from ‘non-traditional’ backgrounds are brought into library work.
-SILS need to urgently reassess their course content in conjunction with public libraries. Courses should incorporate core modules which cover social exclusion issues, such as the causes of social exclusion, information poverty and equal opportunities.

-Staff cannot and should not be expected to change radically overnight. It is not realistic to expect that someone goes to bed one night as a Library Worker and wakes up the next morning, fully formed and equipped, as a Community Development Worker. Staff need to be given time to learn and adjust, to de-program and re-program. But it also needs to be made clear, through explicit expectations setting, that they should be willing and able to change, when given the necessary tools and support to do so.

-The priority for public library managers within a staff training capacity is to address the apparent gap amongst staff in knowledge and understanding of social inclusion policy and political drivers. Staff at all levels working within services and projects that are responsive to such drivers should be fully informed of relevant external and political influences, and given the opportunity to question and discuss them further, and thus fully engage with the reasons for particular service developments and initiatives.
-Provide relevant training and information on groups affected by social exclusion, in an attempt to significantly raise levels of awareness and cultural sensitivity amongst all staff.
-Staff need the intellectual time and space to fully engage with and consider these issues, so the ‘away day’ method may be appropriate, particularly in reducing the risk of staff feeling additional pressure in having to absorb new information in their day-to-day work environment, and subsequently form a negative perception of inclusive approaches as ‘add-on’ responsibilities.
-This needs to be carefully planned and scheduled into all new projects and service developments as an important part of the process, particularly in overcoming the ever-present ‘lack of time and money’ barrier.

-Research participants defined the skills required to work in socially inclusive services as ‘advanced customer care’ skills (Communication skills, Listening skills, Influencing relationships, Reflective practice, Improved confidence and assertiveness, Negotiation skills, Dealing with conflict), and many public library authorities are already providing valuable training in this area. Again this should be prioritised within project and service development plans.

-It would be fair to conclude that it would be difficult to ‘teach empathy’, to train staff to develop an emotional response that is informed and influenced by personality, belief systems and other individual characteristics.
-However, the development of certain empathic skills can be encouraged by providing public library staff with the right knowledge and circumstantial information, involving them in decision-making processes, and facilitating the development of appropriate skills.
-As a result of such interventions, staff can be enabled to show higher levels of empathy towards members of all communities, provided that they are willing – and have some natural capacity – to do so. This is a significant finding in supporting library staff at all levels to communicate with library users from all cultural backgrounds and, in the longer term, to deliver a more effective service.
-As such, the future recruitment of the right ‘man’ for the job will be intrinsic to the effectiveness of public libraries’ contribution to the social inclusion agenda, and should be an absolute priority for the future of community librarianship.

The Love Librarians: How to Host Literary Speed Dating Events (Amanda)
Nancy-Anne Davies, Rachel Manderfeld, Jason Behzadian

Toronto Public Library
-their program was intended for straight men and women because it was the most popular
-they hosted LGBTQIA+ nights (there was more demand from women and not many ment showed up)
-literary speed dating (use different themes such as: geekery and fandom, holidays)
-a lot of patrons appreciated the fact that they were sober at the library and their dates were sober as well
-most of the people who came to the speed dating even were technically inclined (many of them signed up online on their own) this made it easy for participants to provide an email they felt comfortable with sharing with others
-staff had to go through surveys (date cards) to find matches after and inform the matches
-staff encouraged that the participants used pseudonym names (literary character or pop culture names which usually matched with the theme) and not to use their real names
-these pseudonym names also worked as an ice breaker
-this type of event would need to be promoted not just online
-be ready for low turnouts
-the event needs to be targeted to a specific age range (could do multiple different programs for different age ranges)
-keep track of numbers so its equal gender wise if planning to have a straight men and women speed dating event
-make it fun and lighten the mood (a couple of rows of tables or a tables in a circle, white linen, fake candles, maybe music, coffee/water/tea/mocktails, ring a bell to start the event)
-keep in mind there is a possibility that someone may not get any matches
-also keep in mind there may be potential internet trolls just joining the event to make fun of it

