Monday, 4 April 2016

The Space Time Continuum

Some very cool new ideas for helping libraries to re-think their design of spaces were presented today. What totally appealed was the scalability of some of the ideas. The bare minimum for a low intensity work space was brilliant. We only need a lamp and a cushion and we're there. The high intensity option would be pretty impossible where I work, but I can see shades of grey and I get the point. I loved the idea that we need spaces which can be flexibly arranged so that more people can easily be packed in during exam revision time.

I especially liked the use of terms like primary, secondary and tertiary to describe types of work. Despite my query at the presentation about the impact of disciplines on the space designs, I can really see how this classification is pertinent to all subjects.

So there are several things that I wonder about. Given the size and complexity of the project it was going to be impossible to include other things alongside the space research, but I wonder how 'teaching and learning', the invisible library user and 'time' fit into all of this.

1. Teaching and Learning
Do subject librarians know enough about how their academics teach which impacts how their students study and learn, to then be able to translate that into relevant designs for space in their libraries. In Cambridge, I guess that we might. So I know that the Cambridge English degree is all about practical criticism; it's all about close reading of primary texts and an enormous part of the fresher induction is that teachers want to know ASAP what the student's 'voice' is - right from the start. What do THEY think?! Contrast that to my dim memories of a social science subject where theories had to be understood and learnt and applied in the right context - I don't suppose that it is massively different now. Academic teaching style in Cambridge differs - in English the 'singleton' supervision is much desired and fought for by college teachers as essential. For engineers or geographers, small groups are the norm. Do these types of things impact HOW someone studies and learns? What paraphernalia they need? Or do study needs ride above the wave of teaching differences? How should we be designing teaching spaces in libraries? The project definitely gives a nod towards how expertise is shared by library staff, though the glass box consultation room feels a bit too much 'on show'. I think that I would have to retreat to my relationship management mantra on this and say that library staff can teach 'on the hoof' wherever they are, but that it is knowing the user that is really important to enable that to happen. But many of us would advocate that some type of defined 'teaching space' is helpful.


2. Which brings me to a second point expressed by the project team themselves. What about all those students who don't use any library space that we think they could or should or might? Does it matter if they don't? Are we in danger of designing for those who are already IN the library at the expense of those who are not? A crucial bit of UX work at EFL by Helen Murphy showed that one group of students come and use the library to gather resources, but will never write an essay there. They infinitely prefer their college room for this task. Is this a problem? No. Should our designs think about them? Yes - probably. They use the library to borrow books and that's ok? Does this justify the intense focus on study space in libraries by the project. Perhaps all we need is a 'landing zone' and all the collections easily available? Or perhaps we can just send all the items a user wants to their room and save them the trouble of needing any library space at all? I'm definitely not advocating one or the other, but designing library space must also always be about designing space for this type of functional activity.

3. Finally a third point - one which might change the use of the study spaces for all sorts of reasons, and that is 'time'. In Cambridge we are woefully behind the HE library trend and for the most part do not provide access 24/7 (exception are some colleges, and a few faculties/departments with swipe card access for a few), and not on Sundays, and certainly not year round! SO my question is (and that is all it is, I have no solutions) is what would happen to the use of study spaces if they were available 24/7, or on Sundays, or...or....Anecdotal impressions from Cambridge Colleges are that without the 'invigilator' there, noise levels go up, rules get broken etc. Some people probably leave, others might arrive looking for a different type of working space. When so many of our students spend the wee small hours finishing that weekly essay, what would change if they did this in a library space? Would they come at all? I don't know. But I do wonder if 'time' should be included in a project looking at how people use space.

I am amazed at how much data was gathered and analysed in the project about space. I can't imagine why anyone would ignore the findings and the design opportunities. It would be wonderful if equal attention were given to the aspects described above - then I would challenage anyone to suggest a more robust and useful template/model for future library design.


Sunday, 26 July 2015

Rambling thoughts about communication

What do you do, when you don't know where to go or what to do next?

