Strength through Unity

Just popping in quickly to recommend this wonderful, thought-provoking comic by Maia Kobabe. I learned a lot about the root of the word “fascism” and have been thinking ever since about the world our children will see as “normal.”

On a related note, you can go here to quickly and easily comment on the FCC’s new rules about net neutrality. It took less than 5 minutes.

I struggle with knowing what to do, how to balance the very real concerns of my daily life with what’s happening in the world. I’m not perfect, but today I spoke out. I hope you do the same.

Adventure On

I’ve always tried to frame my life as an adventure. From the mundane-yet-challenging-with-a-baby (We’re going on an adventure to the grocery store!) to the scary-yet-thrilling (I’m going on an adventure to a third world country!), I try to choose to meet life with an attitude of excitement and anticipation, even when underneath I’m often feeling a lot of conflicting emotions. In truth, I’m feeling a lot of conflicting emotions right now, but oh, the adventure! The adventure! You see, I have accepted a new job as Undergraduate Education Librarian at Indiana University-Bloomington.

It is not easy to think of leaving Paul Smith’s College. This has been a wonderful place to be, for so many reasons. I’ve learned, grown, and gained a tremendous amount from diving head-first into the adventure that was coming here in the first place, not the least of which was gaining a husband and a son. But it is time to find our next adventure and I’m so, so excited to join the incredible faculty of IU. I look forward to the next years, where I hope the adventure continues.

In want of the assessable objective

For a long while, assessment of our instruction program and workshops has taken a backseat to more pressing concerns, like the day-to-day running of the library and building of a coherent instruction program. This spring I decided to pilot some assessment in our English 101 courses. At PSC, ENG101 has two required instruction sessions, and I targeted one particular ENG101 for this pilot with the goal of embedding assessment into both sessions.

I’ve long been frustrated by the approaches to assessment for library instruction sessions. The general approach seems to lean heavily on pre-/post-testing, which I am loathe to do. I can hardly imagine a circumstance that would leave a worse impression on a student than pre-/post-tests for a guest lecture. I need my assessments to be as unobtrusive yet fruitful as possible.

For the first session, I collaborated with the professor to design a journal, to be assigned after the session, which asked students to find some articles for their forthcoming annotated bibliography and then ask them to unpack their process and thinking a little. This assignment was for a grade in class. For the second session, I brought out my trusty notecards and asked students to reflect on how class changed how they might use their sources and to explain their next steps in research. Something is better than nothing, I figured, so let’s just start there.

Well, I have to tell you I learned a lot, but not much about what students did or did not learn. I learned that my learning objectives leave a lot to be desired. It’s not that these workshops don’t have learning objectives. They do! It’s just that assessing the objectives as written doesn’t lead to an understanding of whether or not students learn something. I can assess whether we are doing what we said we would do in the workshop – yes, the students are making and revising a mindmap – but without rewriting the objectives, I can’t assess whether making a mindmap had any effect on the students’ final projects.

For the objects that are well-written, I focused on the wrong end of the statement:

  • Students will revise their mind map and research plan in order to understand that a paper or research project may be effected by the information that is found.

In this instance, I focused on whether or not they were revising, and not on their understanding. I looked at what they were doing and not what they were learning.

So, I have some work to do there. All in all, though, I’d call that a successful assessment. I learned something that will cause me to go about it a different way in the future.

I need to read more

Recently, I had a wonderful conversation with Veronica about writing and publishing. I’m taking the year off conferences because, well, babies, so I’m looking for opportunities to double down on writing. After we got off the phone it hit me that the biggest thing missing from my writing life was reading. READING!

It’s not that I haven’t been reading, per se. I haven’t been reading deeply in the LIS or SoTL literature in a way that stimulates my thinking. When I do read the literature, it’s hit or miss, jumping around from topic to topic. I have breadth but little depth. I read a blog post, follow a few links, end up on an article, and if it’s good I save it in a Zotero folder for “later.” The problem is, I’m not connecting any dots. “Later” never comes. I’m just… reading. Admittedly, lately my capacity for thinking is somewhat limited by the amount of uninterrupted sleep I get, but I can certainly be more intentional about my reading depth.

What I’d like to do is something like Zoe Fisher’s #100infolitarticlesin100days project. Get myself a curriculum of some kind. Or at least pick a direction and start walking, er, reading.