Program for Adults with Intellectual Disabilities: Caledon Public Library (Megan)

- Caledon PL found there were not a lot of programs for 21 & over
- paired with Brampton Caledon Community Living
- “Library Living Program”, monthly program where participants come to learn about the library, program promotes inclusion, self-esteem, it is age & ability appropriate
- format: regular schedule (Friday afternoons), drop-in, barrier free, 1 ½ hours, interactive activities, open to all (individuals, caregivers, family)
- programs they have done: author talks, artist visits, games, Canada 150, PanAm Games
- challenges: important to remember they are adults, be engaging
- budget: average $50 per program
- Rotary to help with funding
- have no formal partnership agreement

Managing in Light of Marrakesh (Megan)
- Marrakesh treaty is important because it makes books available in accessible formats
- first user’s rights treaty
- Canada one of few developed countries to ratify
- allows for cross-border exchange & importation of accessible formatted copies
- accessible format – large print is now included
- not for physical disabilities alone
- 3 initiatives – book exchange, capacity development, inclusive publishing

The ultimate makerspace tool: scratch (Erin)

This was a hands on workshop on how to use Scratch, which is online software to teach coding to elementary students. The instructor showed the online version, and we could also try it out on tablets using the app. The app is more for younger grades since it's functionality is simpler than the online version. The online version could be used for students in grade 3-6. Program ideas including making a video that children can program and share, or create a holiday themed postcard to send to family or friends. The instructor's presentation also included some example lessons [] that can be taught to help children explore the software's functionality.

Make it! Create it! Learn it! (Erin)

From the Vaughan Public Library, this session was about their maker strategy and their three distinct areas including a maker space, digital media lab, and digital literacy lab for young children. The MAKE IT space includes: Button maker, 3D printer, vinyl cutter and word carver. CREATE IT space includes: Music instrument library, professional green room, recording studio for bands or teens experimenting or for podcasters, 3D printers. They also offer tech tutorials with leaders in the technology and virtual reality with google glasses and a patron's smartphone. The LEARN IT space includes: Virtual reality maker program, iPad storytime, cannokit (Raspberry Pi attached to a computer for teaching programming, colouring 2.0 (panel colouring sheets), quiver app (make a colouring sheet live using the app— colouring sheets are free online). Highly recommend quiver. Staff will also hold maker fairs at school libraries where they bring tech kits and demo them to students.

VPL is also launching blog called Share It which is for the patron community to get info, share content and to book equipment. They also host tech camps for kids, and tech expos to help build community momentum and get exposure.

The Make it! Create it! Learn it! initiative developed out of recognizing that they already had maker kits and they needed to to have space for patrons to use the technology that they invested in. One downfall that the speakers noted was: patrons take time to get comfortable with knowing that they can just use the equipment. You have to build it into their mindset and a good way to do that is to incorporate the technology into programs and do workshop style courses; build momentum with programs and then build in a self serve system for booking.

Still sizzling! Moving the needle system wide (Erin)

This session was presented by Wellington County Library and Whitehots Inc. Library staff discussed how they implemented displays sent from Whitehots so help increase circulation. This is how they did it:

  • They decreased their express collection to pay for the the Whitehot displays.
  • Whitehots sent a rep to come in to advise on display best practices.
  • Parameters for the Whithots display items: books are not holdable, but the loan period is the same as the regular collection.
  • They focused on adult fiction displays, filled with good books that are new but not necessarily the most popular of titles (like James Patterson or Nora Roberts).
  • Library staff picked themes and instructed Whitehots to send two copies of each book that was part of the theme packages.
  • Every branch receives 2 fiction themes (5 titles per theme and 2 copies per title), 1 non-fiction theme (3 title, 2 copies of each). Half of the branches get the same themes and the other half had another set, and they swap after 3 months.
  • They set a special collection code for them so as to keep track of circulation for these items.
  • Started in 2015 at two locations and now they are expanding to all 14 locations. They are now also trying non-fiction displays.
  • They have an email list for staff to make sure they are aware of trends and other newsworthy topics, called Booknews, which is sent to all frontline staff so that they can stay informed.

