Ola 2020

KI+ Ontario Library Association SuperConference 2020
29 January to 1 February
Wednesday 29 January

Indigenous Spotlight (AE)

Debbie Reese

Debbie’s work focuses on highlighting authors who have falsely claimed ‘hidden’ or ‘shifting’ indigenous identities that inform their successes and literature. Authors such as Joseph Boyden, David Bouchard, Melanie Florence, Rebecca Roanhorse.

Debbie was responsible for the name change of the previously titled “Laura Ingalls Wilder Award” to the “Children’s Literature Award”

Debbie unpacked the institutional and systemic racism found in literature and library cataloguing. Often Indigenous creation stories are catalogued under “Myth”. “Legend”, or “Folklore” while you’ll find other religion stories tagged with “Literature”

How can library staff correct these injustices? By adding and removing collection development guidelines. Educating staff about these realities so they can recognize institutional racism.

Great presentation outlining the benefits of libraries partnering with Town/City Recreation Departments.
*Both facilities exist with the same goal in mind - to serve the community in effective, cost efficient ways to build a healthy and active community*
- keep in mind you don't want to lose your identity as a library/don't lose yourself in your partnership
- It's important to remember that neither facility 'needs' the other however you can do so much more by working together

- if your library has accessibility issues as with many smaller libraries, some programs offered can come with restrictions because patrons with disabilities or anyone unable to climb two flights of stairs are excluded; by partnering with the rec department the library is able to host many more programs in Town facilities where accessibility was not an issue
- minimize competition between the rec department and the library as often times similar programs were offered at similar times. By partnering they could better plan out which programs are best offered at the library and which programs best offered at the rec centre
- both departments would have access to free rental space should they need it
- be sure that your strategic plan is in line with the town/recreation department so that you can 'defend' your decision to partner to the public when they ask (and they will ask)
- by partnering you can make better use of supplies and by working together you can stretch budget dollars
- another benefit would be dual/cross promotion - library would get mentioned in the parks and rec book and vice versa
- by partnering with the rec centre, the library can now reach many non users and draw them into the library
- smaller libraries can benefit by being able to offer other payment options to their users instead of just cash (for example the recreation centre may have a debit machine when the library does not)
- because town/city often funds both facilities they may see a partnership as mutually beneficial and may increase future funding for both the library as well as the rec centre.
- raises the profile of community resources

- recreation events are planned 6 months to a year in advance with no flexibility so planning for library programs can be difficult
- blurring rolls between departments
- who cleans up the library building if rec centre offers a program using their space
- is there enough storage at the library to house recreation supplies…and vice versa
- scheduling/time/deadlines
- staff personality clashes (it may take a few tries to connect with the right person within the town to make things happen)
- it takes some time to learn to work together instead of against each other

Primary Source Primer for Libraries and Archives (MP, JB)
Jennifer Hoyer, Brooklyn PL; Alison Little, Archives of Ontario; David Sprague, Toronto PL

Started with an activity to select photographs for a time capsule - each table was given a number of photographs that were significant to Ontario/Canada’s history, asked each group to choose 4 photographs that would go into the time capsule. At the end everyone did a gallery walk to see what each table had chosen. The activity was subjective as the photographs meant different things to different people. It was a great starting point to use with schools.

Alison talked about using the Archives to build observations through hands on examination of materials from the past. Students were able to focus on skills and the mechanics of the inquiry process through use of a teaching collection of culled material, reproductions and exhibits. She stressed that programming should be tactile, to consider different learning styles of the students and to be flexible. Let the discussions be student led and report (gather feedback). Consider cross-institutional learning models by using different primary sources from other institutions.

Jennifer is a Librarian that goes in to the schools to teach research skills through 4-6 visits and 1 visit to the Archives. She suggested identifying material in your collection that could be used to support the school board’s curriculum.

TPL promotes their collection in-person as well as online. In-person by show & tell exhibits of the collection as well as providing a list of workshops people can register for. Online by promoting class visits with a menu list of classes/courses offered with a link to request it. TPL has a specific section on their webpage for primary source sets (group digital collections by theme such as Canadian World War One & World War Two). Promotion: they use their Outreach Librarians to promote what the Archives has to offer, they advertise through newspapers, send letters to the school boards outlining what classes they have. David encourage the use of social media to make people aware of your collection, it will also increase access to the material. For example post an Instagram story on Remembrance Day of WW2 posters.

More takeaways from Jess:

Another important message that arose from this session was the need to see and address any gaps you have in the collection. Many historical collections only show a small demographic of people and as such, aren't always representative of all students/ researchers. To address this, it was suggested that other collections (specifically online ones) be brought to attention. Rather than hiding the lack of diversity in an archival collection, become an entry point to direct researchers to other archival collections. In doing so, you can also stress the importance of archival citation when gathering information from other resources.

Worlds, Worldviews, Decolonizing Description (MP and ABu)
Camille Callsion, U Manitoba; Anne Carr-Wiggin, U Alberta; F. Tim Knight, York U

F. Tim Knight talked about how library catalogues fail to provide access to traditional knowledge because indigenous culture transcends boundaries, spirit and knowledge. He suggested that we could use linked data to create a cultural interface that could be used to build a better system.

Anne Carr-Wiggin realized a need to start a dialogue with first nation’s people to change wording and build a relationship with their communities. They held 3 knowledge gathering events at her university. Suggestions that came out of the meetings:
• Indigenous People of North America to replace Indians of North America
• Riel resistance, Riel Movement, Metis Rebellion to replace Riel Rebellion
• Regalia to replace costume & clothing
The group agreed that they do not want all of the old subject headings destroyed; they will need to be kept for context. They found that there was no immediate consensus, how do you keep up with changing views? How do we implement changes in a technical and interconnected environment?

Camille Callison talked about indigenous worldviews, how knowing their history and who they are informs their present and gives them direction for the future. Historically knowledge is placed in libraries/archives/museums. How do we allow access to important information when the spelling may be different then what they call themselves? How do we provide a warm and welcoming place? The library classifications system comes from a male white viewpoint. How do we start? We start by calling people by the name they call themselves. By asking them what do you want to be called? By building a relationship with the indigenous community.

Some key takeaways added by Andi

  • Euro-centric worldviews contract significantly from Indigenous worldviews. Euro/western worldviews place an emphasis on logic in our classification, while in the Indigenous worldview everything is essentially animate, meaning everything has spirit and knowledge.
  • Tim proposed the idea of a "term circle" to lead cataloguers/classifiers from a non-preferred subject term to the preferred term.
  • Ann Carr-Wiggin suggests when consulting Indigenous people in your community to value different ways of knowing and involving elders at every stage. Also to practice the "medicine wheel model" which is essentially means practicing ongoing consultation with Indigenous groups.
  • A survey distributed to University of Alberta students on specific terms (such as "Riel Rebellion) led to the suggestion of numerous alternate terms. This demonstrates that not all Indigenous people think alike, and exemplifies why ongoing consultation is necessary.
  • Libraries are cultural memory institutions and play a Central role in the preservation of Indigenous knowledge.
  • An Indigenous, First Nations, Metis and Inuit ontology will be released by the CFLA-FCAB Indigenous Matters Committee.

Leadership, Risk and Building a Cult of Passionate Followers (EA)
SOLS funding cuts last year and the change with Bill 108 for the Development Charges, these are scary for the library world, but are again an opportunity to show our value and relevancy to our community. We need to look at this as an opportunity—change forces us to do better in terms of getting our message out there.

Marketing is getting your message out there, but branding is about what makes you distinct from other things out there, including how your library system is different from other libraries.
-Define who you are: values, engagement, personality of the organization, the words we choose, etc. Logo is just the tip of the iceberg and should be developed last.
-Start by thinking how we influence the library sector as a whole, versus just your library system. Then move to more focused on your organization and community.
-Almost as if we have to help change the general perception of libraries, and at the same time, focus on what makes WPL different from other libraries.

-Be authentic in brand and fit.
-Refine and re-define (even though your values stay the same, you may need to express them differently as times change).
-Risk (timing, controversy and relevance).
-Partnerships and what’s in it for them? How are we the same as CAMH, the ROM, Scouts Canada? Good reputations through trust. Think critically of who we partner with. Think of libraries as having something valuable to share, and don’t underestimate this power. Find mutually beneficial partnerships that others miss.

3 ways to influence: head, heart and hands (hands=cooperative appeals, creating alliances).
-Display your certification certificates—shows that we hold ourselves to certain standards.
-Data, shouldn’t only be used during budget times.
-Emotional appeals: be risky in the language we choose, but be intentional about it. I.e. “Pleasure your shelf” quotes on library cards and library bags. Impact stories to help supplement stats (“Those who tell stories rule society”—Plato)
-Think about programming differently, to be responsive to top of mind topics such as sustainability, etc. Go beyond just running a program with a guest speaker, but have a pollinator garden, butterfly nurseries combined with a program where they would be released, etc.
-Think about partnerships in a different way—calculate risk and see who is an non-traditional partner (i.e. local restaurants for advertising campaigns, hold public meetings for the Town and other opportunities).

Information Services: A Social Work Perspective (JB, EA, DM)

The session began by addressing the many complimentary links that already exist between the fields of Information Services and Social Work. In both cases, we facilitate access, increase community connections, and oftentimes work with similar vulnerable populations. The main takeaway from this session was that Information services, rather than using a conduct approach to a reference interview, could instead take on a care approach. She describes a care approach as:

  • user centered
  • confidential
  • impartial/ non judgmental
  • Giving information, not advice
  • facilitate self sufficiency

In tandem with a care centered approach to information service, the speaker also stressed the importance of self reflection when interacting with vulnerable populations. For example, it is important to be aware of the power/ privilege dynamic in any given interaction, why you reacted or responded the way you did, and how you can proceed at the patron's pace and make time to connect. It was also stressed that in order to create a meaningful connection, your reference interaction should include the patron. Collaborate with them to find the best possible resource. This can include sharing your screen, providing choices and affirmation, active listening, and including yourself in the search (ie. saying "we're looking for…"). This way, you can forge a partnership, rather than a simple exchange of information.

The speaker pointed to the article: “I’m Not a Social Worker”: An Information Service Model for Working with Patrons in Crisis, by Lyn Westbrook. Below is the abstract:

Public library patrons rarely reveal their personal crises, but experienced reference librarians quickly recognize the difference between casual and intense questions. Assuming professional responsibility for meeting such information needs, many librarians live with the ambiguity of the librarian/social worker dichotomy. Seeking that delicate balance between the librarian’s customized information service and the social worker’s case management triage, librarians must understand the situated information needs of their in-crisis patrons. For these individuals self-identity becomes a primary factor in any service interaction, including the opportunities and threats that new information generates. This article posits a four-part model of reference service that is centered on self-identity relationships between patrons and their crisis situations. The model incorporates information service guidelines. Intimate partner violence is used as the crisis context with which to explicate the model’s components. Librarians are not social workers, but they are asked to and certainly can provide practical, effective problem-solving information.

