Librarians with class

2007-09-08T07:50:00.001-07:00

We've Moved!

We're in the process of moving. The new site is at http://libswithclass.wordpress.com. Stop by and say 'hi'!

2007-02-06T10:42:00.001-08:00

Technology Training Survey for Forthcoming Book

Would you like to see your own training tips and insights printed in a book? If you do technology training in your library, please spend a few minutes completing a quick survey. Your responses may be used in an upcoming book, The Accidental Library Technology Trainer, to be published by Information Today.You don't need to answer every question, but I'd love to share your experiences with other trainers. Just go to: http://home.earthlink.net/~stephaniegerding/accidentaltechnologytrainer Thanks so much!Stephanie Gerding

2006-11-23T07:47:00.000-08:00

If it's not fun, they will run

David King posted some thoughts about training after experiencing Yahoo's online tutorial for the new email beta. His tips include:
1. Make training fun
2. Celebrate success
3. Offer proactive training
4. Offer help when needed
5. Provide 'just enough' teaching

As trainers, we can learn so much from paying attention to our own responses when we are students. Golden Rule of Training: Never teach a class or put together a training opportunity that you yourself would not want to attend.

2006-10-09T07:43:00.000-07:00

Let Them Teach

While I have not worked as an academic librarian, I still found this article in the Chronicle of Higher Ed interesting (perhaps JR or RAR can chime in since they both work in that arena). The author makes a case for the importance of research education in the academic environment and asks professors to prioritize working with the library to help students gain and develop skills that can really help them.

Gilman makes some interesting points. I thought his statements about the term info literacy were especially interesting: "It risks sounding elementary, or condescending, or alarmist, or perhaps seems like an affectation by which librarians seek to mystify and aggrandize what they do via jargon.... Ok, point taken. That's why I prefer the phrase 'research education'." I think I agree with that. There's something about the term info literacy that has never felt right to me.

2006-09-13T18:33:00.000-07:00

What We Said

The OPAL presentation, "Delivering Top-Notch Technology Training for Your Patrons", has been archived on the OPAL site. We talked a lot about web and library 2.0 and what those things mean for technology training. Great audience participation and a lot of enthusiasm for talking about training - thanks to all who attended!

2006-08-31T12:48:00.000-07:00

Choose Your Adventure

The Public Library of Charlotte & Mecklenburg County does a lot of innovative things, but their new staff development technology training program is one of my favorites. It's called 23 Things and involves 9 weeks of working with new technologies. Here are some of the words from the description... 'discover,' 'take a look,' 'explore,' 'have fun,' and 'play around.' Those are words that represent a new way of thinking about technology learning. The format, tone, and flexibility of the program are all impressive. I don't work for the library system, but I feel like doing the tasks!

I would guess that providing people the space and the incentive to try out these new technologies will be much more effective than offering 9-weeks worth of workshops on these same topics would be.

Good stuff.

2006-08-16T07:37:00.000-07:00

Delivering Top-Notch Technology Training for Your Patrons

You are invited to participate in this upcoming OPAL event:

Friday, August 18, 2006 beginning at 11:00 a.m. Eastern Daylight Time, 10:00 a.m. Central, 9:00 a.m. Mountain, 8:00 a.m. Pacific, and 3:00 p.m. GMT:
Delivering Top-Notch Technology Training for Your Patrons
Brenda Hough, Technology Coordinator at the Northeast Kansas Library System and Michael Porter (aka Library Man), Training and Support Coordinator at OCLC Western will be the presenters.

More libraries are offering technology training for staff and patrons. Learn how to use interactive techniques to address varying skill levels, adapt to multiple learning styles, and deliver technology with greater impact. This program is part of the Librarian's Continuing Education Seminar Series, sponsored by the Johnson County Library.

This OPAL event will be held in the Auditorium.

2006-05-30T14:56:00.000-07:00

Book Talking

Although she isn't specifically talking about "training", I really liked the pop culture librarian's recent post about how she handles book talks and summer reading promotion at schools. She doesn't talk at the kids; she engages them in discussion. It sounds like her visits and her style have led to some interesting interactions!

