A digital library for everyone

Leslie Fox

INFO 266

Cottrell, M. (April 15, 2013). A digital library for everyone. American Libraries. Retrieved from: https://americanlibrariesmagazine.org/2013/04/15/a-digital-library-for-everyone/

The Digital Public Library of America (DPLA) is a project, spearheaded by Maura Marx, to digitize the nation's little known cultural archives and share them for free with everyone.

DAPL will be a portal to a fraction of what's out there. An array of digitized special collections from the Smithsonian to the National Archives. It sets out to unite these materials in a single virtual space. 

The Digital Hubs Pilot Project is a confederation of seven digital libraries (six state and one regional) that make up the beginning of what's available at DPLA. Several other cultural and educational institutions are also involved in states such as: Arizona, Georgia, Kentucky, Massachusetts, Minnesota, Nevada, Oregon, South Carolina, Utah. Harvard University is on board to share their digital collections as well. DAPL will be more of an aggregator of existing collections than a repository. "The purpose of the DPLA is to establish a platform of resources that will help libraries and other cultural heritage institutions to succeed in the digital area," says John Palfrey, president of the DPLA board of directors.

Here's a link to the now launched site: Digital Public Library of America .

How to destroy special collections with social media in 3 easy steps: A guide for researchers and librarians.

Leslie Fox
INFO 266

Werner, S. (July 31, 2015). How to destroy special collections with social media in 3 easy steps: A guide for researchers and librarians. Wynken de Worde. Retrieved from: http://sarahwerner.net/blog/2015/07/how-to-destroy-special-collections-with-social-media/


In her blog, Wynken de Worde, Sarah Werner posts her notes, amazing slides, and audio form her talk given at Rare Book School. She argues that while many Special Collections libraries are reaching out to users with social media, there are many ways this can go wrong, frustrate users and send them away. She uses humor to give examples of how keeping images locked up tight, treating everything as a joke or pretty picture and by relying too heavily on analytics for engagement by users can send researchers away and undermine the purpose of special collections.

The author then points out ways that social media can be used without damaging your special collection or stifling research and perpetuating misunderstandings. Werner asserts that special collections can grow using social media if you digitize with open access licenses; teach your audience to think about the past rather than laughing at it, and choose your aims carefully. Don't confuse popularity with engagement.

This presentation uses humor to engage the reader, but it is the detail and professionalism in the images presented as examples that I took special note of. A helpful resource for any special collections library wanting to utilize social media.

Amy Bush

Info 266

Markwei, E. & Rasmussen, E. (2015). Everyday life information-seeking behavior of marginalized youth: a qualitative study of urban homeless youth in ghana. International Information & Library Review, 47(1-2), 11-29. doi: 10.1080/10572317.2015.1039425

This study was conducted in Accra because it is the Capitol and the largest city in Ghana. To gain the trust of participants, the field study began with volunteer work by the first author as a phonics teacher at a nursery school for children of homeless youth. Once trust was established, the participants were selected using the snowball sampling procedure. The study consisted of forty-one homeless youth, comprised of 19 females and 22 males, all between the ages of 15 to 18. Data was collected through observations and in-depth interviews. This study identified the following 11 categories of information needs: employment, acquire skills, financial management/advice, health, security, shelter, food, education, administration of justice, respect, and fair wages. These categories of needs were found to relate to basic needs following Maslow’s hierarchy of needs. However, the findings from this study is inconsistent with Maslow’s assertion that the higher level needs of self-actualization and cognition can only be pursued once the lower level needs have been met (Huitt, 2007). In this study, the participants were pursuing physiological needs, safety needs, esteem needs, and self-actualization, simultaneously. Therefore, in spite of their homelessness, these participants desired and were working toward meeting their developmental goals. Unlike many homeless youth in other parts of the world, they were on the streets primarily due to poverty and came to Accra to work and earn money to meet their personal needs and life goals.

How to Build a High-Quality Library Collection in a Multi-Format Environment

Waldrop, Jeffrey

Barstow, S., Macaulay, D., & Tharp, S. (2016). How to Build a High-Quality Library Collection in a Multi-Format Environment: Centralized Selection at University of Wyoming Libraries. Journal Of Library Administration, 56(7), 790-809. 

