MLA/DLA 2023 Conference "Leveled Up" to Success

 

Over 600 staff members from Maryland and Delaware libraries gathered in Cambridge for the 2023 MLA/DLA Annual Conference.  Conference director Kelsey Hughes and co-director Anita Crawford, and the entire conference committee, brought together exciting guest speakers, authors, and an interesting group of vendors.  With over 60 breakout sessions, 3 Ignite sessions, MLA and DLA member meetings, a tech playground, a meetup with the new BCMLA, and a return visit from Pets on Wheels of Delmarva, attendees had plenty of opportunities for learning and networking.

There were also lots of fun activities, including s'mores by the campfire, karaoke, the silent auction, the Harriet Tubman Visitor Center Tour, and morning yoga on the lawn. The now infamous pub quiz was well attended, and the EPFL team of Julie Johnson, Heather Yost, Kinshasa Vargas-Pile, guest Heather Riley, and yours truly, held our own against much larger teams, even winning a round and coming in second in several others. 🏆 

Thanks to all staff who participated as committee members, program presenters, or attendees.

Lisa R. Kenyon

Staff Development and Training

MLA/DLA conference proposals due by October 8

The MLA/DLA Annual Conference will take place this year from May 10-12, 2023 in Cambridge, Maryland. The annual conference strives to build and promote a strong, engaged, knowledgeable, diverse, and inclusive library community to advance the transformational impact of library staff and libraries. MLA/DLA seeks proposals and speakers representing the full range of library organizations (academic, school, public, specialized, etc.) and positions within the library. 

Programs will be selected with an eye toward amplifying underrepresented groups that have been historically marginalized or excluded due to race, gender identity and expression, sexual orientation, ability, religious identity, economic background, educational background, age, or other factors.

Another option for the conference is the Ignite Talks series.  What is something that you are passionate about in libraries that you tell us about in 10 minutes? Ignite Talks can look like storytelling, a how-to, or a research share – anything that sparks interest. Ignite Talks are a great opportunity to try presenting for the first time, to share experience or lessons learned, or to make your colleagues laugh with an entertaining topic and slides. We can’t wait to hear about your passions!

Please consider submitting a proposal using this form (https://forms.gle/K5HwKz3J3gE57xge9) and sharing it with colleagues.   If you have any questions, you can email kelsey.hughes@hclibrary.org or md.la.conference@gmail.com. 

All proposals will be due by October 8.

eBook on Empathy in the Workplace – Free to Download

 Elliott has given us permission to share this resource, which is directed toward learning and development, but also has articles on more general topics.

Download our free, 66-page Empathy eBook! We are honored to bring you the perspectives of learning and business colleagues around the world, as they share perspectives on Empathy in the Workplace & Workforce: Download or View: https://www.masie.com/empathyebook Empathy is critical in these challenging and changing times! We have curated and published this free eBook as a “right now”, real-time resource for the learning and human resources field. “Never has the skill of empathy been more critical in learning. As we pivot to new learning approaches to address new learning needs, intentionally designing for empathy becomes the foundation on which the future of learning must be built,” from Richard Culatta, our Learning Dean. The Learning COLLABORATIVE is releasing this eBook without charge. Content includes written contributions from 18 learning colleagues, 80+ quotes from the field, and special interviews with learning and business leaders, including: Elliott Masie, Chair of The Learning COLLABORATIVE Telly Leung, Broadway Actor, Producer, & Empathy Concert Co-Host Abigail Baugus, Walmart, Inc. – Sam’s Club Katie Hines, Land O’Lakes Mark Wagner, The Hartford Roger Addison, Addison Consulting In the days ahead, tens of thousands of learning and business colleagues from around the world will be accessing this first digital publication of the Elliott Masie Learning COLLABORATIVE. Kindly share this link with your colleagues and associates: Download or View the Empathy eBook: https://www.masie.com/empathyebook Yours in Learning, Elliott Masie Chair, Learning COLLABORATIVE

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.

