Saturday, 29 December 2012

The Library Camp 2012 Memory Test

A couple of months ago I started a thrilling write-up of my experience at this year's Library Camp in Birmingham. But before I could finish it and stick it online, the demands of job applications got in the way, and so it was that it remained festering and unloved somewhere deep within the cloud. Today, quite a hopelessly long time after the fact, I complete my write-up, far after my memory of the day went stale. Let us hope my notes proved up to the job...

"I've sent the boys out to fetch more gin"

Twelve months ago [and the rest, now; ed.] something strange happened in Birmingham: quite unexpectedly, an event with the name "Library Camp" turned out to be really amazingly good. The library scene changed overnight, awoken by this Lesser Free Trade Hall style epiphany. Nothing would ever be the same again.

The event inspired numerous mini-camps across the land, and I have attended two of them. You may recall my accounts of derring do in Manchester and Leeds. All this wonder meant that the second national Library Camp would have a great deal to live up to.

What are Libraries really for?

@antlerboy of public sector consultancy firm Red Quadrant led this opening session and was met with a somewhat frosty reception. Consultants are viewed with suspicion at the best of times; when those consultants are linked to high-profile library closures the wariness is all the more extreme. Anyway, his perspective seems a profoundly Blairite "third-way" approach to public/private partnerships. Private finance has given us many libraries old and new, and philanthropy is always welcome, but PFI experiments in schools and hospitals may give us reason to express some caution. The New Labour thought-process was all too quick to leap to snap-conclusions about the role of the public sector based on private-sector metrics (not least the pound sign). As our consultant seemed to acknowledge, the effectiveness of a library is not so readily quantifiable and we should be wary of being measured by somebody else's stick. He seemed genuinely keen to discover a new metric by which libraries might demonstrate their worth. One might argue that these positions appear tautologous: that bowing to metrics of any kind is to dance to the accountant's tune. That is not to say that effectiveness should not be gauged: I type as an empiricist. But, the role of the public sector is broadly to mop up where the accountant has failed to see an economically compelling reason to get out the Flash, so to run the public sector along private lines is to destroy its fundamental purpose. As @liz_jolly was on hand to point out, there is therefore a need for the library to be a public institution run in the public interest, and perhaps the private sector might be asked to learn from the public sector now and again rather than the other way around.  


Whether it was simply the involvement of Red Quadrant, a more general feeling that a debate about public library provision had ended up on the rocky shores of economics, or a greater anxiety over the future in a world where the rot has long-since got out of hand, this opening session seemed to create a rather bitter atmosphere. Dark feelings churned. Doom reared its head and we didn't have the ammo to give it a proper gibbing. So it was that some of us turned to the hash...


#uklibchat LIVE at Library Camp

I could write about this session, but there's a Storify archive of it as part of #uklibchat's own post on the matter. The subject of the chat was "careers", so needless to say it didn't exactly lighten the mood any, but such is our profession at the moment...

Classification

@AnnaLGriffi led this somewhat cheerier session on the usefulness of classification. Who is class for? Does it just help us to put the books in a findable location or do our patrons actually make use of classification sequences? Perhaps the best classification is that which goes un-noticed: the user finds their book without even thinking about decimal numbers. As a Dewey-eyed sort, I rather value the uniformity of such a standard. Indeed, for all its shortcomings and inconsistencies, no-one would sensibly suggest a new class system given the dominance of Dewey and its Library of Congress alternative. Such would be the domain of the eccentric. Standards are useful (as anyone who's had need to borrow a mobile phone charger will know) and we tamper with them at our peril.  But classification is no pure science: associations are opinions rather than natural laws (does the creationist file her books under the 200s or the 500s?). Locations are not universally fixed, and some collections will need more decimals than others. Sub-collections will require us to rethink our approach (the specialist will necessarily abandon the generic classifications for a more appropriate system, as many a medical library will demonstrate; a spine full of numbers obfuscates the title, and the point of class is to make finding things easier, not harder) at the cost of standardization.

In a small library (a few shelves or so), we may classify by author. But classifying by author is not very helpful as a system of reference. When my sink starts backing up, the name of the editor of that book on DIY plumbing does not spring instantly to mind. Unless, of course, I had thought to catalogue my books by subject. In the drawer "P", on the index-card for "Plumbing" I find, in neat copperplate hand, the instruction "See under 'Buildings'". Alas, there are more subjects in the world than there are index cards in my collection, and by now the bottom shelves are getting a little water-damaged. To save us pouring through a thesaurus whenever we want to find something, the system is inverted: if we arrange the shelves by subject, we can create a spectrum of easily navigable interests; if we want a book by someone with the same surname as us, we we might find it in a catalogue drawer.  In the days before the difference engine, any secondary classification would require its own set of cards and so it was that we limited ourselves to a small number of dimensions, e.g. Author x Subject.