Fiction displays helped increase circulation from 2015 to 2016: adult fiction circulation went up 6% from 2015-2016. Non fiction displays did not increase circulation.

Whitehots has now developed a marketing portal which will be live shortly. It is subscription based, and paying libraries can scroll and download shelf-talkers and display themes on their own.

Friday, February 3

Copyright Update (Andi B)
-Dr. Margaret Ann Wilkinson and Honourable Douglas Black (Canadian Senate: Banking, Trade and Commerce Committee)
-The litigation situation
• Access Copyright vs. BC Ministry of Education et al
o Overall the Board of Ed won and were awarded costs
• Supreme court is changing and different judges are involved
• Access Copyright vs. York U
o Lawsuit filed in 2012
o No judgement yet
o Importance of the signage question: lawsuit’s aspect about signage is unique to date in Canadian law and of interest to library institutions because so many librarian’s have adopted signage like York’s.
o Copibec vs. Universite Laval: May end up being a class action lawsuit. Was not initially received as such, but Copibec is still in the appeal process of that. Hugely significant because this could end up meaning that all rightsholders that Laval has dealt with would be in a position of legal action.
o Blacklock’s Reporter vs. Canadian Vintners: Plaintiff provided subscription based material to subscribers. Defendant, without a subscription, access articles bypassing the paywall. In the second case, the defendant had a subscription but shared the material and the court decided this was Fair Dealing. Blacklock’s is now taking action against the federal government regarding this ruling.
o Montreal rapper vs. music company. Moral rights employed by rapper, who’s album launch was killed by music company because of use of a coauthor’s lyrics that had been used on a different record that made it big. Moral rights remain with the author. Cannot be transferred. In the US does not have this concept in law.
• Marrakesh Treaty
o Provincial legislatures cannot pass laws that interfere with federal copyright legislation.
o AODA does not give you any further rights over the federal legislation.
• Canadian Federation of Library Associations’ Copyright Committee is up and running.
o First permanent standing committee on copyright
• Copyright Act reform
o Act being reviewed this fall.
o Senate very interested in librarians participating in the review. Senate very interested in reviewing the way the Copyright Board works.
o One of the major problems for librarians is finding rightsholders. It is voluntary for rightsholders to join collectives such as Access Copyright.
o Music collectives always have to go to the Board, but literary collectives do not. Streamlining needed for literary collectives using the board or not. Could be like music to make the process clearer.
o We should be asking for an intervenor process to provide evidence of the public interest (represent the users of material). Libraries are seen to be public interest institutions, so this would be an appropriate role for librarians to take.
o Every five years the copyright act is to be reviewed.
o Copyright Board has massive amount of material to review and do not have the resources to participate adequately in reviews in a timely and efficient manner. Takes about 7 years from the Board to make a decision on a tariff. 3.5 years would be a quick decision. Copyright Board accepts this is not acceptable, and it’s not.

Olita Presents: Tech Talks (Andi B)
-Amanda R. Kelly: Bitrix24
• Used to create an interlibrary intranet across Simcoe county library consortium with 16 library systems
o Wanted to bridge geographical divide
o Host ongoing dialogue
o Build on each other’s successes and challenges
o Pool programming resources
• Free intranet platform for unlimited users
• Facebook type layout with a user-friendly feel
• Has the ability to organize working groups of specific individuals across geographical distances.
• Google docs integration
• Shared contact databases
• Shared calendar that syncs with outlook calendar
• Instant messaging capability
• Project management tools
• Mobile app
• Engagement measures so you can see administratively how staff are interacting with the platform
• Hosted in the U.S.
• Has multilingual capacities, but presenter is unsure of languages supported
• Pricing is pushed on other features, such as paid storage capacity, expanded project management tools, video conferencing. Basic services will likely remain free since that is a big marketing point for the company.
• Slack considered for this project but not considered as user friendly as Bitrix24

-Donna McLeod (TPL): 3D Printing in Braille
• Github has a thing that sets up 3D printed braille
• Can 3D print washroom maps for people to feel and follow along with. Ideally a combo of printed braille with written instructions noting that there is a map below.