MLA 2019 - Two Favorite Programs

Two workshops at this year’s MLA Conference really stood out to me: What If … You Could Make Sense of Management and What If … Equality Is A Reality.

The What If … You Could Make Sense of Management Workshop was extremely helpful to me as a first time supervisor. This workshop was led by Professor Brian Butler from University of Maryland’s iSchool. The focus of the workshop was on how to navigate the creation of your personal leadership toolbox in order to make dealing with the myriad of issues and personalities that you are responsible for less stressful and more effective. We discussed the various stakeholders that are involved in the operations of a public library and the many demands that they make on our resources. It was really helpful to hear from peers from different types of library environments and with different levels of management experience on how they deal with these, often conflicting, demands on their resources. Some of the issues discussed were ones that I have already had to deal with as a new supervisor and some of the issues were ones that I had not considered. The end conclusion of this workshop was that management is hard and if you think that it’s easy or that you have a one-size-fit-all solution, then you are doing it wrong.

The other workshop that I found particularly compelling was What If .. Equality Is A Reality. This workshop was led by Dr. Michael Edge from the College of Social and Behavioral Sciences and the College of Education at Wilmington University, and his ability to combine his life experience with the topic matter was compelling. He spoke about implicit biases and how they impact our relationships with one another. While I’ve been to several trainings that have discussed implicit biases in some form or another, Dr. Edge spoke on this sensitive topic in a way that was both highly impactful and not at all blaming or shaming of the participants. One of the things that he brought up over and over again was that you can not blame someone for having implicit biases, they are something that are formed in your childhood by circumstances that you have no control over because you were a child.

This was a welcome approach to the topic since many such trainings on implicit biases have a tone that seems intended to instill a sense of guilt in participants. This approach led to a more open and, in my opinion, honest discussion of the participants’ experiences with implicit biases. The workshop discussed how these biases impact our interactions with customers, both internal and external, and our ability to give excellent customer service. The only downside of the workshop was that it was too short to cover the breadth of the topic.

Kalyn Shields

Pennsylvania Avenue Branch

MLA 2019 - Favorite Program

One of my absolute favorite and most valuable trainings at MLA was Cindy Pol of BCPL’s training on serving Latino customers. I learned some fascinating facts about demographics of Latinx customers in Maryland, such as the fact that Hispanics in Maryland have the highest median income in the nation. 

We also went over the cultural norms of Central America, where the plurality of Latinos in Maryland are from. We learned crucial vocabulary and outreach strategies for reaching our newest neighbors and practiced filling in a map of Latin America. It was a humbling and educational cultural experience.

 I was excited to see several Pratt employees in the audience- I can’t wait for us to put our cultural competencies to use to reach Spanish-speaking and Latinx Baltimoreans!

Cornelia Beckett

School and Student Services

MLA 2019 - Highlights

This year’s MLA & DLA Joint Library Conference was probably one of the best I’ve attended in recent years. There was so much offered, that if I had any complaints at all, it would only be that I didn’t get a chance to go to all of the sessions I wanted to.

A major highlight for me was the film screening of “I Know a Man…Ashley Bryan.” As a former children’s librarian, I spent many hours sharing the books of Ashley Bryan to many, many pre-school aged, and older children, and their caregivers. He’s a wonderfully gifted artist, and storyteller, and the film documents so much about him that I didn’t know.

Another presentation that stands out is the one “What if…Every Library Supporter was an Informed Advocate: Federal Legislative Update.” As a result of attending this seminar, I have a much better understanding of the Federal Appropriations process as it relates to libraries, and specifically as it relates to Baltimore City, Dorchester County (Cambridge), and Somerset Counties, as well as other jurisdictions in the State of Maryland.

I also thoroughly enjoyed the William G. Wilson, Maryland Author Award luncheon honoring author Mary Amato. It was heart-warming to have her begin her speech by singing to the audience, and playing the ukulele. She became genuinely emotional, and it was humbling to witness someone with such great talent sincerely appreciating all the accolades she so clearly deserves.