Communicating Your Brand With Passion, Conviction, and Honesty
Jamie Hardie

Jamie explained that the main issue libraries face when it comes to marketing, we know what we have, and what we have to offer. We are not however, very good at grabbing attention. People stay for our programming, but how do we get them to come in and find out about our programming? Libraries face a 3 big hurdles when it comes to changing perception:

  1. Marketplace noise and the public belief that print is dying (it isn't its just changing)
  2. Commodity thinking - librarians are often thrown into the same box as bookstore employees
  3. The Gap - there is a gap between our own perception of value, and the message we are communicating to the public.

Ultimately, one of the biggest hurdle is that many don't necessarily know how libraries work and what we are capable of. We have lots of stories of impact (patron comments) but we're not always on the public's radar. Thus, Jamie suggests thinking like a futurist: there is no staying the same, and public engagement is an investment in the future. He says we need to be brave, not perfect when it comes to how we market our institution.

To do this (on a budget!) he suggests looking outside our industry, and uses the example of the Royal York Hotel's campaign, "Turn Moments into Memories." Part of their branding, this slogan was clear in the photographs they used, which were much more intimate.

He also used Stratford PL's recent rebranding as an example of successful engagement. Stratford PL came out with a series of pamphlets and table talkers to go in local restaurants that advertised the unique qualities of their staff. Their intention was to get non library users to see staff and what goes on at the library. Kawartha Lakes Library adopted a similar approach to The Royal York in their branding, and used only photos of patrons and staff in all their advertising. Their intention was to advertise their brand using share-worthy experiences, and involved individual patrons and staff to achieve this.

One of the main takeaways from these examples was: make your branding personal. He suggests focusing of richer, share-worthy moments, and getting other voices to tell our story. And when it comes to marketing, it's everyone's job, and we can always express our value in our interactions throughout the community.

Making Connections: Inspiring Community to Capture Local History(MP)
Jess Posgate, OurDigitalWorld; Ralph DeJong, Brighton Historical Committee

Jess talked about what you can do to increase your digital photograph collection. You can start by hosting scanning days where people bring in their photographs to be scanned and show people how to digitize their own collection, host “clean out your attic days” at different branches or scan and share days. Create online engagement by have a contribution module (Whitby Archives has this module) to build online exhibits. Ask mystery questions on Facebook and Twitter or throw back Thursdays and post images from the collection. Oakville Public Library did a day in the life of Oakville (http://images.oakville.halinet.on.ca/369/Exhibit) and used social media to build a collection. Host walking tours about transportation, food, prohibition/temperance. Set up registration, partner with a museum, and create an online exhibit that captures the walking tours. Online traffic increases after the event.

The Brighton Historical Committee created the Barn project for the Brighton Digital Archives. They enlisted the help of the Brighton Camera Club who got a group of volunteers to photograph the barns. They were each given a sheet on how to shoot the barns to ensure that the barns were all shot the same way. A letter was created asking for permission to access the properties where the barns were located and dropped off at the locations where they required permission to go on the property. In total they photographed 284 barns, had 4000 images, used 11 volunteers and had a total of 583 recorded volunteer hours. They uploaded their photographs to VITA and added researched information about the barns.

It Takes a Village: Partnerships and Programs for Local History Service Success(MP, JB)
Ellen Stroud, Oshawa PL; Nicole Adams, Oshawa PL

OPL had local history materials scattered throughout their library, they had no proper archives storage, only some material was catalogued and they had limited public access. They decided to re-purpose the existing room, get better equipment (microfilm readers, scanning equipment), tables and chairs. By creating a quiet research room with display cases and archival storage they were able to host programs and class visits in the multi-use space. The local history and genealogy collection was looked at and they developed a collection based on Oshawa, Durham Region and Ontario. Other staff members were engaged through training and encouragement to explore the collection. They developed a knowledge base of popular questions and how they were answered for staff to use. Nicole (the Local History Librarian) created a local history inquiry form which helped to manage people’s expectations for service. Through use of social media and sharing post to other partner groups their usage statistics went up.

More key takeaways from Jess B:

Along with developing the physical space, they also talked about how they developed their collection by reaching out to local institutions, museums, and heritage groups in Oshawa. By talking about their collection they were able to gain more donations, and have alternative spaces to send donations that didn't meet their collecting criteria. They also spoke heavily on how they were able to create engagement through archival displays. Along with a display of the collection, they also introduced "Lightning Display" which were comprised of copies of original documents that featured specific topics or families. These displays were only up for a short period of time.

Another way in which they generated patron engagement was through a program they called "History Mystery". This program works with OPL's previously established home school group, and allows the kids to view archival objects and use critical thinking to try and discover what it is.

Implementing Indigenous subject headings in your local catalogue: From planning to process (ChristyH)

Presenters: Hamilton PL and Greater Victoria PL
Many libraries are replacing outdated subject headings related to Indigenous people and culture with headings that are more inclusive and reflect current terminology. Making this change assists the library in supporting their local community, ensuring records are discoverable (people may not be searching using outdated terms), removing bias, and moving towards truth and reconciliation. Libraries are taking this on individually because Library and Archives Canada has not committed to a timeline for addressing this change.

Hamilton and GVPL shared the steps they followed to begin Indigenizing the subject headings within their catalogue. Both consulted with their local Indigenous communities to be sure they were accurately using terminology and that they understood the meanings of the terms they were applying. There are several resources for updated subject headings that already exist including:

Manitoba Archival Information Network and Association for Manitoba Archives (https://libguides.lib.umanitoba.ca/c.php?g=455567&p=3278374)
UBC Indigenous Knowledge Network (https://xwi7xwa.library.ubc.ca/collections/indigenous-knowledge-organization/)

Online library card sign-up (ChristyH)
Presenters: Hamilton PL and Milton PL

Hamilton has an online card sign-up process that allows patrons to create an account, receive a digital barcode and immediately start using online resources. They use an address verification service to ensure the address is located within their service area and that it is a residential address. The site talks to their ILS and creates the patrons account there. If patrons want to borrow physical items they have to visit the library to verify their identity.

Milton implemented a similar system on their own using their ILS (Symphony). Their journey started when they created an online form for use when registering patrons at the front desk. In the 2nd phase of implementation it was possible for patron’s to renew their existing cards online. Final phase was full online registration for patrons. They have an online address verification process that all registrations go through. Upon registration patrons receive instant access to online resources. Patrons have to verify their identity in person if they want to borrow physical items.
Pros to online registration: Meeting patrons needs, data entered in a way that is standardized (form controls that), minimal staff intervention is required, you can restrict future notifications to email (phone notifications aren’t offered if the person signs up online).

Get to know Scout! Bringing artificial intelligence into the public library (CH, EA)
Presenters: Barb Gillard and Chelsea Murray – Calgary Public Library

Scout is the AI chatbot the Calgary Public Library uses in their branches and online. It was first implemented in a branch that was open to the public even when staff are not scheduled (branch is open concept and located in a community centre). Staff have set it up to answer a wide variety of library related questions. The initial list of answers the populated into Scout came from their various FAQ style documents. The language had to be updated to make it more conversational since Scout needed to have some personality.

Scout is available in all branches on the OPAC computers, and on the library’s website. Most of the questions come from the website, Rocky Ridge Branch (limited staffing hours) and the Central Branch (very large). Staff regularly review the questions being asked and the answers provided by Scout. They can add additional responses or tweak existing responses based on what they see in their reviews. If Scout can’t answer a patron’s question he can direct them to the library’s live chat service staffed by real people.

Scout gets about 400 questions per day, and has a 75% accuracy rate in terms of matching inquiry to what the patron is really looking for. When the questions are library-focused, accuracy increased to 95%.

This project was very staff intensive initially to populate Scout with answers. They still need to dedicate staff time to it on an ongoing basis to grow Scout’s knowledge base. Scout is very popular with patrons! In addition to answering questions they have programmed him with some canned answers to use when people are being rude or inappropriate.

CPL opted to go with a start up company to help reduce costs, but it also creates a lot of back and forth work, and pivoting. It's also important to think about long term implementation.

Visit Scout on the CPL homepage (bottom left corner) https://calgarylibrary.ca/

New ways to deliver programming with tech (??, EA)
Presenters: Greg Astill - digital design tech TPL, Jasmine Seto - TPL digital innovation hubs

TPL created a series of hands-on workshops that got people involved in creating video content from start to finish. Each series is 3 sessions long. Patron are introduced to the pre-production, recording and post-production skills needed to create a video. Often they have an event in mind that they will film, but they have also created projects for students to work on.

TPL has a significant amount of digital tech in their system. They share cameras, tripods, etc, across the system to support this type of programming.

Successes: Patrons get comfortable using tech in a way that is fun. They get to create a video that they can share with friends and family. Sometimes the library gets free marketing materials out of the content created.
Challenges: People don’t always show up for all 3 sessions. Makes it hard to plan.

They also tried to piggy-back on a popular teen program called Make Some Noise, so that the film program group could practice filming while another program was running. They had a practice run a few days before, where they set up their roles, etc. They ended up using the video for promotional purposes at TPL. The presenters focused on making the program workable by sharing and cross-purposing it where possible. They also mentioned that the program allowed for inter-generational learning, families learning together, giving younger children/teens some leadership opportunities.

We need to talk about your flair: Managing through change (CH, JaD, EA)
Presenters: Milton PL management team

Milton Public Library implemented a new service model last year and the 3 managers who were instrumental in making the changes happen were all new to their position and/or to the organization. They had to rapidly learn about the organization, the culture, the expectations for their position and build relationships with staff that would foster trust as the change was happening.

The problem: Milton was opening a new branch but had no additional funding for staff at the branch. They had to re-work their staffing model to create hours to staff the new branch.

The solution: Milton completely reworked their staffing model. The greatest impact occurred in public service. At the main branch where they previously had 7 staff on the floor they went down to 3 staff on the floor. All public service jobs were re-evaluated. Titles and responsibilities were changed. All public service staff are now trained to do both borrower services and information services. Librarians were removed from public service and now work in the back doing program planning and delivery, outreach and selection work. They are still expected to be able to help on desk if there is a rush of patrons, or if there are a significant number of sick calls, vacations, meetings etc.