-Sioban Linnen: askON Chat Pilot
• Collaborate of 11 publicly funded Ontario college libraries
• Virtual support offered via chat and text
• Concern that the “chat button” wasn’t being used maximally, and that some students didn’t know a chat service existed. They were required to click a button to ask a question.
• Proactive chat initiated as a pilot at 5 libraries. A little bit of code added to certain web pages asking if patrons need research help, and then patrons could answer yes or no, and continue chatting with a librarian if yes.
• Increase in chat reference services as a result of proactive chat. Almost tripled traffic in 3 years.
• Focus was on the research environment, so those web pages were targeted.
• Because of the pilot, proactive chat will be integrated into AskON’s full suite of services.
• Proactive chat is the same on the back end as the patron initiated questions.

-Mita Williams (U Windsor): Wooden Box Teach Me Goodness Discipline and Knowledge
• Motto of university of Windsor
• Ann arbor disctrict library lends out objects such as microscopes, instruments, art supplies
• Toronto Tool Library lends tools
• Teach Me Knowledge: taught index card learning
• Teach Me Discipline: tomato timer, pomo doro technique. Set timer for 25 minutes, during which time one vows not to become distracted. This time is followed by a break.
• Teach Me Goodness: Two books, The Creative Tarot, A Book about the way and the power of the way
• Each box has a zine that explains everything and has citations
• But…nobody is borrowing the box, which is in the course reserve section of the library.
• Presenter solicits the audience for ideas on how to get the box out there to students
o Social media
o Unboxing videos
o Gamification/geocaching
o Backpack instead of a box
o Create a sense of mystery and intrigue, putting posters up around campus “have you seen the box?”
o Write fan fiction around the box

-Dan Scott, Laurentian University: Wiki Data
• Authority records popular amongst librarians, however difficult to contribute your own knowledge to the repository of knowledge. Centrally controlled databases
• Free Base a commercial effort to solicit knowledge contributions and make relationships between entities, however Google bought it and then folded it.
• Wikidata an RDF database consisted of people, places, things (concepts) with corresponding details about those entities.
• A Wikimedia foundation project, therefore fairly stable
• Possible to search database
• Sparql allows the machine readable data to be searched
• Like Wikipedia one can edit anonymously or with an account. There is oversight, however, like Wikipedia.
• Lots of authority linkage
• Opportunity
o Rich local collections
o Autonomy
o Authority control
o Globally visible

-Sarah Simpkin (U Ottawa Map Librarian): Putting Maps on the Map
• Physical collections of maps can be intimidating to use and access, so the goal was to digitize them and put them on the web for everyone to see and use.
• Two series of topographic maps being digitized at two different scales.
• Why? Maps contain valuable data and show how landscapes are changing over time.
• How?
o Built an inventory (Google spreadshet0
o Scan the maps at school with good scanners
o Add metadata back into the inventory
o Perform a quality check
o Georeference (platform) the maps using GIS software
o Load maps and metadata onto the scholars geoportal platform
o Preserve data
• Specs
o 600 ppi TIFFs, derivatives in JPEG
• Scholars Portal is creating a site for the project, but it’s not live in a public place just yet.

Who Cares? They're all Dead! Bringing New Life to Local History Sarah

  • Set goals and plan ahead
  • Create a local history website
  • Think about community partnerships with museums, historical societies, schools, local businesses
  • When partnering with schools consider that teachers probably won't be from the area so prepare an overview of local people/events and how they fulfill curriculum requirements; consider what project the students will complete: essays, videos, presentations?
  • Some ideas: have students research names on Cenotaph and create poster to display at local Legion for Remembrance Day (students can be on hand to discuss their findings); walking tours based on historical plaques; create videos on history of the Town for high school credit.