Vera Fattah

Librarian Supervisor II, Reisterstown Rd. Branch

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 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

How do your direct reports see you as a manager?

If you are a managers, would your employees agree with these?

My manager:

• knows how to do my job and what is required on a day-to-day basis.
• is present, engaged, and accessible.
• helps me to see how my job and duties support the library's mission.
• supports my growth and development as an employee.
• helps me understand which parts of my job are the most important.
• understands the challenges of my job.
• offers opportunities for me to expand my duties and try new things.
• provides positive and negative feedback on an ongoing basis to help improve my job performance.

 If not, what do you need to do to fix this problem?

Boss vs. Leader

A boss says "go," but a leader says "let's go."

What is unconcious bias?

The term unconcious bias refers to a bias of which we are unaware and over which we have no control.  It is unintended, subtle, and completely unconcious, and also made by everyone all of the time.

When we educate ourselves about different types biases it is easy to see them in other people, but we don't often see them in ourselves.  Our brains see things the way it wants to see them, and we really can't do much about that.  Your brain is more active when you speak with someone it sees as being "like you" in some way, equating that person as being "better" than others.  The more people "like you" that are around you, the more comfortable you will feel.  Again, this is your brain making its own decisions, regardless of the choices we might make consciously.

There are several qualifiers our brain uses when it makes these distinctions, but if we want to try and neutralize our unconcious biases (which is extremely difficult) we can use these qualifiers to identify our biases:

• Similarity - a person like me is better than person not like me  You can use this by focusing on the similarities between you and other people when you interact with them.  Find shared traits/goals/characteristics and focus on them.  Physical similarities are the easiest and quickest to see, but job, education, political viewpoint, and other factors can be points of similarity.  Even something small like a shared favorite television show can make this connection.

• Expedience - easy and quick, it feels right to me  We look for evidence to support our impressions and get an answer quickly, but we need to unlearn this because the quick answer is often the wrong answer..  For example, if you tell people that  a bat and a ball together cost $1.10, and that the bat is $1 more than the ball, and then you ask them how much the ball costs they will say 10 cents.  However, the correct answer is that the bat is 1.05 and the ball is 5 cents.  Our brains do the quick division for the answer, but our brains are wrong because they go for the quick answer.

• Experience - my perceptions are accurate so it must be true  This assumes that our perceptions are always accurate, but perceptions are highly subjective and therefore suspect.  An example of this is customer service.  If you have bad service the first time you go into a store then you will expect bad service the next time you go into the same store.  Even if you receive good service the second time, you will be more critical and less satisfied because of your previous experience.  You may also receive bad service because your attitude will be bad and you may be rude or annoying.

• Distance - closer is better, familiar is better  This is one that people have difficulty recognizing, but it can easily be seen in meetings, particularly if some of the participants are attending remotely (either calling in on the phone or by video).  The people in the people focus on each other, even if the person speaking is not in the room.  Those in the room are taken more seriously and given more time to speak then those on the phone or video.  Those attending remotely are often cutoff or not included at the same level, and may be less comfortable speaking up or raising questions of the group.

• Safety - bad is stronger than good   This can certainly be seen by watching any news program.  The stories included are usually tragic or negative in some way because these stories are seen as more "serious."  In the workplace, this creates atmospheres where threats are stronger motivators than rewards.

How can we work against our unconcious biases in the workplace?  The first step is to acknowledge that we have these biases.  It is almost impossible to rid ourselves of them, because our brains do a lot of thinking on their own, but we can create habits and procedures to minimalize the effects of these biases.  This can take some effort, because people like it when others conform/perform to our stereotypes and beliefs, and when this is not true our brains have to work harder.

First, we can try to create new "in-groups" that are more diverse and using our similarities to create a positive bias.  Anyone with whom you feel similar can become a part of your new group.  By making a deliberate effort to expand our "group," our brain finds it easier to make the connections with different types of people.