In this crucial article, the authors discuss how collection development trends are shifting as collections become more electronic in nature.  As these collections shift, the role of collection development librarians and Reference librarians are also shifting to instruction and research support as the selection process becomes a bit more difficult.  The authors discuss new collection development models in this vein, but using the recent work of the University of Wyoming in this particular area.  This was a very helpful article in deed.  

The Significance of User-Created Content in Public Library Participation

Lara, Veronica

Abdullah, N., Chu, S., Rajagopal, S., Tung, A., and Kwong-Man, Y. (2015). Exploring Libraries’ Efforts in Inclusion and Outreach Activities Using Social Media. De Gruyter, 65(1), 34-47. DOI 10.1515/libri-2014-0055


Alfonzo, P. (2016). Snapchat in the Library: Librarians master an app to reach millennials. American Libraries, 47(11/12), 22-23.

Bernier, A., Males, M., & Rickman, C. (2014). It Is Silly to Hid Your Most Active Patrons: Exploring user participation of library space designs for young adults in the United States. Library Quarterly: Information, Community, Policy, 84(2), 165-182.

Ford, A. (2016). Fellowship of the Fans. American Libraries, 47(11/12), 34-39.

Perrero, M. (2016). Marley Dias: Bringing diversity to kids’ books. American Libraries, 47(11/12), 26.

            In one of our early presentations, we discovered the technology being utilized by the libraries we study, respectively.  One element of this study was to determine ways in which libraries are utilizing Web 2.0 tools.  Web 2.0 is the trend of user-created content on the web.  An example of this is wikis.  Wikis are user-created online dictionary entries for various subjects.  We certainly don’t need an introduction to Wikipedia to understand this concept. 

            Libraries have been using Web 2.0 tools to encourage participation among their patrons.  In Abdullah’s, et al. article, Exploring Libraries’ Efforts in Inclusion and Outreach Activities Using Social Media, the authors state, “the Internet has undergone a transformation, from being a static repository of information to being a socially interactive Web” (2015, p. 34).  Social media sites are a place for creating and sharing content.  This is in stark contrast to libraries, which have often been described as “information silos.”  Therefore, the goal for libraries should be to create a more participatory environment for its patrons. 

            Several articles have reported on the ways libraries are increasing their presence on social media to boost participation.  Paige Alfonzo writes about a number of libraries that have utilized Snapchat as an outreach tool to bolster teen involvement in public library programs.  Alfonzo discovered that  teens are often featured in the snaps, by sharing their favorite book or to share what they are currently reading.  Other libraries also have contests to create Geofilters for the library.  This allows teens to create the content themselves. 

            But participation doesn’t stop with Web 2.0.  Libraries have been encouraging users to participate and create content in other ways.  For example, Marley Dias is one 12-year-old girl who launched a campaign to diversify the children’s collection at her school, after being dissatisfied by the lack of diversity in the required reading materials.  Her campaign, #1000BlackGirlBooks, as collected and donated 7000 books to six different cities.  In this case, Ms. Dias has taken it upon herself to guide the collection development of these libraries. 

            Programs are another way for libraries to bring in new patrons, and librarians have found a way to incorporate content creation in these too.  The North Liberty Community Library in Iowa has offered a program in which patrons come together to write fan fictions, share, and critique each other.  The point of content creation in this case is to encourage participation in a library program.  Patrons can think of the library as a place to commune and share ideas, rather than it being a place that houses books. 

            Relatedly, an article written by Bernier, Males, and Rickman discuses the library spaces themselves as a way to attract participation.  In the article, the authors state that Young Adult sections are a significant indicator of teen participation.  More specifically, they argue that higher teen participation in the design of Young Adult sections leads to greater long-term participation in teen services.  Their study includes the creation of an index by which to measure teen participation in design, which positively correlates to overall future presentation.  In other words, higher participation in creation of the space leads to higher participation over all.  User-created content, or even planning involvement, is shown to have a profound impact on the idea of ownership over the space.  This sense of ownership is what encourages participants to continue the tendency to participate.