To that end, I recently purchased the following books:

I’ve marked also a number of articles from the In the Library with a Lead Pipe spring reading list. I can’t say I’ve totally picked a direction, but it definitely appears that I’m heading towards “question formulation” with a distinct flavor of William Badke. We’ll see where I end up.

I read a lot in my non-professional life, too. These days, it’s mostly in the middle of the night after night feedings, but it still counts. I have pretty strict rules about what is appropriate for middle-of-the-night reading, and I really enjoyed The Boys in the Boat this fall. I love the What Should I Read Next podcast for bibliophile talk and book recommendations, which is where I heard about The Boys in the Boat in the first place. Apparently, it’s also great on audio if that’s your thing. I also just today discovered a great Chrome extension called Library Extension that will search your libraries for books you find on Amazon. Just enable the extension and add your libraries. The next time you search for a book (or are redirected to a book, such as those above) on Amazon, you will also be able to see if your library has it and check it out from there. Genius!

What else should I be reading?

Sparking Curiousity

I read the post “Sparking Curiosity-Librarian’s Role in Encouraging Exploration” by Anne-Marie Deitering and Hannah Gascho Rempel on In the Library with a Lead Pipe last week and it’s been open in my browser ever since. There’s a lot truths open here. I especially resonated when they talked about Head and Eisenberg’s research:

“In their qualitative analysis Head and Eisenberg identify a metaphor that sheds some light on how students feel about topic selection: gambling. To students, committing to a research topic is like rolling the dice. When students choose an unfamiliar topic, they don’t know what they will find and they do not know if they can ultimately meet their instructor’s expectations. Even worse, they must invest weeks and weeks of work into a project that may or may not pay out in the form of a good grade (Head and Eisenberg 2010).

In this context, it is not surprising that students prefer topics they have used before, or that they know many other students have successfully used before. These topics represent safe choices. They know these topics will “work,” because they have worked in the past. Students may not know exactly what they are being asked to do in their first “college-level research paper,” but with these topics, they know they are giving themselves a reasonable chance at success.”

Or how about this one:

“When learners are anxious, worried, or concerned that they cannot complete a task, they are less likely to make room for curiosity. The uncertainty inherent in choosing an unfamiliar topic can be too much to bear. In the context of a traditional research assignment, a student’s choice to play it safe, and avoid the gamble of an unfamiliar topic, is eminently sensible. Years of experience with school have taught students that they will not be evaluated on their willingness to take risks, but on their ability to meet predetermined expectations. The risks inherent in taking a curiosity-driven approach to research may seem too great to overcome.”

They go on to say that given the level of trust necessary to overcome these risks, it’s impossible for librarians working in the context of a one-shot session to convince students to take a risk that might jeopardize their ability to meet their professor’s expectations. I feel this keenly in an instruction session. All the niceness and encouragement in the world occurring for only 50 minutes is not enough to launch true curiosity and exploration, particularly in a freshmen English class.

I wish the article had more concrete explanations of how they actively encourage exploration, particularly as it relates to exploring different sources early on. Their suggestions of using language of curiosity, however, were right on the mark as I consider how I will collaborate with faculty in the future. For instance, encouraging “learning about” a topic rather than “finding sources” or writing about a topic they are “passionate” about. What effect might even that simple shift in language have on the outcomes and interactions even within our usual one-shot structure? I’ll try it out and report back.


Collection Development Survey

Part of the restructuring of librarian responsibilities that’s happened around here in the last two years involves liaison work and collection development. Previously, our (now retired) director did all of the collection development work and I did all of the liaising. These days, both of those responsibilities are distributed into a more formal liaison program with boundaries that are still a bit fuzzy. I coordinate the liaison program but not collection development although collection development is a responsibility of liaisons.

I am liaison to two of the most difficult programs on campus in terms of library-faculty relations, Culinary Management and Business and Hospitality. I don’t know how things run for other places, but here it’s like pulling teeth to get any feedback from the faculty on collection development. Asking for lists generally produces less than 20 recommendations per year. Simply opening the door and saying “let me know how I can help” has a predictable result. And I find that simply opening the floor to feedback generally doesn’t produce anything actionable. So what’s a liaison to do?

