Registration for webinars and programs that have fees - what to do while we are out of the office

We've been sending out training opportunities for staff, and some of you have questions about those that charge a fee.  We will continue to pay these fees for staff, and the process to request funding is similar to the usual process. 

1. The staff member identifies a program they wish to attend.  There is a fee involved.

2.  The staff member creates a 354 request with a goals statement (and any registration information needed) and sends these by email to their supervisor.

3.  If the supervisor approves, they forward the email (with the form and statement) to their division chief with a statement like "I approve this."  If not approved, supervisor notifies staff member.

4.  If the division chief approves the request, they forward the email and attachments to SD&T, also stating "I approve this," or similar.  If not approved, chief notifies supervisor.

5.  SD&T will register the staff member for the program and pay the fee.  Staff member will get confirmation of registration from SD&T.

6.  When the program is complete, the staff member forwards confirmation of completion to SD&T.

Once we return to the library, the forms will be printed and appropriate signatures will be required.

No requests without the appropriate paper/email trail can be considered, so please follow the directions carefully.  

If you have any questions, please let us know.

ALA Annual - Trends in Librarianship

Before I share some highlights of what I learned at the conference, I want to relay what complements the Pratt received courtesy my badge labeling my place of employment.  EPFL was readily recognized for going fine free, for the wash and learn initiative, and for its architectural beauty and renovation.  I hope this kudos brighten your day by proxy.

Trends in Librarianship

One pair of sessions I attended speaks to the ever evolving nature of our profession.  “A Hard Look in the Mirror,” presented by Greater Victoria (Canada) Library (GVPL), shares how they reorganized librarians’ roles (with plans to augment library assistants’ in future) to be less about audience served – age and otherwise – and more about niches they call “portfolios.”  Librarians now split their time between branch operations and portfolio work that serves the whole system.  The idea is to look up from the mundane coordination and oversight to develop true leadership in librarianship.  The primary categories, “pillars,” involve lifelong learning, storytelling, and digital literacy; they are further broken down into specialties according to staff strengths and interest.  These are the result of two committees’ work: service design and service delivery.  It is stressed that libraries looking to follow suit explore and define how best this model works for their own communities.  In a nutshell, GVPL refers to their model as Community-Inspired Library Service.  A toolkit is available at issu.com/docs/hard_look_in_the_mirror_reflecting.

“Going Deskless” is right up our alley as we continually seek to diminish barriers – physical as well as financial.  Hillsboro (Oregon) Public Library (HPL) presents how they accomplished the feat of completely removing public service desks in favor of “orbiting” with the added tools of a “service layer,” ranging from a large logo button to the popular three-pocket apron, and technology “perches” stationed throughout the library.  Staff buy-in gets achieved by inviting input during planning, providing time to reflect, and empowering change adaptation.  None of the changes have been based on assumptions: a “design thinking” process involves staff and patrons alike, utilizing a variety of steps including focus groups and surveys.  All the while, staff are encouraged to practice “work like a patron day” occasionally as a worthwhile test and means to perspective.  HPL sums up their philosophy with a triad of points.  Libraries today are not about the books but service; we should not be transactional but interactional; and we use more and more automation and thus shift our focus to high-quality personal service. 

Health Outreach and Programming

The National Library of Medicine (NLM) and their National Network of Libraries of Medicine (NNLM) – the latter with regional coordinators who collaborate with and assist all libraries in their jurisdiction, including public libraries – presented “Transforming Communities through Health Outreach and Programming.”  It is fundamental to support health literacy, especially in the face of both health disparities (e.g. abilities, genetics) and healthcare disparities (e.g. socioeconomics).

Their free information resources abound, and I share a sampling here.  Medline Plus is designed to be not academic but accessible for consumers and even offers a print quarterly for distribution!  HealthReach is multilingual and multimedia to help even more patrons decipher their health needs.  News in Health has digestible tidbits and offers its own print monthly newsletter to libraries.  Go4Life is especially for seniors. 

NNLM has the area covered in terms of programming.  Their Engage for Health materials help libraries teach community members how best to speak with their doctors.  The NNLM Reading Club has kits for a thematic book club and is always adding new titles.  There is a wealth of materials to uphold National Health Observances.  They even promote Tales & Travel Memories, a fun programming initiative for those with dementia.

I will wrap up rather than diving in to NLM’s support of Citizen Science.  But I will insist that EPFL be sure to join the NNLM for full access to and assistance with health resources and programming for Baltimoreans. 

Lauren Read

Periodicals

ALA 2019 - Defining the Educational Role

My first ALA  Conference was a whirlwind of excitement and information as I traveled from one session to the next, finding time to engage with a few of my favorite authors along the way. Among those sessions was one that really stuck with me: I attended Defining and Embracing the Instructional Role for Youth Services Librarians.  The thesis of this session was that teaching and learning are already core elements of public service.  We, as public librarians, are already “educators.”  But, to quote the session, “by explicitly framing our work as instruction, we can ensure that this teaching and learning is empowering, equitable and enjoyable.” 