In addition to changing the number of staff on the floor Milton reworked how they schedule staff. They post their schedules 4 weeks in advance and staff work a minimum of 1 evening each week + 2 weekends each month. Some staff who previously had a 9-5 schedule now work evenings and weekends.

Challenges: While most staff understood why these changes had to happen not all were happy with the changes. Staff were given training and support to become comfortable in their new roles. Management met frequently with their team members to answer their questions and concerns. All managers understood the messaging around the change and stayed consistent in explaining why the changes were happening. Some staff chose to retire early or sought work elsewhere. The library supported them in these changes.

Six months later staff are happier. Staff who continuously tried to undermine the change were addressed directly by their manager and given the option to make the change, choose to leave (with support to find a new job or pursue education) or to face discipline. Milton’s new model is working and did allow them to staff their new branch without additional staffing costs.

5 steps to help manage change:
- Present change in a positive and proactive way at all times. Recognize that you can only control the narrative, not the reaction.
- Present multiple avenues for the feedback from staff and be prepared for the feedback that comes. For instance, they did feedback spreadsheets (to allow an avenue for anonymous answers), comment cards, etc. Allow a safe space for people to work through anxiety without management taking ownership of it.
- Transparency: doesn’t mean telling everyone everything. Be honest that when something is non-negotiable, you indicate this. If you don’t know the answer, say so and then go find out the answer.
- Manage change—acknowledge that everyone deals with change differently.
- Recognize the under-miners: this will require difficult conversations. Those conversations included these three choices at MPL: lose the attitude and start over; this is not working for you and we’ll help you go where you need to go; disciplinary action if the first two don’t work.

Serving Vulnerable Members of the public @ an Academic Library - An Empathy Driven Approach (DM)
- Nothing tremendously new that hasn’t been covered by Ryan Dowd. As. Matter of fact they referred to him several times as they based their training on his approach
- it is important to note that often times, you don’t always know who is vulnerable and who is not
- But what does “vulnerable” mean?? Persons experiencing homelessness, mental health crisis or housing instability
- consider your front line staff and who will be dealing with these individuals (are they properly prepared to deal with this demographic)
- be sure to include staff in decisions made when considering a change in approach - offer brainstorming sessions anonymously so you will receive “true feedback” as approved to something that is sugarcoated
- upper management visited with all staff to ensure that they were okay with any changes that were being introduced before implementing
- this particular library was looking at a way to centralize their security log as they previously did not have one
- introduced Ryan Dowd’s Homelessness training as part of their on boarding process as well as CMHA Mental Health first aid
- security guards received deescalation training
- computer stations were divided by partitions to provide patrons using computers with some privacy
- security guard name tags were changed to match those of library staff

Keeping Up with the Library’s Changing Reality in the Face of the Opiod Crisis (DM)
- It was incredible to listen to the stories from other libraries from all across the country, at my table alone I had librarians from Saskatchewan (where they can have up to four overdoses in ONE DAY), New Brunswick, Halifax.
- may discussions about washroom safety, sharp’s containers, naxolone kits, etc.
- important to remember staff mental health before, during especially after incidents involving overdoses
- how do you reassure patrons the environment is safe for them to enter with their children?
- taking a hard look at code of conduct outlines; what we can include as “hard lines”, no exceptions.
- Do you have zero tolerance for drug usage, or do you just hand out a trespass for the day and start the process all over again tomorrow??
- if you have high indicents of overdoses, it’s s imperative to have a good relationship with local law enforcement
- provided staff with a “Street Wise” resource book available at all front facing service desks
- offer staff a debriefing service
- health and safety - violence risk assessment (evaluate each incident)
- Employee assistance program
- Staff training - MHFA, CP1, social worker provided a one day PTSD compassion fatigue information session, mandatory sharps training, naloxone, stigma training,
- try to shift patron thinking to “It’s not just a library problem, but a community issue”
- how to encourage staff with the mentality “No, we are not social workers, but we still have to engage the community)
- full-time employee that is a library employee so they are more invested in the outcome
- staff check washrooms regularly but sporaticaly
- invite local services to share space to offer their resources
- provide information to the public to try and answer some of their questions
- set up expectations with security; don’t take the power away from staff; security is their for backup

OLITA Spotlight: Justin Ling (ABu)
Justin Ling is a freelance reporter and was involved in the creation of a CBC podcast called The Village, an investigation into the killing of gay men in Toronto's Gay Village. He talked about the creation of the podcast including some of the library and archival resources he used while researching the project. He is particularly passionate about the preservation/archiving of online resources and relies heavily on the Internet Archives/Wayback Machine. He also used a number of resources at the Canadian Lesbian & Gay Archives. During the question period, he suggested that to better serve the queer community, library staff need to talk with those who are in it. It is the responsibility of libraries and archives to have collections that reflect the community's lived experiences, including those in the LGBTQ+ community.

Leadership, Risks and Building a Cult of Passionate Followers (JaD)
• It is an exciting time for libraries with the amount of change that we are undergoing. However, the issue is that many people still don’t know what’s so wonderful about us. This pressure forces us to be better. How do we do this? The library brand (who we are and how we express it).
• For branding to result in real change: this starts as a buzz, then the culture changes, the brand gets bigger and then funnels down to the community, which then impacts the individual.
• Why is this so hard for libraries? Everything is a commodity (we’re easily replaced), there is so much noise and clutter, and everyone is influenced by what is advertised. This results in the gap in perspective. The message that the public gets is very different from what we know about libraries. This is also made harder at libraries where staff wear multiple hats and are not solely focused on getting the message out.
• Libraries have to remember that the audience changes over time.
• Libraries have to open to risk and be willing to ruffle some feathers because this means that you’re being listened to.
• Libraries can better spread the message through partnerships. Partners will want to trade in on the trusted reputation of libraries. This is a valuable asset the library has and can work with some non-traditional partnerships.
• Takeaway: Complacency will be the library’s downfall. We have to progress and change or we will lose value in the eyes of our community.

Not a pipe dream - Designing displays that are eye-catching (DM)
- a really great display can increase circulation stats, promote the library, educate patrons and - highlight dark corners of your library that are otherwise neglected
- preparation is key; before you begin consider your audience, what is your desired tone; what is the dipslay’s purpose?
- make displays interactive whenever possible
- provide information that represents all opinions on a topic, not just one sided
- keep it fresh
- consider when producing signage for our display - colour; reflection of your library brand, sets the tone of the display; match colours from logos or other promotional materials (coolers.co and ColorHunter (upload photo and the program develops colour scheme for your project) Colorsafe.co identifies colours that go well together - WebAim.org contrast checker for accessibility
- be sure that your display complies with the AODA
- avoid exclusionary aspects
- incorporate many types of materials such as audio-visuals or supplementary pamphlets
- take advantage of free resources; use/showcase what you already have; reuse materials from past years
- canva.com (non-profit subscription for libraries)
- gimp (free alternative to Photoshop)
- Adobe Spark - free option
- Corelli - free option
- PicMonkey - affordable
PUBLIC DOMAIN PHOTOS - Openclipart.org and Pexels are great resources
CONSIDER COPYRIGHT before use - Unsplash, Creative Commons, Flickr, Noun Project (for icons)
- 10 Rules of Composition by Canva
- Introduction to Font Psychology
- Keeping up with new design trends
- Join the Librarian Design Share community

Fierce Data (JaD)
• Libraries need to prove value economically, socially, and culturally. Data can help do this. Data collected should also support your mission and strategic plan.
• We need to move beyond outputs and focus on the outcomes.
• Takeaway: stronger analysis of program stats is possible; could look at which days of the week attendance is high. Moving stats to Google forms allows staff to more quickly analyze program attendance data to assist with planning (although having legacy data from previous years also available would be helpful for historical trends). We can do better at examining the outcomes of our programs.

Creating an Engaging Space for Children and Caregivers (JaD)
• Brantford P.L. wanted to update their children’s space at their downtown location. They wanted a flexible, distinguishable space, create areas for each age group (including adults), and facilitate interaction, engagement and collaboration.
• Brantford staff went through the process that went into re-designing the space, including pitfalls. Some areas that could have used improvement in their plan were: looking at local spaces for kids instead of just other libraries, better communication, and designating a final decision maker on the team.
• While the overview of the process was useful, I was hoping that the speakers would have spoken more about what made the space engaging for children and caregivers. Central has brough more interactive pieces into our space, like our train table, early literacy station, and board games, but having stuff for people to do together at the library is becoming increasingly important. Families want to spend time together at the library and I was hoping to get more tips on how other libraries are supporting this.

**Thursday 30 January

Mona Chalabi - Keynote Speaker (MBF)
Mona Chalabi is known as a "data journalist". She is the Data Editor of The Guardian newspaper, as well as appearing regularly on various social media sites such as Intragram. Her work is well known, novel and liked by many companies and organizations, for it being able to explain complex data and how it relates to societ and social situations.

Basically, she takes data and turns it into words or graphs. She wants to make data fun and accessible. She wants to make data beautiful and clear, and appeal to many and all people. She wants people to "get it" and finds that many articles and journalists make data confusing and not how she would understand it. Because of this she set out to explain data her own way.

First of all, if she can, she will use a word or very few words to explain a situation or study. But she will only do this if the data can be explained by a word or words that can be understood and accessible to many people of various backgrounds- an example being Microsoft. But if the data can be better explained by a graph, she doesn't use words at all- she will use sounds, textures, colour and animation instead. She finds that symbols can be better understood by more people who speak any language, than the data numbers themselves.

In her presentation, she gave many examples of her basic methods of how she breaks down and displays data. The basic rules that she follows are:
- if there is too much information/data/numbers/equations use a "sequence" depiction to explain
- be accessible
- question data, don't dismiss it
-show your workings/methods, of how you reached your conclusions
- make solutions from problems when depicting data, don't make more problems of how to interpret it

The last segment of her presentation was for the audience to ask her questions about herself and/or her work. She was very open and frank with her answers. Many of the questions dealt with how she handles critism, racism and rude remarks about her work. But the most pertinent question asked was how libraries can assist her, and vice versa, with her work. She answered by saying she would like to work more with libraries and would be entertained with any queries, but had never been asked.