2006-04-26T07:58:00.000-07:00

Curiosity

I have written about Andrea Mercado's tech training on this blog before and just really like her philosophy and style. She recently wrote about an email class she taught for beginners. She makes many great points and observations in the post, but the thing I am most struck by is her curiosity about the learners. I think that's the number one characteristic in a good technology trainer -- a genuine curiosity about the ways that people learn and try to make sense of things. Having solid technical knowledge, a great presentation style, etc... is all great, but I really do think that curiosity is the key.

I think a good trainer is not driven by getting through a certain amount of material, but is driven by constantly trying to gauge the experiences of each learner -- letting people make mistakes and figure out answers, helping people build their confidence with the computer. It's what makes training so challenging, but also what makes each class a unique and interesting experience.

2006-04-12T08:07:00.000-07:00

OPAL in August

That kind of sounds like a Merchant Ivory film title, doesn't it?

FYI, Johnson County Library has put together a great series of OPAL training sessions and two of your Librarians with Class creators will be leading one of them. Join us!

Friday, August 18, 2006 beginning at 11:00 a.m. Eastern Daylight Time, 10:00 a.m. Central, 9:00 a.m. Mountain, 8:00 a.m. Pacific, and 3:00 p.m. GMT:
Delivering Top-Notch Technology Training for Your Patrons
Brenda Hough, Technology Coordinator at the Northeast Kansas Library System, Michael Porter (aka LibraryMan), Training and Support Coordinator at OCLC Western, and Rebecca Richardson, Technology Training Specialist at the Purdue University Libraries will be the presenters. More libraries are offering technology training for staff and patrons. Learn how to use interactive techniques to address varying skill levels, adapt to multiple learning styles, and deliver technology with greater impact. This program is part of the Librarian's Continuing Education Seminar Series, sponsored by the Johnson County Library. This OPAL event will be held in the Auditorium.

2006-02-15T07:25:00.000-08:00

Thinking in multiples is intelligent

Here's a nice collection of resources related to Howard Gardner's theory of multiple intelligences. In addition to articles and title recommendations, the article also includes some brainstorming regarding how-to create a library that is "multiple intelligences friendly".

The various intelligences identified by Gardner include verbal/linguistic, logical/mathematical, visual/spatial, bodily/kinesthetic, musical, interpersonal, intrapersonal, and naturalist. How do we address and capitalize on these varying intelligences when doing technology training? I've seen trainers experiment with varying degrees of success. One trainer tried playing music before class started and then during breaks. She said the response varied greatly from class to class. Some loved it and others didn't even seem to notice it. I also remember a trainer who really worked to address the kinesthetic intelligence during class -- by incorporating activities that required people to move around. The two that I think I am probably best at addressing are interpersonal (because I include lots of discussion sections and partner or small-group exercises) and verbal/linguistic (with handouts, tutorials, etc). How about you? What do you think you emphasize? Are there ways to incorporate all of the intelligences in one training session (or should that even be a goal)?

2006-02-12T16:40:00.000-08:00

A coworker and I met recently to plan an instruction session for a 101-level class. All we had to work with was the time constraint (the stereotypical 50 minutes) and a very vague assignment that required the students to write a research paper. We talked about our objectives. We talked about how to accomplish those objectives. The process was slightly complicated by the fact that we didn’t know exactly what their assignment was (despite asking the professor), nor did we know how much library instruction the students had already received.

After some discussion, we eventually decided to wing it. Using an idea from Designs for Active Learning: A Sourcebook of Classroom Strategies for Information Education, we decided to go to the class armed only with some index cards. Our plan was to put the students into groups, ask them what THEY thought they needed to know about using the library successfully, and create the lesson with their input.

We were both quite pleased with the results of the session. The students seemed engaged, and we covered many of the same topics we would have covered if we had come in with a script. In discussing the session later with another coworker, however, our coworker expressed concern that we hadn’t covered certain topics. In her opinion, we were failing the students by not preparing them for every possible scenario.

Sometimes instruction is more about what you leave off the lesson plan. No student will ever remember everything from a single instruction session, and our primary goal was to show the students that we were approachable, flexible, and willing to adapt to their needs. I felt that they left the classroom without that dazed look students get when we rapidly tick through a list of canned and planned scenarios. In my mind, that’s a success.