If possible, create policies and procedures that support this in your workplace.  When forming teams, it is important to remember that diverse teams are smarter and more effective. Limit the size of the teams so that everyone can be heard -- 5 to 7 people allows more inclusion than 30.  When hiring, it is important to remember that organizations diversity generates more profits.  In meetings, the leader of the group can limit the amount of time each person speaks or can ensure that those not in the room, or those who haven't spoken yet get a chance to participate in the discussion.  We can't take the biases out of the people, but we can take them out of the processes.

Once we learn to recognize our own biases, we can create procedures, policies, and practices to mitigate their effects.

Core 4 -- A Conference in the Crescent City

Beignets, beads, Bourbon Street debauchery, and...breakthrough learning.  Ok, so I didn’t actually feel the need to hit up Bourbon St., having done that in my more tender undergraduate years, and sadly, I didn’t make it to Cafe du Monde to partake of their famous flaky french doughnuts, but I did learn about breakthrough learning techniques and other concepts related to instructional design and training facilitation during the 2 1/2 days I spent at the ATD Core 4 Conference in New Orleans, LA.   

    

The conference is designed for HR professionals, curriculum designers, corporate trainers, nonprofit facilitators, teachers -- really anyone who has anything to do with professional development in any type of organization.  As a SLRC Librarian I deliver a variety of face-to-face and virtual trainings, and I attended ATD with the goal of absorbing new ideas.

So, what did I learn?

• It takes A LOT of time simply to design effective training.  According to research by Brian Chapman,  it takes anywhere between 22 and 82 hours to create 1 hour of instructor-led classroom learning.  Developing 1 hour of basic e-learning from scratch takes an average of 49 hours.    

• Avoiding “death by powerpoint” is a must, and visual design play a huge role.    Playing with font styles, shapes, and types of imagery creates appealing slides, and as Connie Malamed pointed out in her session on “Crash Course on Visual Design,” aesthetic appeal actually leads to greater learning.

• Learning styles are a big lie.  Ok, not totally but several presenters referred to recent research that suggests it’s less important to focus on individual learning styles and more meaningful to provide variety in your training because most people learn best by using a combination of visual, auditory, and kinesthetic techniques.  While we’re on the topic of theory, having a grasp of adult learning theory is super important.  When designing training,  adults often want to know WIIFM (What’s In It For Me), or how this is going to immediately and practically impact them.  Also, they often appreciate opportunities to share their life experiences during learning events as well as relate newly acquired knowledge and skills to previous knowledge.    

• Action mapping is a useful instructional design strategy that helps  trainers avoid the all too common “information dump” presentation.  The 4 step method involves 1.) identifying the goal, 2.) identifying what actions (not necessarily knowledge) people need to do to accomplish the goal,  3.) designing practice activities, and 4.) identifying the minimum information people need to complete each activity.   Maybe it’s not totally practical in all library learning contexts but if you’re like me, you’ll try anything to keep your participants from snapchatting and playing Angry Birds during your trainings.   

• Games are a great learning tool to integrate into training and instruction.  No, wait games are distracting and bad. Ok, so both things can be true.   Games are ok if they facilitate successful learning outcomes (I played a friendly competitive game of Jeopardy to find out how much technical lingo I already knew about e-learning), but don’t throw them in with no strategy and call it “engagement.”  Then it just becomes what presenter termed “clicky clicky bling bling,” just for looks.      

• The New World Kirkpatrick Model  used for training evaluation is super useful and super hard to implement.   Measuring level 1 (learners’ reaction to training) and level 2 (if and how much learners’ actually learn during training) is totally doable, but it becomes much harder when we try and measure how training changes behavior (Level 3) and how it influences outcomes (Level 4). Oh,  the ever present challenge of assessment.   No magic answers here, but some good food for thought.  

Speaking of food,  I did sneak out of the hotel one day between sessions to enjoy a classic muffaletta from the world-famous Central Grocery and a view of the muddy Mississippi.   It was yet another breakthrough learning experience, I promise.  