You've got to be kind - Leading with Empathy (DM)
- Many key points that had been presented by Ryan Dowd already, his teachings were mentioned several times
- when using empathy as a focus, you must remember to be genuine, and know the people that work for you (what matters to them, what bothers them…this builds trust)
- know your own biases; letting go of the need to be right
- own your mistakes
- recognize your mistakes
- "shut up and listen"
- overcome problems together
- be your authentic true self
- what motivates you personally with this leadership style
- stick to core values
- be wary of getting bogged down with compassion fatique
- find support where you can
- maybe you can't solve the problem…but you can "be there"
- recognize that you need to have empathy for yourself

Empowering Staff to Create Safe Spaces (DM)
- Brantford Public Library had noticed that there were increases in patron incidents and that staff were concerned that "not the library I am used to)
- staff felt unsafe
- CPTED (Crime prevention through environment design) report done by local police
- 15 suggestions were given and even though the library may not implement them all, they shared results with all staff (security desks, locked washroom, access to video feed, improved sight lines with moving study carols, buzzer for the door, increase security presence, remove needle bins, create internet "blacklist")
- created a new Rules of conduct using four groups of staff/management
- ensured that staff knew how to use and enforce these rules
- gave insight as to what staff needed to do in order to perform their jobs (online incident reporting)
- updated incident procedures and incident matrix
- relationship building and training with community partners and within the organization (outreach workers, nurse practioners, child/youth social worker/lived experience individuals)
- offer 2 hour information session to staff once a month from these community groups
- increased security and hired a new company
- cpi training for all staff
- increased staff presence in the washrooms
- moved security under Public Service umbrella and improve communication for incident reporting procedures
- final thoughts - different ideas will work for different organizations, stay positive, listen to your staff and ask for input, consistency is always a challenge - understanding the perspectives and needs of the individual patron which is key to providing proactive and responsive service

Failure is not a four letter word (AE)

Dayna DeBenedet

What is failure? Is it up for discussion? Do we, and how do we, measure failure? How we talk about failure affects how we feel about it.

  • Why failure happens
    • Internal (organizational, resources, planning and execution)
    • External (disconnect between feedback and reality, knowledge, universe (weather))

When to scrap

  • Where there is no interest, when the project is not serving goals, when there is no motivation, low return with staff efforts included


  • Workplaces should evaluate if they're good at measuring success and failure
  • Ask whether stakeholders understand our vision of success

How to deal with failure

  • iterating (refining failure as positive)
  • Downsides (resource loss, morale, perception)
  • Benefits (creativity, innovation, resilience, skill building, growth, understanding)

Cultivating failure

  • Embrace positive failure and teach people how to fail in order to promote growth and understanding. in other words, take the maker ethos out of the Makerspace and apply it

Managing change

  • A holistic approach addresses all perspectives
  • How to minimize fear of risk - open communication, anticipations, planning and protective measures

First Nations, Metis, and Inuit Ontology Development(MP and ABu)
Camille Callison, U Manitoba; Stacy Allison-Cassic, York U; Robin Desmeules, McGill U

Indigenous groups need to be able to access who they are in a proper way to get to the appropriate knowledge they are looking for. Substantive changes where identified through the Truth and Reconciliation Commission Report and they need to be made a priority. One example would be the need to address structural biases in the library classifications system to have classifications from the indigenous viewpoint. CFLA Indigenous Matters Working Group created an Indigenous material classification system. It is a living document that makes respectful recommendations to cataloguers. It is vital to make sure that the names of indigenous people are correct as this is a basic act of respect. They talked about how hard it is to change the library of congress subject headings. The working group wanted to build an ontology that is not owned by government institutions, that is built using open standards and that is respectful. They began by collecting data such as community names from coast to coast and then they started to build and organize the data by adding structure so machines would be able to use it and that they didn’t have to maintain. Some questions that arose from using MARC – what goes where? Where does community fit? In what MARC field? They realize that the project will take time and requires staff time and training. What they have found is that one structure will not cover all nations and that we still do not have technology to accurately portray indigenous relationships but link data can help with different access points.

Additional takeaways from Andi

  • Accurate Indigenous subject headings allow for a better representation and understanding of who Indigenous people are, specifically in reference to Indigenous/band names.
  • Brian Deer Classification system was created in the 1970s, and he was the first Indigenous person to create Indigenous subject headings. Further adaptations of this classification system led to the Indigenous Materials Classification Schema, which is a living document, but there are additional challenges to adapt this further to work with mainstream catalogues.
  • In 2018, the University of Alberta hosted a meeting with those who wanted to implement different Indigenous subject headings. The focus was on getting the names of Indigenous groups accurately represented, since one of the most basic acts of respect is to be known by one's correct name.
  • Subject headings supplied by the Library of Congress are formed through a particular lens and support a Euro-centric/western worldview, but is applied to non-European/western groups (for example, consider the term "illegal aliens.").
  • It is important that ontology is not owned and operated by the government, which is a colonial institution.
  • The idea of "decolonizing" the catalogue is not simply about changing the terminology used in one singular field (650, subject headings). MARC has a worldview built into it that is not Indigenous.
  • When changing subject headings, it important to keep in mind that names (Indigenous community names, but also other terms) are not static, so it is important to keep this in mind when seeking an "all encompassing" term for a community. However, at present, "indigenous people" is generally considered a respectful term that encompasses Canadian Indigenous groups.
  • Don't assume that one way of knowledge control applies to all Indigenous groups. The focus on sameness and consistency negates the idea of multiple worldviews. Indigenous peoples aren't homogeneous. Therefore universalizing systems is problematic: smaller more specialized systems with specialized ontologies would be better. This would require a re-framing of how library technicians do their work.

Intellectual Freedom Spotlight (JB)
Bessie Sullivan, Christina de Castell, James Turk

Session began with a discussion on what intellectual freedom/ freedom of expression is. These two concepts are important because they aid in developing self realization, the advancement of knowledge, and maintaining a democratic society. However, it is less straight forward when one considers the limitations of freedom of expression and intellectual freedom under the law.

Turk continued on to explain the complicated issue of Hate Speech in the criminal code. According to section 319. 1, hate speech must happen in a public place, and has to likely lead to violence. Section 319. 2 states the hate speech must willfully promote hatred. The issue with these statements however, is that they are very broad. What does "willfully promoting hatred" entail? It does not cover the expression of hate, but the promotion of hate. Constitutionally, hatred is defined as vilification and destestation. But if the law only covers extremes, where does that leave libraries for day-to-day interactions? Censorship is seductive, but is counterproductive in terms of handling freedom of expression and hate speech.

The panel continued with 2 accounts from Librarians who had difficult encounters with hate speech and intellectual freedom in their library systems. The first librarian was from the Minden Public Library, and she talked about her experiences with hosting a Drag Queen Story Hour.

Minden is a small town where most people are living below the poverty line, and she claimed that "people are so busy surviving that new ideas are slow to come." Though the town can be open-minded, acts of homophobia are still committed against local businesses, and during pride week. There was however, enough of the population interested in a Drag Queen Story Hour. When arranging the event, the library expected push back, and they took measures to ensure that the event would happen in a separate room so that library users could choose not to attend the event. When they announced the event they were accused of supporting many things such as pedophilia, child abuse, sacreligion, and perversion. At first they saw these statements as an opportunity to engage and educate, and they took to their social media to address some of these topics. However, there was a big issue around how to mediate the discussion. At what point is a comment going beyond free speech? And is it the responsibility of the librarian to introduce these topics. They did end up removing some comments that were specifically directed at the drag queen (who was local), and the event went forward and they plan to do it again. Their biggest takeaway from this experience was in how they handled social media comments. In the end, they decided to treat their social media as an extension of the library; would you let someone say that in one of your library branches?

The final speaker was from Vancouver Public Library, and they discussed their experience when an Anti-trans speaker booked a library room for an event. When this booking came in, the VPL has just introduced a trans-inclusive campaign at the library which included changing signage, gender identity/ pronoun training, and ally groups. When an Anti-trans speaker booked a room and essentially became associated with the library, VPL issued a statement that claimed they support intellectual freedom, but will not be neutral about trans rights. Many people were upset that the library accepted the booking, and they were unable to separate the booking (made by an outside source) from library programming. After assessing their room booking policy (such as who makes the decisions when a room is booked by someone who goes against certain beliefs), they concluded that the law must be followed, and they could not prevent the speaker from coming. Instead, they moved the booking to a time when the library was closed, offered staff a chance to work at a different branch the day of. Despite it being a room rental and not a library program, VPL faced huge backlash from the community, and they were banned from the participating in the Pride Parade.

**Accessibility by Design: the promise of Accessible Publishing (EA)

This workshop focused on NNELS (National Network for Equitable Library Service) and their push to have digital content published in born accessible formats instead of making current works accessible after they are published.
To do this, relationships with publishers is key. NNELS is trying to work with publishers to advocate and educate to help bring born accessible publishing to the forefront, to have considerations for accessibility as part of the conversation at the beginning, to normalize this idea, versus waiting until the end of the process to think about it. Some of services that NNELS is providing include:

- Helping publishers to assess their workflows and where they can change to make files accessible from the get-go when they are doing ebooks and audiobooks.
- Educational video series for publishers. Videos were done by accessibility testers (those who have print disabilities) to provide an authentic voice.
- The team of testers also does research on reading habits Canada-wide for those with print disabilities. This will help provide data to publishers to help get the message across.

750,000-1.5 million people have a print disability and this number is expected to grow. However inclusion from the get-go is for everyone, not just for those who have print disabilities; others who could benefit include people with low literacy and those where English is not a first language.

Events and Programs: Stepping out from the ordinary(MP)
Robert Giorgini, London PL; Colleen Harris, London PL; Cory Crossman, City of London; Catherine Coreno, London PL
London Public Library has many rooms that they rent out to the public. They rent both indoor and outdoor spaces, removed minimum hours for rentals, and charge for everything (everything comes at a cost).
They created Music Mondays through a partnership with the City of London that ran from June to August. They held this program outside in the reading garden and paid performers to play. By offering free concerts to their community they removed the barrier to enter. By promoting through local radio & TV they were able to generate more interest. They used sponsorship to help finance programs and provided incentives to the donors for donating. At the end of the presentation they asked some questions: what do you already have? What can you add to existing programming? They host author series where they charge a fee for big name authors. They use an online ticketing system where people can buy tickets and in return this system generates revenue.

Book Tasting with the OLA Best Bets (ChM)
Presented by Julia Campbell from Ajax PL, Frances Hanemaayer from Burlington PL, Samantha Dillane from Caledon PL and Kate Morrison from Hamilton PL.
The OLA Best Bets is a committee that focuses on discovering and sharing new book titles and authors who are Canadian or that have Canadian content. They select books for their literary and artistic merits from publishing companies big and small so that they can find hidden gems that will appeal to children and teens.
This year the committee shared their top ten favourite Canadian books from 2019 in the Picture Books, Junior Fiction, Junior Non-Fiction, Young Adult and Young Adult Non-Fiction categories. The 2019 list and lists from previous years are available at http://www.accessola.org/web/OLA/OPLA/Committees/Best_Bets/OLA/OPLA/Best_Bets.aspx, as are the committee’s annotated notes on the titles including what they were about and some themes that were in the books.
The OLA Best Bets Committee did mention during their presentation that they are looking for new members to join them. So, if you love reading Canadian authors/content and are a fast reader, this committee is for you! The committee meets a few times each year to discuss and evaluate recent publications by Canadian authors and illustrators. The committee members mentioned that they have had a rule change where you don’t have to be physically present for all of the meetings, and that Facetime, Skype and video calls are now viable options if you are from a great distance. Think about it!