But what does that mean? 

Formal learning environments, like schools, follow state or national standards.  Common Core is an example of this.  Using these standards as a background, the educator can set a clear measurable outcome for instruction.  “Students will be able to…”  If at the end of the lesson they are “unable to…”, the lesson was unsuccessful.  So, how do we translate this to public librarianship and how can we implement this at Pratt?

As we go through this transitional period and begin to re-evaluate how we do many things here at Pratt, one topic that I hear repeatedly brought up is “programming.”  What makes an effective program?  How do we evaluate if a program is successful?  How can we tie programming into our organization's goals?  For all of these questions, I believe it comes down to our role as educators.  It starts with a change in the language.  Other library systems are already doing this.  One our neighbors calls their librarians and library associates “instructors.”  Programs are called “classes.”  It is this synchronicity in terminology with the schools that helps cement their association.

For most, coming to a library program is “fun” not “educational”... or is it? By changing our terminology, we change the expectation.  This session showed, it’s as simple as adopting standards and re-framing the way we present ourselves.  We as public librarians at Pratt provide so much instruction that it seems a shame we cannot quantify it.  

Session leaders made sure to specify that any formalized organization standard could be used as the framework for outcomes, including a library system’s strategic plan.  Because the session was geared toward those involved in young adult and children’s services, they used the framework of the YALSA Teen First: Basic Learning Outcomes.  The six categories: community, creativity, digital citizenship, leadership, learning and literacies all list outcomes that can be adopted for library programming.  In using these guidelines as the outcomes for programming, it becomes easier to evaluate the programs’ effectiveness.  The best part?  It doesn’t require anyone to do anything major. 

The first step during program planning is to ask the questions:  “What is my outcome?”  “What competencies can I use to evaluate my outcome?”  I’ll give you an example.  One of our branches is having a Dungeons and Dragons program.  Their original description states: “Journey through fantastic realms and battle ferocious beasts through the magic of D&D. No prior table-top experience required.”  Using this new approach, we would post an outcome at the program like “Teen participants will collaborate with others using materials provided to create an original adventure through the realms of Dungeons and Dragons.”  In this instance, we’ve utilized three of the learning outcomes and still done the same program.  Plus, now that we have an established outcome it is much easier to evaluate if the program was effective or not. 

I am not saying that this is something we must do, but as the conversation is moving forward about programming, this might be something to consider in the future.

Read more:

Instruction & pedagogy for youth in public libraries http://publiclibraryinstruction.web.unc.edu/

Teens first: basic learning outcomes guide http://www.ala.org/yalsa/sites/ala.org.yalsa/files/content/Teens%20First_%20Basic%20Learning%20Outcomes%20Guide.pdf

Jamequa Summerall

Collection Management

Learning 2018 - Conference Review

In November I attended the Learning 2018 conference in Orlando.  This was the 28th year of this conference, which brings learning and development professionals together from around the world.  This year there were 1873 attendees from 27 different countries were represented, who are responsible for learning and development for over 30 million employees worldwide.

The theme of the conference this year was "Learning Changes."  Learners are changing, technology is changing, as are expectations and the economy.  The other main theme of the conference this year was the need for diversity, what it really means, and that cultivating diversity isn't just culturally positive, but can bring about economic improvements as well.  Other themes running through the conference included leadership development and designing effective onboarding for new staff. 

One idea that regularly was mentioned was the idea of fear and how it prevents us from achievement.  Keynote speaker Leslie Odom Jr. said that he recognized that all the things he wants in life are "on the other side of my fear," and session leader Deepak Sethi suggested that the way to overcome fear is to do more of the thing that you fear.  I even experienced a tiny bit of fear myself when trying to drive a bulldozer in the construction simulation machine, where the danger isn't real but is noticable and can affect performance.

I also learned some interesting but random things, like the fact that there are conferences for people who design and run haunted houses, that walking in a small group in a natural setting is the best stress reliever, and that  Plants vs. Zombies is a good learning game because you have to plan ahead and adapt.  I also learned that when NASCAR pit crews change tires they leave the lug nuts on the ground and they are routinely hit by these and other debris as the car returns to the track, and that in Fortune 1000 companies there are more CEOs named David than there are women, and only 3 are African-American.

Lisa R. Kenyon
Staff Development and Training

MLA 2018 - The Librarian’s Guide to Homelessness/ Aggressing and Regressing

After attending both the preconference on ways to better interact with individuals who are homeless and the training presented on aggressing and regressing, I found that a number of ideas and concepts overlapped in the two workshops/trainings. A number of key concepts were introduced that highlight the concept of empathy and that we need to be more mindful of our customers’ and staff’s needs.