2006-01-24T11:13:00.000-08:00

Communities of Practice

One of the topics we're exploring at work this year is "Communities of Practice". My co-worker has been doing a lot of research and reading in the area and I'll be excited to think about this more and to put some ideas into play.

I have specifically been thinking about Communities of Practice as they relate to training. Found an interesting article in Training Magazine: "Communities of Practice: Learning is social. Training is irrelevant".

Reading this article is a bit hard for someone who has devoted a great deal of time and energy to the preparation of training materials and the delivery of training classes. I don't think that I'm ready to just give up on training. I think there are ways, however, that we could incorporate more of the communities of practice elements into training sessions.

I find that if I'm doing an all-day workshop and provide time for participant discussion and participant brainstorming, that time is often the portion of the day that people find really useful and engaging.

What are other ways to incorporate elements of a community of practice into training?

2006-01-19T12:02:00.000-08:00

CLENE Training Showcase 2006

The Continuing Library Education and Network Exchange Round Table invites you to attend the 2006 Training Showcase at the ALA Annual Conference in New Orleans. This poster session celebrates innovative initiatives and programs in continuing education, staff development, and training provided by libraries around the world. Take advantage of this unique opportunity to network and exchange ideas with librarians, staff, and professionals in the field about their experiences and successful programs.

Date: Sunday, June 25
Time: 1:30 - 3:30 pm

Click here for proposal submission form. Application deadline is February 5th.

Strut your stuff! See others strut their stuff.

2006-01-05T14:26:00.000-08:00

GODFO

If you have attended one of my train-the-trainer workshops in the recent past, then you have probably heard me mention The Reading Public Library’s “Geek Out, Don’t Freak Out” classes for patrons. I first read about these classes on trainer-librarian Andrea Mercado’s blog, LibraryTechtonics.

Andrea’s “Geek Out, Don’t Freak Out” classes have covered digital cameras and she will soon be offering a class on MP3 players, too. People are encouraged to bring their own equipment and as the class description states, “we’ll all figure it out together.” She encourages both newbies and more savvy users to attend. This way the group members can help one another, too. Andrea creates a handout of resources for each class. The handout includes an integrated list of library items (she also brings the library items to the class for reference), articles, and web sites. The handout really shows off what the library and librarians can offer them (and provides participants with something to take notes on). She also lists her email address on each handout, just in case participants have future questions. While it might sound like she's asking for trouble, Andrea reports that most often people don't badger her or treat her like tech support.

There are several things that I love about this approach to technology training. First of all, I think it demonstrates a learner-centered, rather than a trainer-centered approach. Encouraging people to bring their own equipment is brave! It is impossible to know exactly how each camera works or how each MP3 player works ahead of time. Too frequently a trainer has a predetermined agenda and predetermined examples and a predetermined flow for the class and focuses on getting through the predetermined material. In the “Geek Out, Don’t Freak Out” classes, the focus really is on helping people learn the things they want and need to know. Seeing a trainer demonstrate a camera is very different from having a trainer help you learn to use your own camera.

A second thing that I appreciate about these classes is that they cover topics that are not necessarily traditional library technology training topics. I think it is important to offer classes on database searching and web searching, etc…, but I think the “Geek Out, Don’t Freak Out” classes really represent a “shifted” approach. I am guessing that the people who attend these classes really develop an appreciation and a broadened perspective regarding libraries and what libraries are about.

2006-01-04T09:32:00.000-08:00

Rural Libraries and Patron Training

The Public Libraries and the Internet report states that public libraries are:
"Providing training to help raise patrons’ skill levels. Seniors, people without Internet access at home, and adults seeking continuing education are the primary audiences of technology training. While a majority of libraries offer training, only 28% offer training on a scheduled basis (either weekly or monthly). That percentage drops to approximately 16% for patrons served by rural libraries, but increases to nearly 64% for patrons served by urban libraries".