Platform, Outlet, Connection: Amplifying the Teen Voice Through a Library-Published Teen Magazine (JB)
Julia McKnight, VPL

Session focused on the creation of a teen generated magazine called Ink. The magazine publishes art and writing done by teens, and gives teens the opportunity to have their work published.

The project began as a means to generate teen engagement at the library, and they saw a magazine as an opportunity to provide teens with a platform that support teen voices, allow them to express themselves artistically. Many of the contributed works were deeply personal and some submissions were anonymous. In order to generate contributions, VPL went to school fairs, teen health events, and their own programming to promote Ink as an outlet for teens, and they worked it into as many conversations as they could.

The submission was open year round, but of course, most submissions came on the closing date.

To create the magazine they used Adobe InDesign which allowed them to create page templates, where they could easily input material. They also worked with their marketing department to create a logo that would express the import of the magazine. One of the main goals of this project, aside from engaging teens, was to create a professional and mature looking project that the teens could be proud of.

In terms of the staff time that went into the project, Julia noted that most of the work (editing, layout) is spread out throughout the year, making it quite manageable as a project.

Julia did note that there were limits to what was published (i.e. on hate speech, explicit sexual content or violence)

Reading Aloud to Kids Big and Small (ChM)
Presented by Rachel Seigal from LSC
“Reading aloud with children is known to be the single most important activity for building the knowledge and skills they will eventually require for learning to read.” ― Marilyn Jager Adams
This session focused on school aged children and why continuing to read aloud with children beyond the preschool age is beneficial to children as they grow and learn. Reading aloud to children over the age of five was encouraged as it:
• involves them in the text
• discussions about the book can lead to critical thinking
• it helps to build vocabulary
• increases comprehension of what has been read
• introduces children to different authors, texts and genres
• teaches pronunciation
• builds syntactic knowledge and with helps with sentence structure
• builds awareness and empathy
• is a great equalizer between different levels of reading, different economic classes, etc.
Children who read aloud are less likely to rush through reading “because they have to read it and not because they want to read it.” As a child ages and silent reading becomes the norm for school, reading becomes viewed as “work” and the thought of “I don’t want to do it anymore” takes over once school is finished.
Some types of books not to read aloud to school aged children:
• graphic intensive books with too many talk bubbles/frames
• overly simple language and texts
• fantasy books with super complicated plots and difficult to pronounce terms and character names
Some types of book to read aloud to school aged children:
• pick titles that you enjoy/like
• titles that are probably new to your students
• ask them what interests them and select the type of story that they’d like to hear
• pick something that will be relevant and compelling to your students
• look for rich, layered characters, whether they are good or bad! (eg: Professor Snape in the Harry Potter series)
• look for stories with settings/characters from other parts of the world
• choose a book that tackles a tough or controversial topic (something that will lead to a good discussion about the topic)
• pick lively stories with suspense and action
• pick titles that are a little above their reading level to see if it will spark reading interest
• something that will model good writing
• titles that will encourage higher thinking
• read non-fiction to them (suggested that reluctant readers may not always enjoy reading fictional stories, but non-fiction may trigger a love of reading)
• find funny books that will get them laughing and interested in the reading material
• consult booklists or colleagues for reading suggestions
Suggested that we check out the Newbery Media book lists to see which titles are medal and honour winners.
Presenter’s book recommendations for reading aloud
For Ages 7-9:
“The Very, Very Far North” by Dan Bar-el
“The Best of Iggy” by Annie Barrows
“Planet Omar: Accidental Trouble Magnet” by Zanib Mian
“I, Cosmo” by Carlie Sorosiak
“Wayside School” series by Louis Sachar
For Ages 8-12:
“A Barrel of Laughs, A Vale of Tears” by Jules Feiffer
For Middle School Ages:
“Very Rich” by Polly Horvath
“Pay Attention, Carter Jones” by Gary D. Schmidt
“Here in the Real World” by Sara Pennypacker
“Look Both Ways” by Jason Reynolds
“Beverly, Right Here” by Kate DiCamillo
For Teens:
“Permanent Record” by Edward Snowden
“Shout” by Laurie Halse Anderson
“The Starlight Claim” by Tim Wynne-Jones
“The Nickel Boys” by Colson Whitehead
“His Hideous Heart: 13 of Edgar Allan Poe’s Most Unsettling Tales Reimagined Including the Original Tales” by Dahlia Adler

Beyond Fandoms: The Digital Ecology Behind Fanfiction and Why Libraries Need to Pay Attention (JB)
Desiree Baron, Samantha Mills, VPL

Did you know that Paradise Lost by John Milton is technically Bible fanfiction? When we consider that fanfiction is a broad term to describe work that is derivative of an original, this statement is surely true, and indeed most novels works written before the advent of copyright, were often based on other works.

The session began with a presentation about the history of Archive of Our Own (AO3), a user generated archive and community for fan created works. They argued that there was much libraries could learn from understanding how the fanfiction community works. For example, AO3 has a very robust search engine that reflects the users needs, and allows users to search by genre, character, fandom, rating, 'ship', and even user generated tags. They also discussed how libraries can look to fanfiction pairings and genres to better understand the needs of our own patrons (with 7 million readers on AO3 and 16 million on Wattpad, there's a huge chance that our patrons are reading fanfiction too). They pointed out that there are thousands of works that include tags such as "trans", "F/F" (female/ female relationship), "M/M" (male/male), and "Disability". While it is unclear whether these works are written by authors who identify with these tags, their huge presence on the websites shows that there is a desire for them, and as such, libraries could compare their own content to assess whether or not they are meeting these desires.

Along with introducing possible programming surrounding fanfiction (ex. a fanfiction writing workshop/ writing), or including fanfiction in some RA interactions, one of the biggest takeaways from this session was that the online/ self publishing field is growing, and libraries are potentially missing out on works that their patrons love, simply because they are not published by one of the big 5 publishers.

TPL Innovation Strategy : activating a culture of innovation (CH, JaD)

TPL launched their innovation strategy in 2019. The strategy was developed through consultation with staff, a staff engagement survey, talking to other organizations who are seen as innovators, identifying what innovation is.

Keys to success:
Participation – Staff were engaged throughout the process and they developed several strategies for ongoing engagement. City Librarian’s Annual Innovation Challenge, Idea Box available online year-round.

Guidance – Staff were provided with tools, processes and training to encourage success and understanding. The library created a short version of the Design Thinking for Libraries toolkit and trained staff on the use of design thinking processes. There also hosted a series of “Idea jams” that included members of the public, businesses and staff to work on a specific problem or generate new ideas.

Sharing – An Innovation Council was created including people from academia, private institutions and libraries. A Future of Libraries event was hosted for staff from TPL and other libraries. TPL initiated a series of Public Library Innovation meet-ups (will see if we can join this).

Additions from JaD: Liked that they emphasized that innovation was more than just digital (since this seems to be a common connection with the word "innovation"). Design Thinking for Libraries toolkit is a free online resourcefree online resource. Also thought the emphasis on bringing staff together was a great point; I think this supports new ideas when you can talk to folks who work in different departments since it gets you thinking about functions, processes, programs from a new perspective.

CEO Spotlight (Christy H)

Pilar Martinez – Edmonton
Loren Jessup – Barrie
Susan Walters – Richmond BC
Mark Asburg - Calgary

Three relatively new CEOs shared the positives and the challenges of being a library CEO. They talked about who they can turn to for support, maintaining work life balance (sometimes this just isn’t possible), seizing opportunities, relying on your team and building the next generation of library leaders.

Trends to watch: artificial intelligence and how it can be used in libraries, the acceleration of the pace of change, social isolation and creating space for person to person relationships, the aging population and how we serve our seniors, how we can work more effectively with our community partners

So you think you are safe? How libraries can be cyberaware (Christy H)

Krista Robinson – Stratford
Lesa Balch – Kitchener
Sharry Fahim – Hamilton

We need to recognize that we are all highly connected now and many/most of our services rely on networked services. In addition to public facing services we also have email, networked files, payroll systems, building automation systems etc. A hack on our systems can have a massive impact and take a long time to recover from.
Stratford incident – Municipality was attacked and even though many library services are separate from town services the library was still impacted. Disconnected from the city’s network for 6 weeks, no email for 2+ weeks.
Lessons learned in Stratford – have a cyber incident response plan, get cyber insurance, have a trusted IT team, make sure staff have training on identifying cyber risks (i.e. phishing emails).

Kitchener – Implemented a cybersecurity training program for staff using free resources (Serene Risk), turned on Office 365 advanced threat protection, set-up personal log ins for the ILS instead of group log ins, requested a Canadian Cyber Resilience Review from Public Safety Canada.
Next steps – Now that they have their cyber resilience results they are developing additional staff training, reviewing their backup strategy, implementing a VPN for external access to systems, and upgrading outdate systems identified during the review.

Hamilton – Hamilton has put strong protection, policies and procedures in place to help guard their security. They also have a security awareness training program in place for staff.

Promoting Indigenous Language Through Descriptive Cataloguing (ABu)
Presented by Carol Rigby, an independent cataloguer and multilingual specialist. moc.tenrolpx|ybgirec#moc.tenrolpx|ybgirec

Carol has lived for the last decade in Nunavut, helping libraries there create cataloguing standards to accommodate Inuk materials. In Nunavut, 63% of residents consider Inuktut their mother tongue, and the use of syllabics are considered a central way of keeping the Inuktut language alive and is favoured by the elders. Being bi-lingual (or multilingual), Inuit are performing searches in more than one language. Therefore it is important when cataloguing to provide metadata in more than one language. As such, Nunavut cataloguers adopted the IFLA statement of international cataloguing rules in which bibliographic description and controlled forms must have users in mind and therefore descriptions and names should be based on the way an entity describes itself.