This session was mostly a refresher of the types of things I am already doing in the archives. The presenter benefits from a well-supported museum and historical society, both of which support the library's local history initiatives with monetary donations. I did like the idea of creating a walking tour based on the historical plaques. I could see Henry Street High School teachers being supportive of that since they are close by. I was also inspired to see how to fit the green screen into curriculum planning.

Touching Stories: Implementing a Multi-touch Table to Share Local History and Digitized Archival Collections Sarah

  • Screen vendor: Smart Pixel in Montreal; Software vendor: Touching Stories (developed for use in libraries)

Westmount PL has a very large postcard collection from all across Quebec. They found it wasn't being accessed so all the community history and local stories were being lost. They wanted to bring the images to life. A multi-touch table would return the stories to the community. The table would also provide a level of access for fragile material.

Westmount PL has found the table to be very well used. They are happy with the interaction but haven't measured how many people use and and for how long. With community partnerships they are finding they are becoming a host for knowledge. They've partnered with local artists to show off their work and connect it to the historical collections.

Need to ensure there is adequate promotion. Contact local newspapers, use social media. Staff should be able to speak about it and show patrons how to use it. Stories need to be interesting to capture attention of patrons. The less text the better.

  • Suggestions: ensure table is in high-traffic area; place "coming soon" signage to drum up interest; consider putting the screen on an angle so people do not put things on it; wheels to make it movable; make the design of the cabinet/screen stand out.

A very good session. I am inspired to further research this idea and potential grants to support it because I think a multi-touch table could be useful for the library archives.

From Tech Shy to Tech Savvy: Teaching Technology to Seniors (Amanda)
Kate Hillier

-simplify tasks
-empower them (celebrate small achievements)
-let them do it (or do not do it at all)
-if they do not feel comfortable with it don’t do it
-do not touch the mouse no matter how slow they are
-be empathetic
-patience is a virtue
-know your own limits
-be honest about what you know
-let them see your mistakes (if you told them to click something but it was the wrong thing to click let them know and show them so that if it ever happened to them they could fix it)
-other resources (GCF, YouTube, TechBoomers)

-let them know that if something goes wrong not to panic their computer may need to just be turned on/off, be updated, rebooted, the wireless may need to be connected

-if their computer is going to slow tell them some of the things they can do to fix that such as: ending tasks to make things faster (task manager), check hard drives, clear cache, clear browsing history, turn off what isn’t needed in startup programs
-remind them that if they do not know what something is do not delete it or stop it

-tell them about security and how to be safe on the internet
-inform them about the lock icon (padlock) on webpages and if it doesn’t have this lock icon they may not want to give that website any personal information

Improving Access: Reducing Barriers to Access for Confined Populations (Amanda)
Jennifer Seper

-confined populations are socially isolated and because of this we need to create a sense of social inclusion

Older Populations
-for older populations we could offer pop up libraries (bring read a like lists), tech programs (programs they have showed interest in), intergenerational programming (do a sing a longs or read stories that everyone would know), story time for adults (there is a power in being read to)
-for older populations try to keep programs during the daytime
-you may want to precall to find out what type of equipment you may need such as microphones

Nanaimo Correctional Centre (medium security – 2 years less a day)
-update the library (buy new and discard old)
-organizing by genre is a start
-book clubs where they can talk about literature or talk about their love for books in general
-don’t just focus on talking about the book (let them relate to how it relates to their life)
-base books on the reading levels of the inmates
-keep in mind some correctional centres have rules such as no hard cover books or no graphic true crime novels
-keep track of the condition of the books
-possibly introduce a request form so inmates can ask for specific books
-keep in mind that if you plan to do a program in a correctional centre you must build trust and mutual respect really quickly and keep in mind that you are in their living space
-also keep in mind that if you make a promise to find a certain book you must do it, otherwise you will break their trust

Supporting Families Affected by Incarceration (Amanda)
Laurel Van Dommelen, Emma Alls, Louise Leonardi
For handouts visit:

-the Canadian Families and Corrections Network looks after anyone in your support network
-when done correctly the support network of these inmates can help them and help to prevent them from becoming reoffenders
-kids are 2-4 times as likely to follow their parents path into crime and this is one of the things they hope to prevent
-inmates have 3 times more literacy issues than the rest of the population and their average reading level is at Grade 8
-the Canadian Families and Corrections Network wants to build resources between libraries and these families by providing programs where they can try to reduce stigmatization and bullying of the children that are involved in these circumstances
-books like Jeffrey Goes to Jail help kids in this situation to understand that they are not alone
-Seasame Street kits for incarceration can be supplies by the Canadian Families and Corrections Network

Kingston Frontenac Public Library
-make note that it is a good idea to not have them register because the whole idea is to not stigmatize this population

We Have Diverse Books – Speaker Fatma Faraj (Sue P.)

“# WeHaveDiverseBooks is a taste from diverse Canadian authors and illustrators, whose thought-provoking books amuse, delight, engage, and tell important stories about differences among us as well as our shared values.”

Book list is updated with new annotated titles biannually at

• Board books – colourful, bright books are important to young readers
• “What makes us Unique?” – A book can start the conversation
• “Bear’s Winter Party” – We don’t all have to be the same to be friends.
• “The boy and the Bindi” – intense poetry
• “West Meadows Detectives” - mysteries with an autistic detective
• “Shu-li and the Magic pear tree” by Paul Yee – multicultural
• Books about new homes – “Stepping Stones”, “Adrift at Sea”, “Seeking Refuge” – a WWII story
• Indigenous Stories – “When the Trees crackle with cold”, “When we were alone”
• YA – “The Secret of the Golden Flower” – a Nancy Drew-type spy mystery
• USBBY – “The United States Board on Books for Young People (USBBY) serves as the U.S. national section of the International Board on Books for Young People (IBBY), which was founded to promote international understanding and good will through books for children and adolescents.”
• IBBY - The International Board on Books for Young People (IBBY) was begun in 1953 based on the vision of its founder, Jella Lepman. IBBY´s mission is to promote international understanding through children´s books; to give children everywhere the opportunity to have access to books with high literary and artistic standards; to encourage the publication and distribution of quality children´s books, especially in developing countries; to provide support and training for those involved with children and children´s literature and to stimulate research and scholarly works in the field of children´s literature.

Speaker mentioned 2 reading challenges –

• Read Harder challenge by Book Riot

• and The Fold in Brampton

Both sounded interesting and worth taking a look at.

She also gave a shout-out to the Forest of reading, specifically the 2017 Silverbirch selections

Coding our Way into the Future! – Sue P.
Michelle Miles, Robotics Specialist, Spectrum Educational Supplies – Makerspaces, sometimes also referred to as hackerspaces, hackspaces, and fablabs are creative, DIY spaces where people can gather to create, invent, and learn. In libraries they often have 3D printers, software, electronics, craft and hardware supplies and tools, and more.

• There is a trend towards robotics and technology
• IT/Tech jobs – there will be 218,000 jobs between 2016 and 2020, but Canada does not have enough skilled workers to fill them, according to a Huffpost article.
• ARTONOMY – A collaborative effort between art students and technology students. Interconnectivity between subjects is studied.
• Showcased some robotics products for sale – (responsive robots that use technology to help students play, learn and solve challenges.)
• Dash and Dot might be worth considering for our library
• They also sell a LEGO robotics education system with software to promote designing and programming

Idea Hub – Coding our Way into the Future (AAT)
I was pretty disappointed with this session. I know it was happening at expo but from the description (We will do our very best to
have everyone walk away with ease when hearing the word robotics. We will
show you different ways Robotics can be incorporated within libraries and
share ideas on how to create a successfull STEM centre/Makerspace.)
I thought it would be full of ideas however, it felt like it was merely a presentation from a rep about what they sell. Which it was, but still I had expectations.
The speaker shared a Huffington Post article from 2016 sounding the alarm that there is a tech job boom but no skilled labour force to fill it nor students taking the courses to fill the roles.
She spoke about a pilot program their company, Spectrum Educational Supplies, have been running with the York school board where they are using their robots (ozobots, Lego eb3 minstroms, and bluebots) with art. She didn’t get into details about “how” they are doing that.