Arriving in a country where English is not the primary language, fills me with a mild level of panic. I'm not entirely incapable, but I'm not one to relish the puzzle of figuring out what is being said to me in another language. I like to feel that I can identify a few key signposts that will smooth the transition from 'delayed flight ankst, tired and crabby mentality', to 'right, I know what to do next'. In an airport, you expect certain things to happen, and in a certain order. So when it doesn't, as was the case recently in Rome,.......I find myself left dithering and indecisive, casting around for clues to help; alternatively on one famous occasion in Denmark with Andy Priestner, we found ourselves collapsing with mild hysterics incapable of coherent thought, until gallantly rescued by a very kind person.

So what does happen when people are thrown into a new environment and how do they react; this could be new, as in new to university; or new, as in new job; or simply new, as in something new is on the horizon in the work place. What do we do to orientate ourselves when confronting 'new' (I blame Rome airport for these musings). Not only that, but do we make the best choices when we communicate?
 

Confronting a new situation - what to do next?:

  •  Scan the environment for clues - what/where/who are the signposts?
  • Actively look for an information point/contact-us point
  • Join a queue (a peculiarly British thing to do, but it works in an airport....except when you find yourself in the non-EU queue)
  • Find a person (virtual or real) with a badge - they must belong to whatever it is I need to get to know and have useful information
  • Find someone ( a peer, someone in the same situation as you) and join forces and appear stupid together/or moan together
  • Look for a map - where am I?
  • Bury my head in a pillow in the hopes that it will go away
  • Think long and hard about what the right questions are, to maximise useful information and save time

Other variables that mess with our heads:

  • How much do you love being in a new situation?
  • Do I prefer virtual contact to real life contact?
  • How likely are you to have prepped before you arrive in the new environment? Is it easy to prep?
  • Are you going to be a 'visitor' (no, I don't need to learn Italian for a one week holiday, though the odd word might come in handy), or a 'resident' (ok I really do need A LOT more Italian than I have). See Ned Potter's post about the Visitor/Resident discussion relating to social media.
  • What web tools do I have at my disposal?
  • How do I engage with others? Or is Google my best friend - always.
  • How much new information can I absorb at any one time? - how quickly does the unknown become familiar?
  • Am I a spatial person, and/or a people person? How easily can I fix things to a place, a face, a thing? How good am I at remembering names......
  • How much time do I have at my disposal? How time-poor are we?

Talking to the right person - making life easy for yourself:

I am convinced that we spend significant amounts of time talking to the wrong people and asking the wrong questions of those wrong people. Take the current 'student experience' current issue in UK HE. We have allowed students en masse to jump up and down and clamour for the things they say they deserve, with institutions poleaxed in terror at the prospect of saying 'no you can't have that, we know what's best for you'. We bow at the altar of the NSS which is driving our changes in policy. This is an interesting phenomena. It's a bit like a parent of a 4 year old giving way to the tantrum and allowing the child to throw themselves off a wall just because THEY thing it's the right thing to do. And we feed this by constantly searching for how to improve the student/user experience by talking to the students themselves (the 4 year olds in my analogy), forgetting all the time that the academics who teach the students should be the first ones we talk to. I suppose this is just one example of how easy it is to communicate badly, forgetting who we should be communicating with and why. No wonder it all seems so elusive.

I used to think that we did well in our Library with helping students get to know how to use the space and the resources. And I thought we were pretty good at the relationship building stuff. But I'm not so sure. There are still huge holes some students fall into, and whilst I'm not going to argue that we can fill every one of those ( I mean, personalised as in truly really personalised, one-to-one help is not feasible - right?), I think we could do better. I'm going to start talking more to the academics and find out what they want us to do; not jump at fulfilling every whim of the students. I'm also going to try and put myself in their shoes when they first arrive at university and recall my airport/foreign country woes.

Back to Rome: I did get the train, I did get a taxi and I did get to the hotel.

Wednesday, 11 June 2014

*That*, Detective, is the right question....

Or so it goes in the film 'I, Robot' with Will Smith asking questions of a hologram.



Questions are tricky things - you may, or may not, be asking the right question, and you may, or may not, be asking the right whoever or whatever it is you use for answers. In the context of higher education, I have wondered whether a student would anticipate or expect that their questions  (which may not, of course, be the 'right' ones) could be answered by a library? It's probably no great surprise to find that a quick google search for 'library FAQs' reveals that there are hundreds of sites to go to. But do library FAQs include the right questions? Do they answer the questions that are being asked? Are they even close?