In implementing this statement, traditional cataloguing rules and taxonomies are used as well as many local practices. Materials are catalogued exactly as they appear: only materials that contain syllabics have them used in their associated records. Similarly, if a multilingual item is in multiple languages (parallel text or otherwise) the associated MARC record contains those languages. For example, if a title on a title page is in English and Inuktut, the 245 field in the MARC record has the title in both of those languages. But, if for that same item the copyright information is in English only, the publication statement in the 264 field is in English only in the MARC record. In short, there is no preferred cataloguing language for Nunavut libraries because patrons are not unilingual. The MARC record for materials will be item specific.

In implementing this cataloguing approach, cheat sheets of translated terms (for example, the word "edition" in Inuktut) was created for cataloguers and parallel authority records were created so that names can be found in multiple languages.

The benefits of implementing this cataloguing approach is that library users can search and read records in their own language. Moreover, non-Inuktut speakers can often help those who speak Inuktut with searches, because often there are English and Inuktut elements in a record.

Still needed is additional training for staff and a topical thesaurus in Inuktut and Inuktitut.

If a library is looking to improve their multilingual/Indigenous language records, key things to ensure include:

  • that your ILS supports Unicode.
  • the development of basic cataloguing vocabulary for Indigenous language(s)
  • the budgeting for original cataloguing.
  • the creation of parallel authority records

Law & Order, Public Library Unit: A New Approach to Dealing With and Documenting Incidents in the Library (JaD, EA)

• Burlington P.L. updated their process for incident reporting. Wanted to move away from a policing atmosphere where staff were looking for problems. Existing code of conduct was focused on what staff wanted rather than customer focused. Updated to new Customer Experience standards and a new incident reporting process.
• Incident reporting process included a new form. Staff would know whether or not an incident needed to be reported based on whether it was a green, yellow or red incident (similar to WPL’s radio codes):
-Green: No incident report required (normal behaviour at the library)
-Yellow: Use caution, might want to review customer service guidelines. Could potentially be an incident.
-Red: An incident report would be required.
• Goal was to eliminate unnecessary documentation to specific incident reporting (if it’s usual behaviour for a public library, it might not need to be reported as an incident). The incident form became a fillable PDF, and tracked in Excel spreadsheet.
• They also use behaviour contracts with patrons that they have had trouble with before. These list what the problem is, what the solution is, and what will happen if the solution isn't followed.
• Takeaways: Liked the emphasis of reducing documentation to what is necessary. Brought more opportunities for staff to discuss and debrief incidents, which resulted in more staff confident in dealing with elevated situations.

Patron-Centre Customer Service: A New way (JaD, MBF)
• Vancouver P.L. wanted to update their customer service and better support consistent service (which was a challenge).
• This ultimately resulted in a customer service culture shift that would see a more consistent user experience. However, that patron-centred service needed to be defined for staff. Can see the full policy online.
• Takeaway: library focused on a few critical shifts in behaviour for maximum change. Focused on training and empowering staff in engaging patrons.

They mapped 5 steps for culture change:
• Match strategy and culture
• Look at what works well
• Focus on a few critical changes (culture shift)
• Formal and informal measures
• Monitor progress

And they also identified the need for the following:
• Formal and informal interventions: modeling behaviour by supervisors, debriefing incidents.
• Learning and resources available on their staff hub: includes webinars, videos, articles and lists.
• Monthly activities are sent out monthly to keep this top of mind.
• Add the patron-centered service to staff meetings.

Takeaway: library focused on a few critical shifts in behaviour for maximum change. Focused on training and empowering staff in engaging patrons.

Public Libraries and the Challenge of Adulting: Supporting Youth with Information Literacy and Life Skills (JaD)

• TPL outlined their approach for reaching late teens to early adults (17-35 years) and how the libraries are positioned to support this time of transition.
• Adulting was a term that came into popularity in 2008: it is the practice of behaviour that is characteristic of a responsible adult, especially the accomplishment of the mundane but necessary tasks (you know, like doing the laundry for the first time after you’ve moved out from the folks’ house).
• The research says that this age range is a time of endless possibilities, but also a time of uncertainty. Youth are stuck in between independence and a lack of self-sufficiency. This is also a time when mental health can amplify.
• TPL wanted to know what they could do to support this age group, especially the vulnerable. Started with a series of sessions, and expanded their Youth Services Strategy (expanded age range to 18-24). Had to balance community demographics and branch capacity to deliver service.
• Takeaway: this age range is underserved in public libraries; however, as TPL emphasized, the capacity has to be considered. I also thought defining the strategy was key. While I don’t think we have the capacity to expand youth services at WPL, I think a strategy around that would be useful should that change.

Using Digital Storytelling and Media Productions to Engage Learners in your Library. (CT)
Kevin Chlebovec, National Film Board of Canada, Jon Lewis, YRDSB Curriculum Coordinator

How can digital storytelling and media production be used in library programs and how would it benefit a wide range of library patrons? Kevin Chlebovec pointed out learning in the 21st century is shifting from teacher focused learning to learner-centered education. The result of an inquiry-based learning model that stresses student engagement and co-creation are critical thinkers and creative minds.
By encouraging people to use digital story telling, the results are in a variety of mediums and reach a much wider audience.
Some examples of short films made by young people showed how creative, respectful and interesting they can be. One short documentary about a young man’s family history impressed me with how powerful, beautiful and well executed it was. The impact his film can have on his family, other young people in his immediate and broader community is truly amazing.
My take-a-way:
This presentation was based on a fee-based course that the NFB has put together for educators and librarians. This is not something that I would recommend or use myself. But the idea of making short films in a program series with children or young adults sounds very appealing to me.

How White Is Your Collection? (CT)

Beth Crawley, Collingwood PL, Suzanne McLean, Collingwood PL
Beth and Suzanne explained why they felt diversity was important in libraries:
They felt that all people deserve to see themselves represented in literature. They believe that different perspectives can foster empathy. Finally their aim was to dismantle the idea that white, cisgender, heterosexual, non-disabled people are the default or norm.
Diversity Audit Tips and Tricks:
1 What collection are you auditing? How many staff/volunteers can work on this project? Based on this information, you can decide if you want to conduct a full audit of the entire collection or a sample.
2 Are you going to use Excel, Google Sheets, paper and pen, or some other process to conduct your audit?
3 Choose what markers you are going to use in your audit.
4 Choose your categories: Character, Author, Both, or something entirely different?
5. Decide whether you will include problematic/stereotypical portrayals in your audit. How will you deal with these types of portrayals?
6 Determine what percentage of diversity you are aiming for.
7 Use resources such as Goodreads, Library Journal reviews, and more to research book summaries and authors to audit your items.
8 Mark items as diverse using a tally system, a colour system, or something else.
9 After completing your audit calculate your results. Are your results close to the percentage of diversity you were aiming for when you started this project?
10 Decide on your next steps. Do you need to improve the amount of diverse content in your collections?
Some suggested diversity markers:
Politic, LGBTQ2, indigenous, people of colour, disabilities (physical, cognitive), religion (other than Christianity), own voice (self realization), strong female characters
It was discussed that some of these markers were difficult to define as everybody has different concepts of what they mean.
My take-a-way:
Thinking about diversity in our collection when it comes to reader advisory is an important first step. Also recognizing that some titles or book covers can be very disturbing to some patrons and being sensitive and mindful when it comes to reader advisory.

Growing in Our Community: Seed Libraries, Garden Spaces, and Sustainable Programming at our Libraries (CT, DM)
Emma Campbell, Idea Exchange, Beth Lanigan, Idea Exchange, Mandy Pethick, Innisfil Idea Lab&Library, Michaela Posthumus, Bruce County PL
This lecture touched on two programs that would be great candidates to try at WPL. The first one is a Seed Exchange Library. Personal interest in sustainability, growing your own crops and interacting with other community groups are only a few of the benefits.

  • One of the suggested frameworks I liked:
  • To be open all year
  • Accept all types of seeds
  • No membership requirements
  • Seed return is not required
  • Seeds are kept in an open area for patrons to help themselves

As experienced by the Preston PL, community partners were eager to get involved, with monetary donations, grants, seed donations and other resources like envelopes, cabinets and tools. They helped with promotion and were contributors to events and other programs of interest.

Expanding on a Seed library a Kid’s Garden Club was offered.
Here the kids used some of the seeds to try their hands at growing and nourishing something from seed to a crop. As an 8-week summer program series, including planning, crafts, books, honour badges and hands on in the garden activities, the kids learned a lot about nature and their outdoor surroundings.
The 8-week program outline went as followed:
Week 1: weeding and planting
Week 2: Worms and other beasties
Week 3: Birds
Week 4: Bees
Week 5: Trees
Week 6: Beyond the garden/Biomimicry
Week 7: Fieldtrip to a nature reserve/Botanical Garden
Week 8: Harvest and clean up

My take-a-way:
With very little effort both initiatives could be easily tailored to work at the WPL. Here at the Brooklin Branch, hopefully the use of a little outdoor space in the courtyard could be negotiated and a similar program can be offered in the future. I love how the community could work together, how diverse and inter-generational programs like these offer our patrons new and relevant experiences.

Additions re Seed Library from AE:

Important framework considerations:

  • Open months targeting growing seasons
  • Seed varieties (vegetables, fruits, pollinator friendly flowers, trees?)
  • Membership (card holders vs anyone)
  • Return of seeds (required vs not mandatory)
  • Seed donations (only from existing stock = predictable, or any seeds? = unpredictabilty)
  • Self serve?

Seed storage/maintenance factors

  • Packaging and labels (at minimum, name/variety/year saved)
  • Storage (dry and cool)
  • Organization of seeds (by type of seed, difficulty (growing and saving), alphabetical)
  • Statistics (using either binder for patrons to record in/out or barcodes at checkout)


  • Partnerships and donations (or returns) of seeds are crucial in sustaining seed libraries year after year
  • Programs for each age demographic garner excitement and interest in gardening and seeds saving, life long learning skills
  • Promotion and engagement ideas that are beneficial: launch party with a ribbon cut, national seed saving day Jan 28th, local news articles, anniversary party after 1st year, presence at seed swap events
  • Potential for expansion to larger community sustainability events

Starting out Right: OPLA’s survey on the registration of new members (EA)

A survey was run by OPLA to see trends in what libraries are doing, document current practices, and develop best practices. There were 129 libraries who participated (40% response rate)

Results to the survey:

• 76% require proof of address and proof of ID (smaller communities were the most flexible in what they were requiring)
• 74% allow for preferred name on the membership (smaller systems were more flexible)
• 65% ask for date of birth, some only ask for DOB for certain age groups (i.e. children/seniors). Of those that do, 17% have an opt out option so that patrons are not pressed for it.
• 81% do not ask for gender (for those that do ask, they have an opt out version). Some libraries don’t ask, but staff must record their perception of gender for each registrant.
• Virtual registration: 77% do not allow virtual registration, but 22% of this group said that they are thinking about it. Of those who do, most do not offer digital cards (78%).
• Offsite registration: 50% allow this (of those who do, 24% do it from paper and then have to go back to the library to complete the registration).
• Temp cards: 58% offer temporary cards (larger systems are more likely to charge for temp cards)
- Some limit number or types of items, some charge fees, others don’t.
• Registration form retention and Canadian Anti-spam law (CASL): a wide variety of answers in terms of length of time. No consensus on it.
- 71% ask patrons to opt in to emails, and there is supposed to be some record of this (as per CASL)—record must be kept up to 2 years after last interaction with the patron from the organization.