            So what does this show us?  It has been documented in several studies that higher participation during content creation leads to better general participation throughout the library.  We should be thinking of patrons as contributors, and assigning new roles to what libraries offer.  Information no longer moves in one direction.  It should be disseminated, analyzed and recreated into new information.  Thinking of a library as a place to simply receive information is antiquated.  The sooner we realize this, the sooner we can tap into the wealth of information that is our community.

            These are just a few of the articles I have chosen to highlight in this post, but there is a plethora of literature on this subject.  If you find one, please share it here.  I would love to see other examples of user-created content.

Haymond, Jeana
Fall 2016

Citation:   Sun, H. C., & Chen, K. N. (2012). A proposed model for library stacks management. Library Collections, Acquisitions, and Technical Services, 36(1-2), 24-29. http://dx.doi.org/10.1016/j.lcats.2012.04.001

Summary: An interesting approach to Stacks Management. The authors suggest creating a new model - three book stacks areas known as the “parent-child-grandchild” model. One large section (“parent”), a medium section (“child”), and a smaller section (“grandchild”). The library’s entire collection would be housed in the three collections. The larger “parent” section would house 90% of the collection - those items that have not checked out in the past year, preferably in a compact storage mode on or off site. Stacks can be taller and more compact as this collection will not be browsable to patrons. The “child” section would look like the regular stacks, and will include books that are borrowed more frequently. These books are not arranged by call number, rather by RFID tags and are thus shelved wherever there is space. Once a book is placed on the shelf, the RFID in the book lets the shelf know where it is and the shelf communicates the books “address” to the location portion of the catalog record. Thus informing patrons as to where in the stacks to find the book. The smallest “grandchild” section is where the books that circulate frequently are housed and is browsable by patrons. Once a book is returned it is placed in the “grandchild” section. If it stays there for a predetermined amount of time (say a week) it is then relocated to the “child” section. Some books may travel back and forth from the “child” section to the “grandchild” section many times. If a book remains in the “child” section for say a year without being requested, it is then moved to the “parent” section.

Evaluation: There are many advantages to this Stacks Management model: it saves space, shelving time, and money. Disadvantages are few: initial expense of RFID system, and patron inconvenience in the beginning.

Citation: Jensen, K. (2016). "Looks like we made it: 11 lessons from a makers space, one year in. School Library Journal. November, 2016. 38-40.

Summary: One year into running a makerspace, author Karen Jensen, of the Teen Librarian Toolbox blog, shares what she learned from the experience with readers. In the beginning Jensen thought the makerspace would be technology focused, but she quickly learned not to discount arts and crafts. Teens crave these activities, and adding pens for drawing and coloring, as well as tape crafts and string art was a hit with her students. This was also key for keeping things fresh. Her second tip is to constantly mix things up by rotating what is available to students. This also includes hosting thematic days, such as a Star Wars Reads Day, where students create all things Star Wars related (thumb-print buttons, LEGO challenges, and string art). Thematic days like this are a great way to prompt students’ creativity-- which is her third tip. At first she thought that students would just sit down and dive in, but quickly learned that kids need a place to start. Providing books, how tos, and visual examples is a necessity.

Some of the author’s other key tips relate to budgeting-- both time and money. Jensen quickly learned that the budget for a makerspace is never enough. Her initial start up budget was $6000, but since then has spent over $4000 on consumables to keep things up. Students are always requesting new items, and fulfilling their requests are essential to creating a student centered place to create. Another aspect related to the budget is staffing. Makerspaces require supervision. To meet this need, Jensen hired to part-time staffers to help after school and on the weekends. Having this staff is also helpful because of the help they provide to students. Each staff member brings his/her own unique gifts to students and have helped students develop their own passions.

Her final tips are related to keeping the space student centered, allowing them not only a space to create, but also a space to publish their work. Students need to have ownership over the space and this includes giving students input on what they want added. Finally she reminds readers that the makerspace is a new way to connect with and teach students. Although it’s a labor intensive effort, it’s well worth the work!

Evaluation: This article is essential for anyone interested in creating a makerspace. Reading this piece, made me realize how much time, work, and effort goes into creating a successful one. Even so, I found it inspiring and hope to create one in  my own library someday!