Emily Sachs

Information Services

Learning Portfolios

A Learning Portfolio is a self-directed, independent study of a subject that is relevant to the staff member’s job requirements and/or duties.  The topic of the portfolio is selected by the staff member, in consultation with her/his supervisor, and completed within a set time frame.  The portfolios are an excellent way for staff to acquire knowledge of subjects where there is no formal course or ready made instruction available for the person to learn/acquire knowledge on that subject.  Portfolios are also a great way for staff to study subjects that are relevant to their specific duties or needs, or on topics which might not be of interested to the staff as a whole.

The Learning Portfolio Instructions document provides the information needed to complete a Learning Portfolio.  There are two parts to the process, and signatures from the supervisor and staff development coordinator are required for both.  Part 1 is a planning process.  Part 2 is a completion process that includes an Activities and Resources Log. This study must be approved by the staff member’s supervisor and the staff development coordinator of their library system

Although multiple Learning Portfolios may be completed during the 5 year period, a maximum of 40 total hours can be used, with a minimum of 1 hour and a maximum of 20 hours on any single Learning Portfolio.

Completed portfolios will be posted on the staff development coordinators wiki site, and will accessible by staff statewide.

The Process: 

• Staff member decides on a topic and schedules a brief meeting with immediate supervisor to determine if topic is appropriate and relevant to the staff member’s responsibilities or areas of interest.
• If topic is approved by supervisor, the staff member then completes the Learning Portfolio Plan, following the instructions on form.  The staff member then meets with the supervisor to review the information and receive feedback from the supervisor.  Once the staff member and supervisor agree on the project, the supervisor signs the form and then forwards the paperwork to the Staff Development and Training Coordinator. 
• The SD&T Coordinator reviews the Portfolio Plan, and (if necessary) contacts the staff member with questions or suggestions.  If revision is required, the forms will be returned to the staff member and then re-submitted to SD&T.  If revision is not required, the SD&T Coordinator will sign the form and send the original back to the staff member.  A copy of the paperwork will be retained in the SD&T files.
• Staff member begins and completes the project according to the approved timeline.
• Staff member meets with the supervisor to review completed project, and supervisor signs the completion form. The staff member then creates the “Official Record of Continuing Education Activity” form (CEU).
• The signed form and supporting documents are sent to the SD&T Coordinator for approval.  If the Coordinator has questions or concerns about the project, a meeting may be scheduled with the staff member and/or supervisor.  The Coordinator signs the completion form and returns the signed original to the staff member.  A copy of the paperwork will be retained in the SD&T files.
• The staff member will include the title of the activity on the appropriate “Full Record of Earned Continuing Education Units” form as part of the re-certification paperwork.

Librarians and library associates in Maryland can chose to create a Learning Portfolio as an additional means of earning contact hours to meet their continuing education requirements.  

Guidelines for Goals and Intentions Statements

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.

Why is Professional Development Important for Librarians and Library Associates?

The continuing education requirement for public librarians and library associates in the state of Maryland is part of the Code of Maryland Regulations (COMAR) under Title 13A.05.04.02, and is the process is the responsibility of the Maryland State Department of Education (MSDE).  Certification is required not only for employment as a librarian/library associate in Maryland, but also for participation in the retirement system.

So this tells us the technical “why,” but not the actual “why” of library professional development.  Often, staff are so focused on the numbers (hours, due dates) that they forget why the requirement is there in the first place.  Professional development and continuing education are crucial to improving library related skills and to the development of the staff member as a professional:  

Education for the contemporary professional no longer ends with diploma, if it ever did. It has been recognized that continuing education strengthens not only knowledge and skills necessary for competent performance but also values and attitudes necessary for the service orientation of a profession.[1]

The ever-changing role of the library requires that the staff also be ever-changing, and ever-improving.  Some estimates show that human knowledge is doubling every 13 months[2], and between 600,000 and 1,000,000 books published every year in the US[3].  The need to learn new technologies, stay relevant, and restructure services based on the needs of our customers requires ongoing professional development. 