Things that they did not ask:
• Registration forms in other languages?
• How often do libraries do patron renewal processes?
• Define an active card holder? A variety of values on what “active” means.
• How required is a signature on a library card?

Some other things I learned through conversation during the session:

• Several libraries in the room do not restrict DVDs and games anymore.
• Libraries have a lot of differing criteria for when someone qualifies for an adult card.
• Orangeville charges the tax levy for the public library, for non-resident members ($175)

Friday 31 January

Work Less, Accomplish More: Strategies for Maximizing Your Productivity and Prioritizing Self-Care(MP, DM)
Jaqueline Kreller-Vanderkooy, U Guelph; Amber Allen, U Guelph

Decide what is shallow work (scheduling meetings) and what is deep work (creating a new strategy with co-workers). Track you time to see how long it is taking you to do things at work. Identify what is important: set & reach achievable goals daily, do important work when your energy is the highest, set clear & reasonable expectations, and be accountable for the inputs.

Minimize the trivial – set up efficient systems for repeat tasks. I am going to create a template for auto responses for common questions I often get such as how to request images and the cost for them. Lower you standards and do the shallow work when you energy is low. Outsource & automate anything that can be done by others.

Accomplish more by resting. Downtime aids insight and recharges your energy to work deeply. The work that downtime replaces is not usually work that was important. Strategies for getting rest – give yourself hard end points and create a shutdown ritual (pick tasks to do tomorrow and do the same thing every day). Take your breaks – get out of your chair/office and disconnect. Use your downtime mindfully – get out in nature, this can help you recoup faster.

Cultivate Focus – build in regular time for deep work, schedule off-desk time, embrace boredom, don’t use the internet as a way to entertain yourself – take time away from electronics. Take breaks from focus, set yourself a mental task, and then meditate actively.
Books to consider "Off the clock""I know how she does it""168 hours" by Laura Vanderkam and "Bullet Journal method" by Ryder Carroll

Stop the Presses: advocating for Ontario’s Community Newspapers(MP)
Loren Fantin, OurDigitalWorld; Monica Fuijschot, Library and Archives Canada; James Roussain, Archives Association of Ontario

In 2017 the largest closure of newspapers occurred in Ontario. The fate of newspaper archives are being decided right now. Torstar doesn’t know what to do with the physical archives as of yet but long-term does want to make it available to the public. A working group was organized by GLAM to figure out the next steps and build a framework for collaboration. Torstar not only has published copies of newspapers but an archive that contains reporter’s notes and photographs. The working group wanted to create a standard agreement and templates for the digitization and access to the newspapers and to create a workflow for newspapers that were closing in the future. They drafted a closure checklist for publishers. A questionnaire was also send out to GLAMs to gather information about institutions that may have interest in collecting and housing material. LAC did an environmental scan of institutions that do not report to LAC what they have in the their collection and they did an internal scan of their own holdings. What they found was that the client demand for newspapers as a research tool was high. They also found that they had gaps in their own collection of newspapers. Going forward there are plans to establish a collaborative collection with digital access and to create a national inventory (see europeana.eu) using a linking portal.

The Ontario project faces challenges – different priorities between newspaper companies/publishers and GLAM and money and resources. The positive outcomes so far – establishing connections with publishers, the exchange of information between the two, and creating long-term objectives.

Always Open: Where Digital Collections and Physical Collections Collide(MP)
Kaye Prince –Hollenberg, Hamilton PL

Twenty-seven percent of HPL’s collection circulation is digital. They developed a digital strategy where they promoted their digital collection quarterly. They created seasonal themes and changed them with the release of each newsletter (back of newsletter is always their digital collection). The broad themes allowed for a broad range of book displays such as “live your best life” and they included books about fitness, healthy eating, and wellness. They created book lists of 300 items which were books that have not been out for 6 months or more and continuously add to the list throughout the time that the list is up. They also refer to their digital collection as a digital branch, another branch of what they are already doing.

They created digital call numbers for each e-collection. This would appear under the format of the item i.e. E-book, e-audio. This allows people to see what the item is before they go into the record. They also added links for their e-resources to Bibliocommons by creating platform records.

Kay created staff education that included how to show patrons how to access eBooks and also how to provide digital specific reader’s advisory. They also created digital library cards where people can sign up online and do not have to come in to a branch. They have found that this has increased their digital users. People who are not allowed to borrow material from the physical collection can still access the digital collection.

Dreams of Summer: TD Summer Reading Club (TD SRC) Forum (ChM)
This was a good opportunity to touch base with some other Ontario library staff and see what they had done in the past for the TD SRC “Get Your Read On Day” and what other things worked within their systems. The majority of the forum was based around a few questions that the TD SRC Committee wanted feedback on, in order to make the club more successful and encourage children to read. The main topics that were discussed and ideas shared were:
• How might we spark the interest of tweens?
o Over half of the library staff at the forum mentioned that they had a teen program in order to help reach teens and some tweens depending on their program’s age/grade restrictions.
o It was suggested that print and online material be developed and available with older age brackets kept in mind. Most of the promotional material and recommended reads are geared toward a younger audience which we thought deterred tweens from joining because it was viewed as “childish/for little kids.” Tweens don’t view themselves as kids anymore but are not quite at the age/grade to participate with teen programs.
o Create programming geared toward tween/teen interests such as technology, YouTube, chef/food challenges, etc and incorporate food as incentive to get them to come or as prizes
• How might we make the program more accessible?
o Make sure that in-branch posters and program promotional material mentions accessibility options (audiobooks, Braille, large print)
o Materials in other languages such as: Chinese, Tamil, etc. would bring in families who speak and read languages besides English and French into the club/library more often
o Develop partnerships through outreach with disabilities organizations to encourage their participants to join the club and make them feel welcome within the library/TD SRC
• How might we cater to different reading tastes?
o By creating custom book/reader’s advisory lists that incorporate the theme of the summer reading club, beyond the top 10 recommended reads that the TD SRC provides. This way it will highlight the library’s collection, especially if the library does not have the titles listed on the rec. reads list.
o Create bookmark templates “So you like…” with reader’s advisory lists on it of different age groups and topics.
• How might we support libraries with limited resources?
o More resources/how-to instructions available on the TD SRC website for small, rural libraries with a finite programming budget
o Gamification: encouraging children to join the SRC because it has more of a game aspect such as scoring points and competing against others in the SRC – this could boost registration and participation
o It was suggested that a resource list be created with performers information that are budget friendly for libraries with limited resources – this list would be curated by the TD SRC and other libraries
• How might we engage reluctant readers?
o The main suggestion that the room was in agreement with was “Let kids know that they don’t have to finish a book they don’t like” and stress the aspect of reading for enjoyment and not as a competition with others
o Allow the children to set their own reading goals for the summer
o Encourage children to try different types of books, not all children enjoy reading fiction and will seem like reluctant readers because they have not hit on something that they enjoy reading. Try non-fiction!
o “Graphic novels/comics are books too!” and these types of books tend to interest reluctant readers for their mix of pictures and word/talk bubbles. Graphic novels are a great “gateway” book between picture books and chapter books and are good for a variety of reading levels
o Let the kids know that whether they are reading or being read to, it still counts!
• How might we reach out to families who aren’t library users?
o “Information dies in children’s backpacks” was a comment made during the forum. Handing out the promo material to children at school gets lost in backpacks and never makes it to the parents. Target the parents, not the children.
o Encouraged to reach out to community groups, YMCA, daycares, summer camps, doctor’s offices, etc. to poster promo material/get them to share on their social media outlets about the SRC, which could reach more people in the community who are not already library patrons
• How might we engage babies and their parents?
o Promotion through community outlets such as daycares and preschools and other locations with early age programs.
o Mention it continuously during preschool programming and storytimes to get parents thinking about it
o Let parents know that reading to your babies/children counts toward the SRC
o A lot of library staff at the forum thought that the word “club” in the SRC is a deterrent for parents to have their children (babies or otherwise) join because they think it will mean they have to commit to specific dates/times and programming rather than have the SRC as more of a passive program that they can come one week and not at all the next depending on their schedule
o Remind parents that the SRC is for children 0-12 and that any age or ability is welcome
o Run baby programs during the summer and mention the SRC at each session
o It was suggested that a separate reading list be created by SRC for babies that pairs with the theme of the summer

Diversity Audit: A Systematic Approach to Creating Diverse Collections (KC)
• 2018 they completed an inventory and realized their holiday collection was very white and very Christian  they realized this could be harmful and exclusive in their changing community
• Before starting their audit, Region of Waterloo Library collected town demographics (looked at race, first language spoken)
• The Audit
o Determine what you are auditing
 Complete a mini-pilot to see how long it will take
o Full population audit = full collection, most accurate, almost impossible
 Could complete a full population on a section of the library (i.e. picture books)
o Random sample = take random list from full collection (approx. 10%), might still be too large
o Convenience sample = not statistically robust
o Waterloo did a combination of a random sample and a convenience sample on picture books at one branch
 Made a list of every picture book and only stuck to the list
 Looking back, they felt this was a biased way to do the audit because they didn’t look at books that weren’t at that branch
o Tick-mark vs. spreadsheet
 Tick-mark = mobile but can’t have as much detail
 Spreadsheet = not mobile (unless you have mobile tech) but can have more detail
o They looked at race/ethnicity, disability/neurodiversity, gender/sexuality, religion of main characters, side characters, and authors
 They ended up dropping authors and stuck with characters
o What they learned:
 Creating an ‘Asian’ category was not helpful  needed subcategories to properly represent people
 Realized when they were finished that they didn’t have a category for size diversity
 Also realized when they were finished that they didn’t have a way to indicate harmful representation
 They think in the future it would have been easier to look at only race/ethnicity or only gender/sexuality
 Talking to colleagues throughout the process to limit bias
• But they realize that you can never fully erase bias and that even biased data can be useful so long as the bias is acknowledged
• The Audit Process
o Go to the books, don’t bring the books to you
o Experiment with timing (they suggest doing it before opening/after closing)
o Coordinate carefully (i.e. Google docs)
• Assessment
o What will you focus on/how much diversity is enough?
 Look at demographics (i.e. if x% of your community is from __ group, then x% of your collection should represent that group)
 If the area has a lot of new immigrants/refugees, focus on that
• Their Results
o Audited 857 picture books (about 10% of their entire picture book collection)
 73% = human
 27% = non-human
 88% = fit some diverse criteria
 12% = did not fit diverse criteria
o Gender/sexuality
 60% male
 40% female
o Race/ethnicity
 77% white main character
 9% = POC main character
 1% = indigenous main character
 Found there were more background characters who were people of colour
o Religion
 95% Christian
 Most of their ‘diverse’ holiday books were outdated
o Disability/neurodiversity
 11/857 had characters with a disability (most were background characters)
• Setting Goals
o Identify gaps in the collection
o Identify priorities from those gaps
o Set achievable targets
 Allocate funds toward building up underrepresented groups in the collection
 Recognize that publishing still has a long way to go
• Solutions
o Specific purchases
o Tell selectors to focus on books with diverse characters
o Promote diverse themes
o Create diverse display guidelines
o Formalize weeding policy to extend the life of diverse books
 i.e. if there is a diverse book that is still fairly new but hasn’t been circulating, try sending it to a different branch, putting it on display, instead of getting rid of it
o discuss diversity with staff who run programs
• Resources
o http://www.teenlibrariantoolbox.com/?s=diversity+audit