We Have Diverse Books! Introducing Brand New Canadian Children’s Books that Reflect the Diversity of Our Population (AAT)

Edducator and children’s literature expert, Fatma Faraj, she introduces new and forthcoming Canadian books on diverse subjects and themes. Fatma will offer her expert advice on discovering and incorporating titles that address topics including race, gender, sexuality, religion and ability into your library collection and programming – all from a Canadian perspective.

I really enjoyed this session. The presenter is a teacher librarian at a private school. She selects texts that highlight differences that speak in the “own voice” of the culture and is reflective of the culture. And she said to keep in mind that when we talk about books today and what makes them diverse, it will shift tomorrow as our cultural landscape evolves. She said “we want to hear stories from people who have lived it.”
Worth noting: Board books – My Heart Fills with Happiness by Julie Flatt – colours are bright, and it’s the right size. What Makes us Unique – first book on diversity, great leap off book for discussion.
Picture Books: When talking about diversity lots of books about animals. Bears winter party – is about fitting in. The animals realize they don’t all have to be the same to fit in.
Akilak’s adventure – is about finding yourself. Akilak talks to spirit animals.
West Meadow Detectives – her students loved this. The main detective has autism.
Pride, A Family is a Family and Mlika’s Costume – she highly recommended as books reflecting Canadian values.
Books about new homes: adrift at Sea (Viatnamese) Stepping Stones (refugee family) - all books that are relevant now.
One book highly recommended was OC Daniel by Wesley King. She found her students learned empathy from reading it.
She recommended Read Harder Challenge on Book Riot to challenge your reading selections to include diverse books. and The Fold

The Great Read-Alike Roundup
Catherine Coles, Melanie Kindrachuk (AAT)
This session will provide you with a lightning fast look at read-alikes (tried, tested and true!) for thirty of the most popular adult fiction titles currently in demand.
The speakers really did take a lightning fast look at read-a-likes for popular fiction. Rather than do all the titles, I’ll do a selection of some of the big ones that people have been asking for:
The Nest: dysfunctional family, character driven – The Children’s Crusade, The Vacationeers
Witches of New York: historical/magical/vivid sense of place – The Return of the Witch, Golem and the Jinni
The Widow: dark, British, unreliable narrator – I Let you Go, Girl in the Red Coat
The Girls; troubled teen, pulled into a cult – Cruel, Beautiful World (about the Mason cult), Boring Girls
Do Not Say we have Nothing: lyrical and literary, Chinese revolution theme, classical music – The Invisible Mountain, Wild Swans, The Noise of Time
Homegoing: slavery, saga – Book of Negros, The Known World
Fool Me Once: war, PTSD, thriller, how well a woman knows her husband – Pretty Girls, Die for You, The Marriage Lie
Wenjack: true story, reconciliation, residential schools – Secret Path, Indian Horse
Truly, Madly, Guilty: an incident happens, subsequent consequences and its effects on people – The Slap, Friendswood
All the Missing Girls: story told in reverse order – The Things Hidden, The Long and Faraway Gone
Victoria: historical fiction, romance, PBS series – Margaret the First, Wild Princess, I Victoria
Curious Charms of Arthur Pepper: British Widower, travels the world to visit places on his wife’s charm bracelet – Little Paris Bookshop, Pilgrimage of Harold Fry
All the Light We Cannot See: World War 2, characters are doomed, love story – Sarah’s Key, Stones from the River
The German Girl: World War 2, refugees – Karolina’s Twins, The Piano Maker, The Orphan’s Tale

Focused, Flexible, Free-Range: Becoming a 21st Century Library Technician (Megan)

What could you be? Information assistant, vendor, publisher, research assistant

Keywords to use in job search: digital content, document specialist, health records clerk, education program officer

What are transferrable skills – soft: people skills, supervision, team orientated
Hard: understand technology, catalogue, research

- communication, customer service, organize information, technical skills – make the connection for the hiring manager

- networking – social networking – through social media

They Are All Dead(Megan)

- figure out who you are trying to reach – schools? Public? Newcomers?