Do students have the 'right' questions? Well, not always, but for them, they ARE the right questions. They're the ones which impact them NOW.  Examples: I need to urgently print my essay for my supervisor - how do I do that here? How do I use the copier?  How can I write a better essay? How can I improve the structure of my essay? What does this word mean? How can I read more quickly? How do I prioitise the books to read? Why isn't this book I want on the shelves?

I'm not sure that we should be surprised when students don't ask library staff many in-depth important reference-enquiry style questions. That's not where they're at (even if they should be!). We may often give them information that doesn't register as useful. Perhaps we're not asked questions because a) students don't realise that the question they have is about 'something quite different'  and b) they don't realise that the 'something quite different' just might be library-related.

So - do we try and train our students to ask right-er/better-er questions or do we accept that the questions they have are ok and work out how to put ourselves into the firing line of those questions?  I think we should spend time finding out what it is they want to know and manouvering ourselves into the right position and be the people that answer whatever queries they have. They just may come back for more.

 I've also been thinking about what people (me, you, students, academics, my children, my husband etc) DO when they have a question - about anything. What someone DOES probably depends on the urgency of the question or the need. A curious child's question of  'why does the grass grow?' (generally repeated endlessly despite the answers a patient parent gives) is different from 'how do I get hold of a taxi?' or 'how do I use this new can opener?' or 'where's AandE?!' The last three imply a need that would be useful to have fulfilled fairly quickly even if only the last one actually seems life-threatening. A student might want to know how on earth they get hold of some of the key books to read for an essay due in tomorrow.

What would you do if you had these questions? Some options:
  • use smartphone/ipad/computer to get to the internet, google maps, youtube video for a demo (I actually had to do that with the can-opener thingy I bought recently). It's pretty quick to type in the keywords 'cambridge' 'taxis' to get a phone number - like wise the hospital. Use google books for the essay.
  • no internet? I'd find a person - anyone would do at all for the taxi and hospital, but a knowledgeable friend - or teacher, would do the job nicely for the grass growing question. A friend who had already DONE the essay would come in handy at this point.
  • I'd work it out myself (muttering - I can do this, I am capable) for the can-opener. For the essay a student might be creative and submit a timed exam essay on their supervisor - 'I thought it would be useful to see what I could do in a timed situation rather than read widely'.Or email the supervisor for some top tips after explaining why you couldn't possibly get the essay done earlier.
  • Find a book - ideally online, maybe already one at home in my bookshelves - or maybe browse the library shelves.
Are students generally going to Google, or their friends or the nearest person they can find, or even just finding inventive ways of avoiding the issues? Probably.

Why don't we see what we can do to impact the places that students already go to for their answers. Students seem to think that their teachers are worth listening to, so perhaps this is where we should start; Pelligrino certainly seems to think so. Training our academics to send their students to us with their questions could very easily be our top priority for getting students engaging with us in our  virtual or physical library spaces. Students *might* listen to their teachers more than us and, if we gain from that in the long run, what's not to like? I hope that *that* is at least one of the right questions........

Monday, 28 April 2014

More on tea@three

Just in case you hadn't had enough from me about tea@three - here I am trying to make it just a teensiest bit posher than it really is. But then the title is a bit of a give-away really: Ethno-thingy stuff: stories or stats?

That's all for now folks.

Monday, 17 February 2014

Did I cry at my daughter's wedding?

Actually, strictly speaking, no, although since I was asked this A LOT during the day itself, I have been thinking about why not! To be honest, yes I confess I did cry, but not at the wedding service, not when she came down the aisle, not at the first dance, but at odd quirky times.
Saying thanks and goodbye to the lovely ladies at Emily, the dress shop, was peculiarly emotional; likewise when picking the flowers up from Emma at Katie Peckett, and the final goodbye and thank you to Jennifer, the event manager at Millennium Galleries, brought tears to my eyes. My lovely brother, Jem, who allowed half his house to be taken over by Rach and me arranging all the flowers, and then let me leave an appalling mess behind at the end of the weekend, made me cry. I don't think I quite cried, but was awfully close to it, when thanking the most amazing Bakers who have loved, and cared for, and housed my daughter, and been the best Sheffield 'parents' to both Steph and Andy. My wonderful Cambridge friends, Wendy and Rosie and Steve, who were such a support, debriefing over cups of tea afterwards, helping clear the venue the next day - yes, you too brought tears to my eyes. And, of course, my super supportive best friend and husband - yes you made me cry!