I had an idea to sort of prime the opinion pump. Rather than asking for a full blast of all the opinions ever on the library’s collection development, I would be like a magician directing the faculty’s attention where I wanted it to go. First I asked myself what I wanted to know and what action I was hoping the resulting data would indicate. Then I designed a short survey that looks something like this:capture

The full survey contains 5 books purchased for that department in the last few months and asks for directed feedback on those books. It also contains three short questions at the bottom, asking faculty how often they use library resources, how often they recommend students to the library, and if there is anything they would like us to do differently in purchasing resources. It’s meant to be deployed in person, on paper, at the beginning of a department meeting, to be collected at the end. Basically, I’m hoping to entice direction from the faculty without asking them to approve book lists.

By carefully selecting the books to cover a range of topics and interest levels, I hope to have more information on what kinds of books the faculty would like us to purchase. Asking about library usage will hopefully provide jumping off points for future conversations. And, of course, providing room for open response will allow for any opinions that might be lurking under the surface. Deploying in person, on paper, during a set time period will hopefully mean that the surveys will be filled out. And, fingers crossed, we will have data that we can use, however minimally, for this spring’s collection development binge.

I can’t promise that the books will get checked out, but it’s a start.


Making space for the next great thing


This week was supposed to be the 4th annual Student Speaker Series. The Student Speaker Series is an event that allows students to share their expertise with the larger community. With the support and mentoring of the library, students gain experience in public speaking and have a platform for synthesizing the skills they learn in a classroom setting with the ideas they find especially intriguing regardless of their major. This is a program I started in my first year at PSC, and one that I consider a personal passion project. I’m passionate about giving students opportunity to become great speakers and articulators, and I believe that my background in performance puts me in a unique position to make a difference. The first year, the Student Speaker Series made the front page of the local newspaper entirely by accident and attracted crowds of around 100. Those of you who live in small towns know that this is a Big Deal.

This year, there is no Student Speaker Series. The surface explanation for why is lack of student interest. The number of applications (one) certainly supports that theory.  The deeper explanation is more complicated.

The environment changed. When I started, there were very few opportunities for students to publicly share ideas in an academically supported way outside of Capstone. In the last few years, more and more student-run organizations are providing space for public discourse, including one using the title “The Wildlife Society’s Student Speaker Series.” I did have a chat with this particular organization about naming and branding and the availability of a very similar platform through the library, but the fact remains that other venues are now available.

The Student Speaker Series has been a positive touchstone for the library with the faculty and administration. They LOVE the idea of it, but nevertheless when faculty rally about the “lack of opportunity for public presentation on campus,” they are startled when I mention the Student Speaker Series as such an opportunity. It isn’t what comes to mind for them, and without faculty support it is quite difficult to convince students to stand in front of a group of peers and talk for 40 minutes.

It is impossible to know if I could have made a stronger pitch to faculty and students about the Student Speaker Series. It is hard to get past the feeling that I could have done something better or more. But then I look at the list of places and ways I reached out and ask myself what more I could possibly have done.

  • Multiple, escalating emails to students and faculty
  • Posters large and small all over campus including dorms
  • Digital signage
  • Table tents
  • Restroom newsletter spots
  • Wrote a short blurb for The Apollos
  • Posted to The Apollos Facebook page
  • Posted to the Library Facebook page
  • Announcements in large and small faculty meetings
  • Announcements in classrooms
  • Individual outreach to a few key professors asking for support in actionable ways
  • Incentives offered to students

Sometimes the time has passed for an idea. Sometimes the right time hasn’t happened yet. It could be a great idea, but so much about the success of an initiative has to do with external circumstances and timing. The Student Speaker Series no longer has the right circumstances to succeed and it is time to consider what is right for right now.

We talk a lot about maximizing our resources and doing more with less, but the fact is in many instances that the more important and more difficult question is “what can we stop doing?” What is holding us back from serving the needs of now? What has become burdensome and more work than reward? What needs to be shelved for a year or so to be reconsidered when the right time comes? What is central to our core and what is simply pretty? Even without the threat of budget cuts and “downsizing,” we need to make space for the next great thing.

I am sad to see it go. It was mine. It had so much potential. It failed. In this time of incredible change and transition at our institution, however, it is probably just as well to let this baby go in service of other babies in progress. My days have been filled with the kind of revisioning that generally happens with large scale administrative turn-over – strategic planning (college and library), reorganizing of structures and jobs, policy and procedure. There has also been a lot of the dirty, day-to-day that is technically my job but would fall under “other duties as assigned” on my job description – hiring, contract issues, and budgets. There hasn’t been as much as I would like of the kind of work that has a direct impact on students, and I am sad to miss the thrill from seeing students rise to a challenge and exceed their own expectations this year. This is not the time and the Student Speaker Series is no longer where my effort is most needed.