But now we have computers, we needn't be so limited. And indeed we aren't. An OPAC can potentially give us anything for which MARC's had the foresight to think up a field. Such is the power of the catalogue (and by extension the power of the cataloguer). We suddenly have a wealth of catalogue drawers upon which to pull. The order of the shelves becomes almost arbitrary. Indeed we could simply shelve by accession number if the catalogue were up to the job (save the benefit of the fact that a book mis-shelved within a subject range is, by virtue of residual relevance, marginally less lost than a book mis-shelved in an effectively random collection). As technology and data transmission speeds improve, the prospect of browsable virtual shelving, reorderable at the click of a button to whatever field we like, becomes real and enticing (and like all such advanced catalogue tools, will probably be woefully under-used if implemented). But the most relevant and useful order for the physical shelves (at least whilever they're the domain of humans rather than machines) would still seem to be by subject, be it to the tune of Dewey, Congress, or our own bespoke notions of how the world is best organized.

Books can still be lost or deliberately mis-filed in such a system, of course (perhaps the most useful use for RFID is finding such strays). Students have long since taken advantage of the haystack to hide their favourite books from their colleagues. Mis-filed numbers can stand out surprisingly well (no points for spotting the alien on this shelf: 300, 300, 300, 300, 300, 300, 725, 300, 300, 300, 300, 300, 300), which helps us in the war against such selfish gits. Except for the really clever ones. The ones who will go out and buy a Brother label-printer in order to forge convincing false spine labels. The ones who will go on to be librarians...

Knitting
I'll adapt the pattern to add a second arm-hole.

I took a break at this point to work on some knitting. Knitting is a fundamental component of librarianship, as I learnt at the first Library Camp. I'm currently trying to knit this. It's looking a bit like a string vest.

LGBTQ Library Workers and Customers

Another decade, another letter added to the acronym. At some point in my life I've corresponded to all five of them, which is quite an impressive feat really (though all it really means is that I'm B and T). @davidclover led the session, and an interesting one it was too. From a staff perspective, we considered the lack of any obvious professional network (there was an email list once, apparently, but it never really got going), but the majority of the session considered our engagement with library users. From a local history perspective there is a need to gather a historical record before generations of us die off; a need, therefore, to encourage an open dialogue with people who may never have been very forthcoming on the topic in the past. On the book front there is the matter of the "Gay Fiction" collection: Should it be obvious and prominent (a trumpeting of our right-on liberal ethos; normalisation by exhibition) or will that just put people off using it (not everyone is so out and proud)? Should the collection be hidden? Brown paper bag; top shelf; dark room? That would be rather discouraging to everyone involved, and a bit of a pain in the bum. Should it be integrated within the main collection? Here's where my personal sympathy lies. Factual materials have their place in the wider classification and I've never been a fan of sub-dividing fiction too heavily. And yet sub-division of this kind is unquestionably of use: if I want to read a western, I can lay my hand on one quite quickly if there's a westerns category; likewise if I want a (straight) romance. Is it not helpful, therefore, to have a gay section too?

Again, we're back to Classification. Again, the OPAC and digital collections offer virtual solutions to such problems. But not every library offers a catalogue terminal, and maybe we want to be in and out without too much hassle. Such, then, are the pros and cons of the LGBT section. Does it normalize or abnormalize this literature? Does it include or exclude? Did we answer these questions? Do we ever answer questions at Library Camp? Is that what it's for?

Open Access

By this point I was flagging, I must confess. It had been a long day, and the cake was starting to wear off. Since this session I've read an awful lot on the subject of Open Access, and I intend to do a full post on the issue soon. I will therefore outline the key notes I scribbled:

expectations [book] [switch] [open access lock] HIGHLIGHT REPOSITORIES!! [graph of escalating journal prices] feed the ego [branches] money / reputation ["Journal of Cool Academics" with "£1m" price-tag] [more branches] author pays [abstract doodles, including a sperm] PHYSICS-ARQIV [increasingly confused doodles] nesli [picture of the Milkybar Kid] I am starting to fall asleep - copac / sconul - lack of awareness of current open systems.

As I say, I will flesh these notes and doodles out a little more in a future post. For now, take note of the difficult balances we will have to strike between kudos and cost as we negotiate our way along the double-dipping gold path.

Cake

I made some parkin for Library Camp and it seems to have gone down well. Here's what went into it:

8oz oats, 4oz self-raising, 4oz soft brown sugar, 4oz syrup/treacle, 2oz butter; milk, egg, ginger, baking powder

1) Sift flour, baking powder & ground ginger, and mix in oats and sugar
2) Melt butter, syrup (or syrup & treacle to taste) & milk (a slosh of about 6 tbspns) and allow to cool
3) Beat egg and add everything together, beating well
4) Put into greased 9" tin at 160°C / mk3 until it rises a bit and comes in from edge. Cut, tin, and leave for a couple of days.
5) Enjoy...

And so to the pub... A livelier end to a subdued sort of day. Perhaps it couldn't live up to the highs of last year or the sunny park in Horsforth. Perhaps there's a sense that we LibCamp veterans have talked all there is to talk on the subjects that interest us, and should perhaps now be concentrating on the doing rather than the nattering about doing. Perhaps we were all just feeling doomed. One could easily exaggerate the extent to which the spark was not as sparky as on previous occasions. I think the simple truth is that after so many cosy mini-camps, the scale of a big national event was just a bit overwhelming, and some of us didn't adjust back to this as well as others. The sombreness has been overplayed. It was not the revelatory excitement of last year, nor the joyful cuddliness of the mini-camps, but it was a useful and welcome event in which librarians met, sororized and learnt from each other. And that remains a very good thing indeed. I hope to see you at the next one!