The most impactful description of what happens is that many of these micro aggressions result in certain emotional responses in individuals because they experience them on a regular basis. You are not the only one who is expressing a prejudice to that individual. It is very likely that they experience it all the time. The summation of all the “stings” may result in customers and/or staff members having a negative response. The homeless population is an example of such a specific demographic that is constantly receiving prejudicial treatment from others, which is why at times we, as public service employees, may experience negative emotional responses. However, this, too, happens even when those who are perpetrating the micro aggressive behavior do not intentionally seek to incite those feelings in the offended party.

The Aggressing and Regressing training was informative and could easily be something that is covered in training for Enoch Pratt Free Library staff members. This class would be excellent to showcase how some of our actions may result in some of our issues we undergo as library staff members serving the public. Overall, the trainings were useful, and I encourage everyone to attend to allow for some better understanding on both subjects. 

Justin C. Switzer

Orleans Street Branch

American Sign Language TED Talk

If you are interested in the American Sign Language class we are offering in April, you might find this brief TED talk to be helpful.  Christine Sun Kim shares her view of ASL as a rich, visual language.

 http://t.ted.com/AsHZObG

SD&T Winter/Spring courses

Over the next few days we're going to start announcing the classes we are offering for winter/spring 2018.

Keep your eyes on your email for these announcements and contact SD&T to register for any or all of the programs.

Goals and Intentions Statements - Guidelines and Suggestions

If you are going to request funding for a conference or outside learning event, you need to submit the "Request for Authorization for Leave and-or Expenses to Attend" form (354).  Along with this form, you must submit a "Goals and Intentions Statement," that explains why you want to attend this event.

Your statement may be brief, but should include the following:

1.)    What is the purpose/focus of the conference or training?  Who is the intended audience?  Put this in your own words and connect it to the library, don’t just copy and paste from the website (1-2 sentences are usually fine).  

2.)    Why do you wish to attend the event?   How is it relevant to your job and/or the library?  How will the library benefit from your attendance?  What skills/ideas do you expect to gain from attendance that will improve your job performance and/or customer service? (this section should be the longest and contain the most detail).  Avoid statements that would be true of any attendee at any conference (e.g. “at this conference I’ll represent the Pratt library”) and focus on why YOU should attend this particular event.

You might include:

• Experiences/information gained from prior years' attendance that you have used in your job.  If this is your first time attending you might include information you received from others who attended or what you expect to bring back from the event.
• Specific information/training offered at the event that you cannot receive elsewhere.
• Lists of specific sessions at the event which are relevant to your job, or which prompted your request to attend.
• If committee service is part of your request, you need clearly describe the committee and its goals, and explain how service on this committee benefits the library, the staff, or our customers. 
• If you are a member of the sponsoring organization, or have a membership that entitles you to a discount in registration or other fees, include this information and your membership number in your statement. 

Remember that the goal of this statement is to give the reasons why you wish to attend the conference and how the library staff or customers will benefit from your attendance.   Be specific.  

If you have any questions about your statement,

please contact Staff Development and Training before you submit your paperwork.

MLA Libraries = Education

I attended a thought-provoking training called “Libraries=Education: Your Key to Success.” In it, Valerie Gross, President and CEO of the Howard County Library System, laid out a persuasive case that the key to libraries remaining relevant in the public eye, and not to mention well-funded, lies in a thorough rebranding of who we are and of the services we provide.  Her theme is relevant, particularly in the age of Google and the clamor for fiscal accountability. When pressed with the question “Libraries – what are they good for?” how do we answer that concisely and convincingly, before it’s answered for us with the refrain Absolutely Nothing (apologies to Edwin Starr)?

For Valerie Gross the solution lies in regarding libraries as an essential component of high-quality public education, hence the slogan Libraries=Education. Lifelong education is key to survival in the Information Age. The public, and the politicians they elect, sense this when put in these terms. Howard County, led by a fiscally conservative county executive, has not only fully funded but increased funding for their public libraries.

            There are three pillars to the Libraries=Education concept:

I.                   Self-Directed Education through vast collections of items in print, audio and electronic formats; and thousands of premium online research tools.

II.                Research Assistance and Instruction for individuals and groups. This pillar includes classes, seminars and workshops for all ages, taught by library instructors.

III.             Instructive and Enlightening Experiences through cultural and community concepts, events, and partnerships.

Gross advocates replacing common terms in library world with new ones that reflect the concept of library as essential educational institution delivering high-quality education for all. Patron should be replaced with customer. Programs replaced with class, seminar, or workshop. Storytime replaced with Children’s Class or Year-Round Preschool Classes. Programming with class content or curriculum. Reference Desk with Research Desk and Reference Librarian with Instructor and Research Specialist. Information literacy with Research skills. Gross also believes that less-jargony terms can be used that the public can relate to; why not call Circulation just Borrowing or the Circulation Desk the Customer Service Desk? The list goes on, and for the class Gross compiled 5 pages of common terms with their preferable substitutes.

We know libraries are relevant to the public. Do they? 

Morgan Stanton

EDM