A Budget Crisis

Over the years in public library service I have been dismayed at a rather cavalier attitude toward budgets and money by many librarians. I have to blame library school for a bit of this attitude. Very few courses addressed the impact of budgets and limited funding in a way that adequately prepares people for functioning in a real world library. No library (at least that I know about) has unlimited funds and a blank check for collections or staff. The disconnect comes when we communicate with our public, students, faculty and others we serve about the realities of limited resources. It is time to change how we talk about money and budgets.

First recommendation: Drop the word "FREE" whenever we speak or write about library service. In no way are services free. Taxpayers have paid for the service or students have paid tuition. Books and databases cost money. Programming costs money. Computers cost money. We don't work for free (even if it feels like it!). When library staff use the word free it confuses the message that library service doesn't cost anything or worse yet, it isn't worth anything. When librarians are at a moment of service with a student or patron and they are greatful for the help, it is time to remind them tuition and or taxes helped pay for this. Remind your clientele where the money comes from.

Second recommendation: Know how much everything costs in a library. Librarians probably know this but they need to know in a way that communicates knowledge of the library operation and that tells the public that they are "on top" of the money situation. Know the budget for materials backwards and forwards. Know the cost of any major renovation or major upgrade. If we hesitate or waffle in answers about costs and budgets, public confidence in library management can start to erode.

If all of this money talk scares you, develop some talking points about the collection. Make a list of budget facts that you can memorize that will help explain to your service population the realities of money in a library. Regardless of the library, all librarians should be ready to talk the talk of budgets and money. So try some of these ideas: Know how much a popular database or major reference item costs. Be able to quote average costs of certain parts of the collection (ie fiction, audio books, software). Be able to talk about how much a site license costs for a computer or the ILS for the library. Be able to talk about how your particular library is funded.

When you can talk about costs and budgets in a professional manner you are laying good groundwork for the next budget "problem" or millage request. Constantly reminding people of the value helps everyone in library service.


Mary

Hollywood Librarians!

Holly Hibner and I just returned from our adventure in Hollywood as guests of the Jimmy Kimmel show.  What a treat!  It was exciting and scary all at once.  I was completely impressed with the staff and the friendly demeanor of everyone involved.  Best part: staffers and Kimmel seemed genuinely interested in libraries and librarians.

If you missed it, here is the link:

http://www.youtube.com/watch?v=oxQvm2oLewU

Enjoy!
Mary

A Weeding Frenzy

This week in my little temp library job at a small college library, I have been charged with weeding the business collection. Of course it goes without saying I am a lover of weeding! I just love culling the dead wood in a collection. I think it makes the newer stuff look nicer. I also (without fail!) find or re-discover something and go "wow".
Although weeding is second nature for me in my public library, I wanted to be conservative since I am the temp and I am a newbie at academic librarianship. Different collections and a different service mission translate into different weeding criteria. So how do you weed a collection when you don't know the collection or the users that well or feel comfortable with the task? Try this:

• Pull obvious condition "issues".
• Pull anything that is over ten years that could have a currency issue. (No, I don't mean fiction or humanities/art materials.)
• Take a look at circulation or use stats.
• Have another person review and discuss the choices.
• Consider options: other sources of information, redundant databases, government information, web sites, etc.
• Cart and let it sit for at least 24 hours. This should catch any impulsive decisions.

Experienced weeders might find this a bit cumbersome, but if you are new at a collection or at a new library with different clientele play it safe by giving yourself some wiggle room. Your fellow staffers will be more likely to "turn you loose" if you tell them you will abide by some self imposed standards like the above.

And of course if you turn up something perfectly appalling or funny, I would love to feature it on Awful Library books!

Weed away!
Mary

October: Think about Reader Advisory!

October is one of my favorite times of year. Kids and school have hit a nice routine. I have been on a mystery kick and have particularly liked Stieg Larsson's books. I think it is time for me to try some more of those Swedish mysteries that have been on my to-do list forever!

Reader advisory is one of those areas of librarianship a public librarian has to work at constantly. Reading as a duty? Yes, and not just the stuff you like. As a librarian, it is important to sample constantly from the buffet of fiction and nonfiction. Not a big fan of science fiction? Not a lover of Fantasy or Christian/Inspirational fiction? Too bad. It is time to suck it up and do your job! As book pros, we have to be able to talk about all kinds of titles, not just our "favorites".

Okay, now that you have agreed to try, where do you start? Go slowly. By now you should now the most popular authors in your library and if you don't, start checking holds and circ numbers for those titles and genres. Ask around for a favorite or two and stay away from series. Amazon can also be a big help in identifying the new hot stuff of a particular genre. Pick one or two and start there. Not all of it will be fun or interesting to you, but try and think of a patron or two that might like this title. Stick to new stuff as much as possible as this puts you ahead of the curve.

People like books for many reasons, but most likely they will be drawn toward the plot, setting, or characters. This is usually true regardless of the genre. Plot oriented people will use words like fast-paced. Setting people will like where the story takes place (generally) or the period of time (think historical fiction with a lot of detail or the use of the word "research"). Character folks are probably the hardest to nail down. They need the person's personality or character to be the main focus of the story.