Programming and Makerspace Activities for Children and Teens with Disabilities (KC)
• Adapting to the world vs. adapting the world
o Train everyone to use accessibility devices/services
o Use closed captions for films
o Make sure tables/shelves are accessible to everyone
• TPL Programs
o Teen embroidery
o Kids felt
o Teen t-shirt upcycling
 Each of these programs were created for children and teens with vision loss
• Outreach
o “Nothing about us without us”  reach out before planning specifics of program
• Planning
o Research accessible resources
o Put it at the right level of difficulty
 Consult with community partnerships as needed
o Make it accessible for everyone (all abilities)
 Build in choice  fosters creativity and allows participants the agency to use what they want to use and what they are able to use
 In these cases, they gave a wide range of craft supplies
 They know what they need so let them make their choices
• Evaluate the Materials
o Need to consider the accessibility of the materials
 How will they interact with the materials
• i.e. have things with different textures/contrasting colours for those with vision loss
• i.e. make sure children with mobility issues will be able to use everything
o Ask community partners if you need guidance
o When in doubt, over prepare
• Explaining the Activity
o Visual vs. verbal instructions
o Have in-progress examples for each stage of the craft instead of just the finished product
o Need detailed instructions (try having someone else try the craft/project with their back to you to see if your descriptions are detailed enough)
• Etiquette
o Person-first language vs. identity first language
 “a person with blindness” vs. “a blind person”
 Do some research, refer to people how they refer to themselves, or just ask
 Use name tags so that you can address them by their names to limit confusion
o Pay attention to your tone of voice (don’t be too loud, condescending)
o Watch what you say/how you say it
o Speak to the participant, not the interpreter/support worker
o Speak normally (at the beginning you could say “Hi everyone, can you all hear me okay?”)
o Ask if they want/need help before helping
 Check in with everyone, don’t single anyone out
o Let people know when you are giving/taking something, if you’re approaching, ask before touching/guiding
o Plan programs in accessible rooms
 Ensure paths through the room are clear
o Give specific directions around the room
• Problem Solving during the Program
o Be flexible (re ready to add/remove things from the room that may/may not be useful
 Put only what is needed on the tables

The A-Z of LGBTQ+ for K-12 (KC)
• LGBTQ+ rep in libraries:
o Makes people feel safe to see it
o All patrons are reflected in the collection (their identity/family structure)
o CIS/straight people learning about others (create empathy)
o Reduce sense of isolation
o Counter negative stereotypes/misinformation
o Normalize queer people/queer families
o Collection should reflect diversity of the world
• Make sure collection additions are intersectional, representing all of the LGBTQIA2S not just the G
• LGBTQ+ in all genres, not just contemporary
o LGBTQ+ youth want to see themselves in fantasy, mystery, sci-fi, not just contemporary coming-out stories

Bibliometrics 2020: a collection’s odyssey (EA)

Hosted by TPL, this session focused on physical collections, but they mentioned that the can be applied to digital as well.

TPL decided that audiobooks were dropping in circulation, but they needed an alternative without strictly going to digital, for access and accessibility. So they did the following pilot:
• Went to a Playaway pilot, where content is loaded onto a player. The playaways were a small collection, non-holdable, had target audience of children, audiobook users and 55+.
• Chose 3 small locations were used to pilot.

They found the following
• Averaged 3 circs per year, damage or loss was extremely low.
• Feedback was generally positive from patrons and staff.

So TPL expanded the collection to 20 locations in 2018 and they decided that the branches chosen would have to have at least 7000 active users, have active 55+ demographic, and already have audiobook collection. They also changed to make them holdable. By the end of 2020, they are looking to expand even further.

Furthermore, TPL expanded on the way to assess the collection beyond circulation stats, holds and turnover. It is important to analyse circulation stats in comparison to when it was released within the year. Some books are received in September, and so their circs will be less than something that came out in January—however both are equally popular: so they do some math! They divide the number of circs by number of months in the collection.
Some other math that they do to get metrics:
• Collection average days since last check out: subtract the day you are doing the report from when it was last checked out.
• % of copies checked out since last x days (x=60 days, 2-3 loan periods, to help account for items being returned late, things temporarily get lost)
• % of copies not checked out in x days (x= 730 days (2 years))—ideal for seasonal collections such as holiday books.
• All of the above three, use in combination to measure collection health
• All of these can be used for a collection or just for a title.

TPL uses Excel (learned to use pivot tables) to manage the data.

Get to Know Your Neighbours: Create a Dynamic Branch Profile to Inform Design and Delivery of Services and Programs (JaD)
• Brampton P.L. decided to create branch profiles, which they would commit to update on a yearly basis. The data in the profiles would be used to inform design and delivery of service and programs (would be able to see commonalities and differences in communities), used as an onboarding tool, and used with stakeholders (i.e. new council received a two page summary of their ward), and as an advocacy tool.
• The profiles would answer 4 questions: where is the branch, who lives there, what is is in this area, and what do we and could we provide to the community? Example can be found on google doc resources providedgoogle doc resources provided.
• The team had to put some parameters in place (i.e. define the area, what would be included and what would not).
• Profiles included branch performance indicators: gate counts, circulation, program attendance, and new memberships. They also included actual and potential partnerships (help with future planning).
• In terms of getting data, look for what’s already been created: city (they may have already done this), Open Data, Stats Can, Community data program.
• Takeaway: the potential for onboarding new staff to each community that each branch serves is huge. I also think that the need for community profiles will be increasingly important with the rate of growth in Whitby and the need to ensure that our services stand out and meet the needs of community members.

Building Your Dream Team: Assembling Your Ultimate Team of Avengers (JaD)
• Staff from McMaster U Library noticed that there was a lack of engagement and issues with intergenerational staff (student assistants, long-term staff, and new staff).
• What had changed: tech (students were more self-sufficient at the library), lack of ownership (less work to do for student assistants), relationships had changed, lack of change in hiring, training and communication, different generations in the workplace.
• So, staff endeavoured to adjust to these changes – and it had to begin with the managers. Changes made were: assigning different, meaningful work, hold regular check-ins, ask staff for opinions, give meaningful feedback and praise, re-asses and be flexible.

Full-Time Manager in a 24/7 World: Why 9-5 Management Techniques Don’t Work in the Modern Library (JaD, EA, DM)

• Presenters were from the Hamilton and Brampton P.L. Both emphasized that staffing models have changed at the their libraries (i.e. staff shared between locations, doing more with less, increase in part-time work – all common to most public libraries).
• You will communicate differently with part-time and full-time staff (email more with part-time and in-person with full-time). So, how do we make them feel like part of the team? Need to support staff with hiring and training, communication, performance management, and team building.
• Communication – let your staff know how you communicate. Staff meetings are necessary. Consider end of week reports that look forward to the week ahead.
• Performance management – can be hard when you don’t see staff person often (issues could be passed on but not seen).
• Takeaway: need to support yourself as a manager otherwise you can’t support your staff. Also, it is necessary to take a hard look at where your time goes – are you spending it in the right places?

Strategies to support yourself:
• Be proactive, not reactive to help gain some time back
- Close your door when you need to
- Don’t spoon feed
- Assess your reactions and learn from your mistakes
• Figure out where your time goes (book Make Time: How to Focus on what matters everyday by Jake Knapp)
- Develop highlight for the day
- Reflect on what went well, what didn’t
- Block off time to do work (close your door and forward your email)
- Take care of yourself.
- Log your time if you need to (use template from Laura Vanderkam on her website, author of I know how does it). Use time to make a list of articles to read, videos to watch if there is small gap of time to use up, versus
just wasting it.

• To avoid burnout: focus on what you can change, say no, get off the busy wagon (choose when to reply and when, you don’t need to respond right away).
• Practicing mindfulness.

(Research) Data Management in Public Libraries: Upping Our Game (JaD)
• Presented by Kim Silk from Hamilton P.L.
• Libraries collect A LOT of data from multiple systems and sources and they are all in different formats. How do we turn that into evidence that we can use?
• Hamilton wanted to turn that data into evidence and sought to create some self-serve options on their intranet (so that staff could find and use it themselves).
• Discussed some of the good (small, centralized team) and the bad (not a lot of time to innovate, need for a plan).
• Takeaway: Ultimately, this was a call to action in terms of collecting data in public libraries in a way that can be used not just within your own libraries by for all public libraries. If we all share data we can be better advocates.

Kate Wilson, County of Lennox & Addington Libraries
Kate’s presentation centred around a combination of Storytime and S.T.E.M. activities. Kate recommends a 30-minute program for children from K-Grade 4. For theme ideas, she recommends looking for different up-coming “National Days” throughout the year. Kate combined a lot of tech toys, computational thinking and computer science vocabulary with her Storytime. Kate suggests always starting with a book or two.

I have added Kate’s PDF presentation slides to the L-Drive, Program Resources, Children’s Programs.

After the first few slides, introducing herself and her ideas, she has included many program outlines, including themes, book choices, activities, worksheets etc.
My take-a-way:
It’s a great resource with many good ideas that I plan to reference in some of my own future programs.

Saturday 1 February

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