Nor can I forget about this other baby that I’m growing, the one with a due date in mid-September, right at the beginning of the busiest time for library instruction. The baby that means this fall I expect to be spending a lot more time on the couch lovingly immobilized by an 8 pound weight than in the classroom challenging students to ask better questions. The baby for whom I am planning to complete my promotion portfolio  6 months early so that I won’t be doing it while on leave or while making the transition back to work. The baby for whom my effort is most definitely needed.

(And with that, a plea to other librarians and academic parents for support and advice on how one does this baby-raising thing, particularly as it relates to leave and daycare and, egads, the million other huge and tiny ways that academic life and rural living makes things both easier and harder.)

What needs to shift to make room for the next great thing? I debated for a long time about what or whether to write in this space. None of us would prefer to dwell on the initiatives and projects that haven’t gone according to plan. I suspect it would be in my best professional interest to wait for the next great thing to come along before writing and to completely omit the seismic change my personal life is about to undergo with the introduction of a child, but this space for me has always been about my personal learning, reflection, and growth. I do not write for my professional interest, but for my own.

And on that note here is a short list of great things I am looking forward to:

  • Immersion, oh yes.
  • LOEX
  • Continuing to develop our faculty liaison plan and organization
  • Benchmarking IL skills in our Natural Sciences department
  • Working to assess library student learning outcomes, possibly in ENG101

Presentation Season

A quick and dirty short list of the places you’ll find me over the next 6 months.

  • Graphic Design of Maximum Engagement. Webinar for Minitex (statewide system based at University of Minnesota). March 24th.
  • Everything in its Right Place: Effective, Strategic, Differentiated Outreach. Interactive workshop with Amy Pajewski at LOEX. May 6 or 7.
  • ACRL Immersion Program Track. Champlain College. July 24-29.

I’m so thrilled to be presenting an interactive workshop at LOEX. As Amy and I were brainstorming ideas for a presentation, it became very clear that neither of us was excited about presenting on outreach in a traditional format. We certainly wouldn’t turn down the opportunity, but the proposal was a real chore. Once we started thinking about our presentation as a workshop, everything snapped into focus and came together easily. We went from feeling obliged to put in a proposal to truly excited at the possibility of bringing this content to you. Here’s the short description:

Effective outreach is built on the principle that not everyone cares about everything. Simply distributing posters or blasting social media ignores one of the central tenets of marketing: Differentiation. This workshop will begin by introducing participants to the use of personas in the initial outreach process. Groups of participants will use guided inquiry to define the real-world struggles of target audiences and identify real solutions to those problems that can be adapted for any institution. Participants will create a framework for developing outreach initiatives and growing partnerships that can be taken back to their institution and enacted immediately.

And Immersion. Oh, how excited I am for Immersion. Something about this year and that program was just so obviously saying “Meggan needs this.” Thankfully they agreed. Many, many things are shifting and changing on campus, and what I learn from this program will form the cornerstone for how our library operates and integrates from now on. I can’t wait.

“Let me know how I can help”

LittlemisshelpfulbookI’ve been thinking a lot about liaison work, what that looks like for other institutions and what that might look like for us. I’m developing a plan and trying out some ideas. Some of the ideas won’t work at all, some will need to be tweaked, and hopefully a few will actually produce results. The frustrating thing about building something is that it takes time to see results, and when the thing you’re building is relationships it takes even longer.

I clicked this link off of Facebook, a habit I engage in way more often than I’d like to admit, but it turned out to be a game-changer for me. The article suggests that by ending a communication with “let me know how I can help,” we think that we are giving the other person the space to identify their own needs when really we’re just dumping responsibility on the other person’s lap.

Inevitably conversations with new clients would reach a point where we needed to discuss solutions, and I thought by letting the client dictate what they wanted from me, I was allowing them to get exactly what they were looking for.

But the reality was this was a steaming pile of crap. By ending my emails like this, I was dropping a wheelbarrow full of work on my client’s desk and saying “Here. You deal with it.”

It reeked of incompetence.

I do this. I did this. I’m a librarian, a profession which prides itself on helpfulness. It’s basically written in our librarian genome to be as helpful as possible and to be open to what others want from us. Offering to be amorphously helpful, however, isn’t helpful at all. It makes us feel good, and from the outside it looks, you know, fine. Nice. But actually, we are undermining our own authority and creating work for others by not offering concrete methods.