So use October as your month of something new to read or try. You might be surprised at your next chance to book talk a new title.

Mary

Practical Librarian Melts Down!

With the departure of my co-worker to greener pastures, I have been saddled with some duties and paperwork. This isn't all bad, I like new stuff and projects! However, since I work in a library with no off-desk time, getting this stuff done has been a huge problem for me in the last few weeks. (It also didn't help that Holly made it look easy!) Throw into the mix training a new person, jury service that never ended (or so it seemed!) and my extra job at a small college, I was a ticking time bomb of stress! (The dam broke when someone asked me what was wrong and I ended up answering this question in great detail for over an hour! Pro tip: don't ask a question if you don't want the answer!)

Now that jury service has concluded and I am more sane (a couple of days off helped!) I had a few revelations about change and time management.

Assume a worst case scenario for planning purposes. My mistake was in assuming I wouldn't actually go into a trial (court said 80% are settled and I probably wouldn't have to serve) and wouldn't need any help. WRONG!

Detail work needs uninterrupted time, especially if you are new at this task! Find time where no phones or people bother you so you can learn a task. Stick to the task you are learning-- not other chores that have been bugging you!

Never ever underestimate the impact of even minor changes in schedules or staffing to your sanity and routine! Holly's departure dramatically changed my schedule and my work routine! I underestimated that even changes that we have prepared and planned can throw us a curve. I couldn't just go on autopilot in many situations.

Embrace folders, sticky notes, calendars and chocolate. Take breaks and remember to breathe!

The point is this: Even though to the outside world nothing is really different and you are at the same job, things in fact ARE different. Treat as such. Allow extra time in your schedule. Say NO to "extras" until you get a routine down pat. (This is for my friends that always volunteer to bake something, make phone calls or organize a school function!)

Regardless of managers, directors and the like, I know that my priority is customer service and if I can keep my head on that fact, I should be fine.

Mary

Bibliographic Instruction: Less is More!

One of the things that bothers me about some library instruction is that it can be boring and since the student can't see the need yet, they tend to lose interest quickly. This process can be exacerbated by well meaning librarians that try and make a course or material "be" all things to all people. Students, newbie computer users and even someone just browsing the library can get caught up in tidal wave of instruction, handouts, maps and tours. What starts out as simple book question can quickly mutate into a catalog lessons and instruction on the Dewey Decimal System with a patron half way to a degree in library science!


Even for academic patrons where there is a real mission to help students understand serious research and library materials. How deep should this discussion initially be when students don't even understand what they are "in for"? Many librarians want to discuss how we should be teaching subtle differences in databases, searching techniques and Boolean operators. Of course librarians think these topics are interesting! Average student has lost interest after about 5 seconds. They just want an article or a book and to be done.


In both one-on-one settings, as well as formal classroom instruction think about what the student THINKS they need and lead them to more ask more questions. When a student asks how to find an article, show them how to find an article. Lead them toward better answers by NOT overwhelming them with so much information or ways to "perfect" a search. Just give the "easy" answer and gently coach them to continue to include the librarian in the search for more and better information.


Keep it simple and easy. The overall message should always be the library, and the librarians, are here to help. Think in terms of FAQ when designing instruction and try to keep answers to the absolute basics until the student has invited you for more! Here are some questions to use as guides when designing instruction. Try and break your answer down to simple steps and answer in under 5 minutes:

How do I find an article in the databases?

How do I know if an article is considered "scholarly" ?

How do I attach a resume to my email?

If you think in small FAQ style questions and just stick to answering the questions with an attitude of come back when you need more, the instruction will be more likely to stick and patrons will always be grateful for the help. Remember, less is more!

Being the "new" girl at the desk

I was lucky enough to have recently landed a temporary part time job on a college reference desk. Even though I feel my strength is in talking to people and handling reference, I was blown away my first day and there weren't even that many students around yet! All my quick shorthand answers and just 'embedded' knowledge of my collection was not really applicable in a new library with new customers. As a part time and temporary person, I also understand that it is not cost effective to be spending hours upon hours "training" me. I am supposed to bring some skills to the table and in the immortal words of Tim Gunn, "Make it work!" So how do you "learn" a new library?

Here is what I learned so far:

• Dig through every page on the library website and take notes on all the stuff already highlighted. In the case of my new library, the most common types of FAQ reference questions will probably be shortcuts on the library pages. Look for pages that use terms like "finding tools" and or "research help".
• In the case of college libraries, ask what the most common courses/majors represented at your reference desk. Public libraries, ask what is the most common request at the reference desk.
• Browse the returns or hold shelf. This is a quick micro picture of a library's activities. It is also less overwhelming than trying to look book by book at a whole collection.
• Know (the first day, if you can!) where the bathrooms, pencils, copy machine, fax, scrap paper and stapler is for yourself and any patrons.
• Browse the paper periodicals.
• Practice reference questions with the databases and catalog.

I am now in my third week of this little job and my head is hurting less and my confidence is growing with my new library. Now, bring on those new students!

Mary