Seeing Steph get married to Andy was just SO right, SO perfect, that it would have been illogical to cry; but crying about the amazing care and love of not just friends and family, but also, people who are basically strangers but with whom for a short period you've shared your life seems absolutely right and proper!

So there - I've thought it all out and worked it through and I'm pretty content with where I'm at.
 
 

Friday, 20 December 2013

Christmas stockings!

Have you ever left a Christmas stocking untouched? I thought not! What sacrilege that would be!


Many, many people (perhaps including you), do not always appreciate librarianly advice - perhaps not even ASK for it.

So, I know you haven't asked for this, but let me do the honours and 'unwrap' the contents of a virtual Christmas stocking - just for you, dear Engling. The collective wisdom of five library staff have put these stocking 'fillas' together...............I am sure that you will enjoy every one!
  • Watch David Tennant, and others in 'Much Ado About Nothing' on Digital Theatre Plus (check here for login details)
  • Read a Cambridge Companion online- just so easy to download a chapter onto your paperwhite Kindle paperwhite to take on that skiing trip you have planned
  • Pinterest - our Library's newly purchased books and DVDs. You might even spot the perfect dissertation secondary crit book there
  • Think differently - read the 'Ragged-trousered philanthropists' (staff member recommendation)
  • Mug  - bring to the first tea@three in the Library in Lent Term
  • UbuWeb - what, you've never heard of it? Somewhere in the ether it says that: "UbuWeb was founded in response to the marginal distribution of crucial avant-garde material"
  • London Underground Shakespeare map - a very very cool map for the visually minded and the RSC have been especially inventive in promoting it. Quick- you might get a tea towel for mum for Christmas.
  • USB powered electric pencil sharpener - to use just before you go into the Manuscripts Room at the UL
  • Bookfinder or AddAll are good sources for finding cheap copies of texts that you want to scribble in - highly recommended by library staff who get twitchy when you write in books
  • ejournals@cambridge....hmmmm....the best evah site to find ALL the online journals Cambridge has - pleeeese don't just use JSTOR
And just in case all of this is not enough you could get some wonderful (occasionally useless, but fun all the same) 'stocking filla type' information by following us on Twitter or Facebook

Well - we've dredged what's left of our collective brains and there's nothing left.......ENJOY your Christmas stocking and have a very good vacation.

Saturday, 2 November 2013

Tea@three: engaging students in focused conversation over a cuppa


What is our library service about? Well, I hope it’s not about us, or our collections, or our space, but about YOU! By ‘you’ I’m thinking of an actual, or possibly future, user of the library collections, space and services. If you want a fun introduction to what a local media company  - Tripos Productions (tweeting as @TriposMedia) thought our service was all about then look at this really short promo video of theLibrary that they made for us.

And why are ‘you’ so important? 

 

Bottom line, without you we have no mission, no purpose and no need to provide support for excellence in teaching and research. This very basic premise is what many of my colleagues in Cambridge, such as Andy Priestner have been trying to communicate within the institution and beyond, in the broader information landscape - ie that there really is no point in providing all of the above if they’re not needed or wanted or perceived to be useful. Librarians have typically given lip service to this issue over the last ten years or so, but have still held tightly onto their current roles and collections and……….without actually asking themselves what it is that students need. The danger in asking this is so obvious; which is why many of us don’t do it. Why dangerous? Well, you might have to change what you do every year, you might have to accept that some parts of your current library space, collections and services are actually useless, you might need to look at how to become more efficient to be more effective, you might need different skills; you might just have to change. 

So, at the English Faculty Library at the University of Cambridge, we try to address the above issues by thinking of different ways to engage with our students, so that we identify with their needs and change our service accordingly. The model we use is similar to the ethnographic approach frequently in use by library services exploring student behaviour and study habits. This is not to say that we are perfect or, indeed, overly strategic about this. Happy accidents happen too. Take the current example of our two ‘rooms’ that we will let students book, ostensibly for group discussions. In reality what is happening this year is that graduates, who take a teaching role here and supervise English Literature undergrads for one-to-one tutorials, are finding university rooms that might once have been free to book for tutorials, are no longer so. We have had more than 60 room bookings within 4 weeks of this term, compared to the same number of bookings for the whole of last academic year. I’m delighted that our Library is providing a much-needed service. And in any case, the students come to their supervisions and then, usually….borrow books. Win win.