Consider this example: You are not feeling well. Your nose is stuffy, it feels like a large mammal is sitting on your chest, and your brain has all the connectivity of a cotton ball. You mention your burgeoning cold to a friend who commiserates with you and says, “Go home. Sleep. Feel better. Let me know if I can help.” You go home, park yourself on the couch with some tortillas and peanut butter within reach (that’s all that’s left in your fridge, actually), and get lost in a haze of naps and some kind of BBC miniseries. Around 7pm you think to youself, Man, some curry with a Sudafed chaser would really feel good right now, but you don’t have any of that stuff in your house so you fall back into your sniffly, hacking, BBC miniseries nap haze. You do not let your friend know how she can help even though curry and Sudafed is a pretty small thing and she offered. Now, if your friend had simply told you that she would show up at 7pm with curry and Sudafed, you would have been stunning grateful. But you’re not going to ask for it because you think you’re putting her out, or maybe she didn’t mean it, and anyway it’s not that bad. Plus your phone is way over there. You’ll live.

Think what could happen in our libraries and in our liaison programs if we simply offered concrete next steps in our communications. This is what happened for the article’s author:

Just by suggesting a next step at the end of my email, I was able to double the amount of people who responded to me.

This next step was different for every email, but it always followed the same 2-step structure. I would include:

  • My suggested next step
  • What we could do in the event they don’t want to do that

Sometimes every line in my email would lead up to this 2-step solution. Sometimes the solution was the entire email.

If someone wanted a meeting, I’d suggest a time and instead of saying, “Let me know if this works for you.” I’d switch that out for, “If not, than [sic] X time/day also works or I’m free at X time/day.”

As practice, in the next email communication with a faculty member discussing a developing syllabus and project in conjunction with library instruction, I changed the ending of my email from “Let me know when you have the specifics of the assignment worked out” to “When you have worked out the specifics of your assignment, send me a copy. If I don’t hear from you by X day, I’ll follow up with you.” The faculty member got back to me immediately to set up a meeting to talk about integrating library instruction into the assignment from the start. I’d consider that a pretty immediate result.

Here is my New Year’s Resolution as a librarian: I will no longer end emails with any form of “let me know.” Instead I will end all emails with next steps so that the person on the other end knows what to expect from me. I’ll know I’m on the right track if, as suggested in the article, the person on the other end can reply “sounds good!”

Read anything life-changing lately?


(h/t Kelly Davenport for the Facebook link!)

What you get when you ask

In my last post, I suggested that one of the great things about teaching FYS is a captive freshmen audience. The thing is, when you ask questions of students, very often the answer is different than you thought. Their answers sometimes confirm what you suspect from observation but their reasoning may not align with your assumptions. Understanding why something is happening that way, not just that it is happening, is crucial to accurately meet a need. Here are three ways we’ve asked questions of our library community, with answers that both confirm our observations and open new avenues for services and effective learning.

EXHIBIT A: Extra hours poll. For various reasons, extended hours at the end of the semester have always been a bit fraught in our library. With Capstones due at varying times, Capstone presentations happening the weekend before finals, and “finals” themselves being less formal than the name suggests, answering the question “when would extended hours be most helpful?” has never been clear for us. We tried a number of approaches, but never felt that participation met our expectations. Last spring after midterm, I conducted a quick and dirty poll (slips of paper in a box at the front desk) to see if students had a preference for when extended hours would take place. They had three options: Week before Capstones, weekend before finals, week of finals. Results: Students would prefer that the library be open all the time, always. With a near three-way tie, the results weren’t as helpful as we wanted, but we did modify our usual extended hours to include extended weekend hours for the first time and were able to use the semi-magic words “in response to your feedback, we are now offering more extended hours than ever before” in our marketing. Outcome: Students felt heard, we confirmed that there was no objectively “best” time for extended hours, and student participation in extended hours increased.