- create a local history website with general information for students

- Partnerships: museums, historical society, schools (meet with teacher and fit local history into curriculum), businesses

- for schools: prepare local history guidelines, arrange for class visits
- how can you use the information? Can make posters, reports, booklets
- Grade 7’s created posters for Remembrance Day, they researched and wrote stories
- work with legion to display posters for Remembrance Day, students can be there to answer questions about their posters

- create walking tours base projects on history plaques, make projects about local companies, create video presentations, QR codes can be added to historical plaques

- high schools – Grade 10’s created “Patrons of Collingwood’s Heritage”, these movies were viewed by the student body and copies were made available to the Historical Society and the Library

Touching Stories(Megan)

Software and hardware needed: smart pixel t.v., computer running Windows, 12 touch points, internet enabled, software program used “Local Stories” by Doclab Netherlands

- place in a high traffic area

- can bring special collections to life, use postcard collection to tell a story
- how to build a story, start with visual, brainstorm/storyboard, research/context, scan images, write text, upload to table, promote

- in the early weeks, staffed the table to engage the public
- before the table was launched placed a sign in the area where the table would go to let patrons know what is coming
- launched during public libraries week, used local press

- Hindsight: the table is large and heavy (add wheels), too tall (lower height for children), have a stool for child is table is too tall, slight angle to table (so people don’t put coffee cups on it or sit child on top of it, have jacks fully embedded so they can leave headphones attached to the table,

- price – table was $12,500 (including tablet), software $4250 please annual licensing fee

- could mount to wall instead of table

- has audio but not widely used

- scan 600 dpi and create a master .tiff, access files are .jpgs

Installing Pop-Up Passion (Erin)

East Gwillimbury Public Library does pop up programming in the library as they see a need for it. It is programming on the fly. For instance, if staff see patrons that are bored they will host a pop up program right there. Pop up programming in the library is meant to be low stress, low prep, improv programs and they are used to gauge community interest in new programs. Library staff who presented this session recommended that front line staff learn the technology on the service desk so that your patrons can learn with you and staff can see how people interact with it for future programming ideas.

East Gwillimbury PL also uses pop up programming in community hotspots such as a the GO station, rec centres and farmers markets. Examplse of some of the pop up programming they have done in the community:
*at the local farmers market where they made 3D cookie cutters with the 3D printer on site and a toaster oven to bake the cookies. They also returned to the market and brought their makey makey kits so that visitor could try it out using vegetables available at the market.
*at the GO station, staff brought donated books for people to take, provided e-resource demonstrations, and brought google cardboard so that residents could try out VR.
*tech pop up at the local arena (Ozobots and 3D printer).
*Green Screen program at a retirement home for holiday cards.

Ride the BikeMobile! DIY Methods for Creative Outreach & Community Connectivity (Erin)

Ottawa PL bibliobike: a custom made cart with books that unfolds, attached to a bike. The service began in 2016 and they did 24 visits from May to October, reaching 1000 people. The bibliobike has been brought to community concerts, skateboard parks, community gardens events, outdoor movie events, and has been combined with a storytime in a park near a wading pool. In the 24 visits, they did 25 card registrations, 140 checkouts and 22 returns. It is important record stats, however numbers don't tell the whole story— it's more about getting out there and making the connections and public relations (quality interactions, vs numbers). Keep qualitative notes with feedback from patrons. Other suggestion is to engage as many staff to help out with the project as possible: assign item selection, media advertising, and share visits with other staff to help buy organizational in.

Unless otherwise stated, the content of this page is licensed under Creative Commons Attribution-Share Alike 2.5 License.