Tea@three is just one avenue for gathering ethnographic, qualitative style data. It started because I wanted to provide some TLC for hard pressed students in exam term, also because I wanted to get to know them better, and because, hand on heart, I wanted to find out how on earth an Arts student went about their work (I worked in a Science Library before this,  and have a Social Science background).

The details:
When: at 3.00 pm, varying times a week, more frequently during exam term than in other terms, lasting 30-60 mins depending on conversations etc. Sometimes I tailor tea@three for particular year groups, the grads or societies, Faculty student reps etc, or just to say thank you to particular student or academic groups. 
Where: usually in my office which is large and spacious and can take about 20 students at one time – at a push. Sometimes we move to the Faculty’s Social Space for all sorts of reasons, mostly because my office is not sound proof; communication between staff and students becomes less of a priority then.

Outcomes:

  • Students often say…..‘I’ve been meaning to ask you..’
  • Learning student names, building relationships that last. Picking up anecdotal information about:  the latest party, the favourite academic, the best play production, the different methods used by teachers. We then use this information in obvious situations: teaching new freshers, at the issue desk, in conversation with the Director of Undergraduate Studies, other academics, or at Student Consultative Committees.
  • Sometimes there is a ‘I don’t suppose you could…..’ type of comment such as ‘Is there any chance that you could summarise the exam times for us and put them up on the website?’ If we think the suggestion is helpful and sensible for us to do, we do it. Most of the suggestions are NOT typically library-related ones, but by helping them with one thing that isn’t what we think of as connected to library work, they then come back to us with questions that are.
  • Impromptu career sessions – for example, an alumnus doing TeachFirst came back this half term, came to a tea@three session and ended up talking to two year 3 students wanting to do this next year once they graduate. One of the best careers conversation.
  • Gaining an understanding student language: for example asking students what would be the best label for our ‘subject guides’?
  • Opportunities to welcome visiting academics
  • A specially invited tea@three group which morphs into a focus group exploring for example changes to the curriculum. Eg What do students think are the implications for the Library?
  • Making lego and puzzles available– an interesting tea@three session in exam term resulted in a lego model depicting ‘tragedy’ proving to be an interesting medium with which to continue their revision in an unusual collaborative mood whilst drinking tea! 
  • Students dropping by outside tea@three times and just chatting about work, library changes or for help with a quick question about Zotero or…or… 
    Tragedy!

There is plenty out there about ethnographic research, or user-centred design, and to that end I have been gathering articles and information that helps inform what I do.  Colleague, Andy Priestner and I have also written extensively on the subject of developing user-centred library services.
See the publicly available Zotero group tea@three bibliography developing.


 

 

 

EVIDENCE of how tea@three engages with students

  • In our ‘comments book’ in June 2013
    Student comment
  • A comment from graduating student in the 2012 NSS: "the faculty library always does little things to brighten their students' days (tea@3, chocolates, puzzles)"
  • Regular emails from students addressing me in a friendly manner ‘Hi Libby….’ . The barriers between staff and students is much less apparent
  • Establishing connections with the undergraduate ‘English Society’ – we now run a regular annual event with them.
  • Students have been recently involved in the interview schedules for new Deputy Librarian
  • A group of students last year offered to help us run several of the larger tea@three sessions, including our Valentine Day tea@three well-advertised by them using poetry.
Valentines Day t@3


The $6 million question – how can we afford to do this?

 
I never underestimate the advantages of being in an environment such as Cambridge where I can target a very specific subject group; getting under their skin, almost becoming one of them, whilst maintaining the ability to drive through change for the better that impacts student lives. Tea@three is possible because it’s Cambridge and it’s for English Literature students who have flexible working hours. But overall, it represents the principle of engaging with students IN ORDER to better understand their needs and to enhance relationships. 

I can’t think of a better use of my time.