noise level 1


noise level 2

EXHIBIT B: Where is it noisy? Our library is a beautiful space. Though small by most academic library standards, it is wonderfully useful, with different types of working spaces to accommodate all kinds of student learning from individual to group study. It is also one of the only spaces on campus where students can do work outside of their dorms. While the library is rarely noisy by our standards, noise can be difficult to contain due to the open design and lofted second floor. In addition, our efforts to reserve space within the library as “silent study” during midterms and finals had been ineffective for years owing to ongoing misunderstanding and miscommunication between the library, Conference Services, and parties interested in reserving library space. We received a few complaints about noise in the library this fall that lead us to believe that the students’ definition of “noisy” was different from our own. Our wonderful new Student Outreach Librarian, Amy Pajewski, created this brilliant pinboard to allow students to indicate their perceived noise levels throughout the library. Results: Indeed, student perception of noise is different from the library staff’s perception. In fact, students themselves differ in noise perception. (It cracks me up that they rated the noise levels in the bathrooms, and that the men’s room is perceived to be much louder than the women’s room.) Outcome: We’re working with Conference Services and our Provost to regain access to silent study space in the library (the Adirondack Room on the map) for midterms and finals. Amy is working developing a plan for communicating the results to students so they can more effectively choose spaces that match their noise preferences.

EXHIBIT C: Why didn’t you reference sources in your presentation? As I mentioned in my last post, my FYS students engaged in a problem-based learning unit with embedded library instruction. The idea was that they would find sources to support their problems or solutions. When it came to their presentations, however, the sources were largely absent from the work, present only on a works cited slide and mentioned nowhere else. I was curious to know why this was, since the rubric required the use of sources in the presentation, which we had gone over together in class. In the class following the presentations, I asked the students to do a minute paper addressing the following questions: 1. Why didn’t you make use of your sources in your presentation? and 2. What can I do to help you do this better next time? Results (summarized):

  • Why didn’t you make use of your sources in your presentation?
    • We thought the project was about our opinions and therefore didn’t understand the need for citations.
    • We didn’t know how to use the sources in our presentations.
    • The sources were too broad or didn’t provide any new information.
    • We thought that including the sources on a works cited slide was enough.
    • We asked peers for their opinions. They were our sources.
  • What can I do to help you do this better next time?
    • Give us more time to prepare.
    • Maybe we could practice in front of you for feedback before the presentation.
    • Be clearer.
    • Show us how.
    • Require citations on each slide.
    • (Plus many responses of “I don’t know.”)

There are many instructional opportunities here, mostly indicated in their response to the first question, and none of which point to the informal rhetoric “kids these days,” “they just don’t want to, that’s why,” and “plagiarism.” Outcome: In order to overcome student tendency to believe that their opinions are formulated in a vacuum, prior to the final presentation for class related to a different assignment we talked about the nature of ideas, standing on the shoulders of giants, showing your work, and otherwise acknowledging the ideation process. I also told them that I hadn’t created their final project assignment in a vacuum either, and publicly noted the faculty member whose work I had used as a springboard as an example of both practicing what I preach and showing them how someone might incorporate “citations” into speech. In their final presentation, citation and verbal recognition were much more present than in their previous presentation, if still clunky in execution. Had I not run out of time, two more lessons could have been constructed around finding useful information and citing informal conversations.

Asking for information is not without its pitfalls. Here are some important pieces to understand and think through before asking for information at all:

  • Be sure you want to know the outcome, because they will be honest, often brutally. Separate your own feelings about your work and your library from survey results. I have never administered a survey without feeling at least one sting. You have two choices in these circumstances: 1. Feel hurt and respond ad hominem 2. Feel hurt and find a more constructive way to voice the same response in order to understand the underlying issue. You’re human. Feel hurt. Acknowledge the hurt, then get to work.
  • Be prepared to make actual changes in response, because otherwise there is no point in asking in the first place. If you aren’t prepared to do anything with the information, or the information gathering isn’t structured in such a way as to point to an actionable solution, save your time and theirs for something else. For instance, rather than asking students how they felt about noise levels in the library in general, Amy asked students to populate a map, because one of the desired products of this information gathering is to construct a “noise map” of the library. Information that states “50% of students feel the library is too loud” would not have had an actionable outcome.
  • Understand the role of student expectations versus your library’s priorities and ability/desire to meet those expectations. We are not able to have the library open all the time, always. We are also not able to control noise levels with an iron fist to meet everyone’s needs all the time, always. We can, however, take steps to give the students information and more of what they want within our own constraints in such a way that they understand their own role in making the best decisions for themselves.
  • And finally, always acknowledge that opinions have been heard. We can increase credibility with our community by communicating the outcomes of the information they provided us. Feeling heard is often more important than being right. When we respond to our community’s needs, our community is more likely to communicate those needs to us.

What are some ways that you take your community’s opinions into account? Have you fallen into any information gathering pitfalls?