Only 16% of rural libraries.... This report was published in 2004 - I wonder if that number has increased. I can see why the number is low - lack of staff time, lack of equipment, etc. I do know, however, that there are some rural libraries that have found creative ways to overcome those obstacles and provide great training for their communities. Grant funding for equipment, the use of volunteers as trainers, partnerships with schools or other organizations -- all of these things can help make technology training a possibility. And, it's often one person (with a vision and a mission) who jumpstarts a great training program.

Another thing that can really help rural libraries is being able to "borrow" materials that have been created by larger libraries. Please make your training materials available online and let people know they are there! Hennepin Co, for example, is great about sharing their materials -- check out their extranet to see some recent items of interest to librarians.

2005-12-22T12:14:00.000-08:00

Just around the corner is the start of a new year, and for those of us who work in education, it's also the start of a new semester. For me, January also represents needs assessment. This is a time where I gather information about our staff and faculty (for some of you, it might be students or patrons) and their possible training needs. My last job taught be some of the basic skills needed for an assessment, but not enough, due to the nature of the position. Bygones.

Fortunately, working for a university allows me the opportunity to take classes on campus at a discount. And what is the first class I took? An instructional design course! One of the main components of instructional design is needs assessment. If you train or teach anyone, even if it is just sitting down with a colleague and showing them something on the computer, you need to know a few things before you begin: What does Joe already know? What does Joe need to know in order to be effective? What skills does Joe possess? Lack? What is the impetus for training? Would Joe benefit from hands-on, a manual, a tutorial?

Without conducting needs assessment, your class or workshop or training session could be completely and utterly ineffective. Save yourself some time and do the leg work. Needs assessment is not meant to be fast and easy. It may take some time. Plan accordingly.

This past May I had the opportunity to attend NEFLIN's Technology To Go conference. While there, I heard a fabulous idea for a staff-strengthening activity that could easily be turned into a way to conduct needs assessment: Party in a box!

Do you have staff, students, or patrons that you train but don't know all that well? It happens! I work with - and train- a staff over 200 people, and I have hard time meeting everyone, much less getting to know them all individually. If you are in the same boat, plan a day where you can bring in whatever type of food that comes in a box (ice cream, pizza, donuts, etc) and have a party. If you have different classes or departments, you could do Party in a box! with each one. This allows you to get to know people, talk to them on a personal level, and possibly find out information that would help you assess their training needs (Pam has a hard time seeing the projector in the computer lab, or Don would rather learn Outlook on his own using a manual). Once people know that you want to hear this information, that their input may actually assist you in planning future sessions, or effect the overall quality of the training program, the flood gates will open. [Warning: needs assessment sometimes requires a thick skin, as it oftentimes involves formative and summative evaluation, topics to be saved for future posts.]

By making a personal connection, you also open yourself up for ongoing communication, which is essential for a more thorough needs assessment. Needs continually evolve, as should your training. Letting your "students," whoever they may be, know that you can always be contacted regarding training needs (and also feedback, class suggestions, etc) then you have fought half the battle.

So don't let needs assessment bring you down. Continue the holiday festivities into the new year and take time to talk to people and get to know their needs, how they learn, what they want. It will make your job easier and more fun.

2005-10-13T12:57:00.000-07:00

Twenty Technology Training Tips

One of my favorite blogs is Tame the Web (written by library training-guru Michael Stephens). I'm guessing that many of you already read that blog, but just in case you don't, I want to point you to his post from Oct 11th.

Stephens and Rob Coers presented at Internet Librarian International and even though it's not quite the same as being there (in London!!), they have made the handout from their session available, Twenty Technology Training Tips from Two Trainers, (64-page PDF!). It contains a lot of screen shots, so don't let the length keep you from checking it out. It's a quick read with some great resources and advice.

One item mentioned in the handout is Keller's ARCS model of motivation, which can be a useful model to keep in mind when planning and delivering training.

ARCS stands for...
A = attention - grab the participant's attention
R = relevance - help participants see the relevance of the topic to their work or life
C = confidence - create opportunities for the participants to build their confidence regarding the topic
S = satisfaction - participants should leave the training session feeling SATISFIED - they should feel like they have accomplished something

2005-10-05T09:20:00.000-07:00

Library Instruction Wiki

You know the phrase “kill two birds with one stone”? Well, welcome to the Library Instruction Wiki, a “collaboratively developed resource for librarians involved with or interested in instruction.” Not only can you contribute your ideas and practices, but you can access a multitude of library instruction information contributed by other “librarians with class.” Pretty nifty.