Instead of fixating on the number of hours needed, librarians and library associates should focus on gaining knowledge, updating skills, remaining “abreast of trends and developments in the field”[4], and improving both technical and inter-personal skills.  By recognizing that training and development is a “crucial element in ensuring positive user experiences within libraries,”[5]  staff can explore learning as a means of becoming better professionals.  We don’t take classes to get hours; we get hours to remind us that we need to take classes!  

Of course, we have the yearly Full Record reports and SD&T staff to help ensure that you stay on track with your hours, but if our librarians and library associates are constantly improving skills and pursuing educational opportunities, then the 90 hour requirement should take care of itself. 

---

[1] Hurych, J. quoted in http://conference.ifla.org/past-wlic/2011/200-cooke-en.pdf

[2] Schilling, David Russell http://www.industrytap.com/knowledge-doubling-every-12-months-soon-to-be-every-12-hours/

[3] Morgan, Nick.  http://www.forbes.com/sites/nickmorgan/2013/01/08/thinking-of-self-publishing-your-book-in-2013-heres-what-you-need-to-know/

[4] Cooke, Nicole A. http://conference.ifla.org/past-wlic/2011/200-cooke-en.pdf

[5] Lockhart, Janine and Sulaiman Majal http://docs.lib.purdue.edu/cgi/viewcontent.cgi?article=1134&context=iatul

MLA/DLA 2016 Conference Notes

Over the next week or so I hope to post responses from the staff members who attended the MLA/DLA Annual Conference last week.  The theme this year was Libraries:  Unlocking Potential.  Stay tuned for conference notes, interesting facts, amusing quotes, and whatever else our attendees have to share!

Learning 2015 Sal Kahn and useful notes

I attended the Masie conference in Orlando, FL this year also known as Learning 2015. This was my first time attending the conference and I was very excited to learn about some of the practices the business world puts into place for staff training, learning and teaching, as well as any nuggets of wisdom from speakers and presenters that I could bring back home and use at the Library.

In one of the general sessions, Sal Khan—founded of Khan Academy—talked about a flipped classroom and stressed that lecture style learning could be done individually, outside of the classroom or at home on a learner’s own time. He spoke about how traditional education can be seen as an accumulation of gaps—if you did not learn the material the first time, or only learned it 80% then it becomes rather difficult to ever achieve the other 20% to make it 100% if you move on to the next subject, phase, or set of learning right away. Thus, your education as a whole can be considered an accumulation of gaps. One easy way to alleviate this is to spend more time outside of a learning classroom, environment, or training session by grappling with the material on your own and coming to the face-to-face session with deeper questions about what you learned, which makes the learning that much more valuable.

Khan’s discussion and presentation was probably the best part of the conference for me. I was also able to jot down various quotes I gathered from other sessions and speakers throughout the conference that I find very useful and enlightening which are listed below.

Some words of wisdom that I collected from the conference:

·         “if you’re not learning and growing—you are not keeping up”

·         “you do not stop learning and growing just because you hit a certain age”

·         “when talking about training with staff you want to stress versatility not vulnerability”

·         “it’s about knowledge flow, not knowledge store”

·         “when teaching do not start with an objective, start with a challenge for learning”

·         “failure is important—you do not learn or get good at anything unless you fail a number of times before”

·         “the larger the prize the less focus on learning” (about incentives)

·         “group competition works better than individual competition”

·         “tie gamification to intrinsic motivation, not extrinsic—otherwise it goes stale after a month”

·         “sometimes you can’t learn until you know what you don’t know”

·         “when asking someone about themselves and their learning, ask why they fail, not why they succeed—most often people are not sure why they succeed and do not fully understand how they learn, but they sure remember failing and why they failed.”

Ryan O’Grady
SLRC Office