Some areas of interest include:
~ Handouts, tutorials, and other resources to share
~Teaching techniques, tips and tricks
~Bibliography/selected reading

I don’t know about some of you, but as the description of this wiki suggest, let’s not reinvent the wheel. It’s absolutely fabulous when you have the time and energy – and resources – to create new curricula (my hats off to you overachievers out there!), but let’s be honest, most of us are trying to stay afloat in our positions by doing twenty things at once. Currently I conduct technology training, coordinate ALL staff development training, plus keep up with the normal every day rigmarole: meetings, email, administrative crap, more meetings. Knowing that I can easily access selected readings created from the input of numerous trainers not only fascinates me, but it makes me really, really happy.

Check it out folks. And stop reinventing the wheel!

2005-10-04T17:22:00.000-07:00

Creating Passionate Users

The Creating Passionate Users blog is maintained by various authors of Head First O'Reilly Guides. They've got a great feel for how people learn about technology and although the focus is not on a library context, I think there's a lot here that can be useful. They espouse a highly interactive training philosophy, with an emphasis on being learner centered. Blog entry content ranges from overviews of psychological concepts to tips for energizing a class.

Sample posts:

Learning doesn't happen in the middle

Keeping users engaged

Creating playful users

2005-09-24T13:46:00.000-07:00

But how do we check out books?

I spent yesterday helping a school librarian get started with her new automation system. She and another school librarian spent summer '05 doing the hard work that it takes to become automated. The instructions that accompanied her system were pretty good and when I got there yesterday, things were really in place. Barcodes were on the books. Patron barcodes were ready to go. Policies were all set. BUT, when the librarians had finished following the steps in the set-up manuals, they were stumped. 'What next?' 'How do we actually get going with the system?'

The instruction materials did not include the big picture. The step-by-step instructions were easy to follow, but the librarians didn't really know what they were doing as they followed them. Yesterday, when I went down to help out, we basically did some role-playing. Here's what to do when a patron wants to check out a book. Here's what to do when a book is returned. Here's how we can place a hold. Here's how a teacher can place a hold. Etc.

The librarian and I also talked about how-to get the word out about the new system to the students, teachers, and administrators at the school. And we agreed, as her experience with the shortcomings of the vendor documentation demonstrated, that she should emphasize how the system would help them with their assignments and jobs FIRST and then give some basic instructions to help them get started.

Emphasizing the context and the big picture seems like such an obvious thing, but it's amazing how often we overlook it and how often vendor documentation overlooks it, too.

2005-09-20T08:29:00.000-07:00

Just Use It!

Drawing her inspiration from the Nike "Just do it" philosophy, Mary Burns has written a thought-provoking article about technology training.

Rather than focusing on clicks and steps, Burns suggests that "a better model for technology in professional development is one that employs a “just enough” approach, focusing not on skills training but on curriculum, instruction and collaboration".

2005-09-11T07:30:00.000-07:00

Idea Generation

Martin Leith has put together a webpage with various idea generation methods. Some of them are probably too complicated for a brief workshop, but others could potentially be fun.

If we're doing technology training "in context"... not just demonstrating steps and clicks, but really allowing participants to consider the technology in context, these types of idea generation activities could be useful.

2005-09-09T18:33:00.000-07:00

Making a deck of cards

Poor ol' PowerPoint gets a bad rap, but I have to admit that it really can be useful for trainers. Here's a new use idea -- mix some PowerPoint magic and some Word action and 'presto!' -- you've got a deck of cards!

A customized deck of cards could be a great way to add interactivity to a training session. Forget "Go Fish" and try "Put together the URL!" or maybe "Sites to Evaluate". What are some other innovative ways that a customized deck of cards could be used?

2005-09-09T14:52:00.000-07:00

Welcome to Librarians with Class. The purpose of this blog is to share ideas with librarians who are doing technology training classes. Thank you for visiting!