Friday, 19 October 2012

Dance lessons

I am typing this while watching Strictly...It Takes Two, because that's the kind of crazy, risk-taking chancer I am. If this post gets infected with talk of Argentinian tangoes, I apologize in advance.

PowerPoint projection put to good use

Last week was the first week of term for the students here, and I spent much of it delivering library induction sessions for the new intake. Monday saw the first time since graduation that I gave a solo presentation to students, but thanks to some canny choreography by my fab-u-lous colleagues the monumental nature of this event was less than it might've been: in previous weeks I had done a couple of library tours,  helped out in one session, and delivered part of another (a part of equal size to that which I would be delivering on my own in the Monday session), thereby lulling me gently into the swing of it all.

I'm covering for somebody who is off sick, so the first part of my preparation for these sessions was to find her PowerPoint slides from last year -- not so straightforward when the person who made them isn't there to show you where she filed them, and when you yourself are completely new to an organization and its conventions. Once found, the slides needed reformatting according to glitzy new style-guides (each one requiring a thousand pink sequins), and the content had to be updated in light of at least severrrn policy and platform changes that came in over the summer. All this allowed me considerable opportunity to rework things to suit my own particular style.

What if all the students have table-tennis bats with numbers printed on?

The first session would be for the Women's Studies students, and my impression was that it would be a rather informal affair. At one point in the preceding week I awoke in the middle of the night (imagine James Stewart in Vertigo) and thought to myself "what if it's so informal that there's no projector?" (an indication of the sort of paranoia that keeps me on my toes). So it was that I prepared an alternate routine: I made several good lines of notes of the things I needed to say so as not to be reliant on the slides, and took with me some induction brochures to hand out. Both these moves would prove to be good, sensible things to do, whether there was a projector or not. As it happened, my paranoia proved sound: this would be a PowerPoint-free induction session, and the small group permitted the flexible conversational informality of the library tours I had done previously. 

Now, longstanding readers of this blog will be aware that I am no great lover of PowerPoint anyway. Indeed, I am rather dismissive of it. But when you're starting out in a new job, it's a very handy crutch. It's also much easier to steal and tweak somebody else's slides than it is to make sense of and rework somebody else's lesson plan. In this regard, I've found PowerPoint a very useful framework upon which to build. But as an aid to learning, I'm still not convinced it's anything more than a bit of fancy: a distracting rectangle of light in which to capture attention (and in the scale of distractions it falls closer to someone running around in circles with a cape than it does to Kristina Rihanoff). In all my subsequent inductions I was able to employ my slides, and they seem to have worked ok, but they did feel a little surplus to requirements at times: in a small group it feels ridiculous to be using them, and in a large one the subtleties of a demonstration are invisible to viewers at the back of the room (much as subtle footwork may be invisible to a TV audience). I began to wonder if it really mattered what was showing on the screen behind me.

This was tested when I accidentally used the wrong set of slides for a session (postgrad slides for an undergrad group). The difference between the two sets was incredibly slight (part of the problem!) and I was able to avert disarster quite easily by being light on my feet and filling in with the appropriate patter as necessary. Good to get these things out of the way in the first week!

What if my music-hall doll-dancing routine lets everybody down?

My first session with the PowerPoint took place in a room where I used to be taught as an undergrad. It felt kind of weird setting up the projector and leading a class there but it was a small room and a friendly audience, and things seemed to go ok. I was more nervous about a longer session with a half-hour practical attached, but in the end it waltzed along nicely (though I definitely need to work on my 'getting everybody's attention again' technique!). As the week went on, my confidence got a lift, and I think by the end of it I'd become pretty adept at outlining the library service. I've been on something of a roll, and I've just finished the slides for my first bit of real teaching: a two hour session on literature searching (one hour of me talking and one hour of the students going through a workbook I've prepared, assuming my calculations go to plan). Again it's a reworking of somebody else's slides, but this time even more liberally so (cue dancing cats and dogs to illustrate Boolean). I might even get to do a bit of whiteboarding if I can find a suitable pen! I'm looking forward to it, in a funny sort of way, safe in the knowledge that I can fall back on the workbook if I miss my footing and things start to go a bit pear-shaped. Whatever happens in this session, I can build on it, and use the experience to inform my other lit-searching classes in the coming weeks.

What if I'm partnered with Anton?


Keeeeeeeeep teaching!

Friday, 14 September 2012

Ducks and Cover

Ah, 'Avocado', how I've missed you...

John Bowes Morrell is much changed since I last met him, twelve years ago. I suspect his unconventional partnership with Raymond Burton and Harry Fairhust has helped brighten him up. He's redecorated, and while I do miss the old wood finishes I have to confess that the modernist white paint-job looks rather smart. Harry's looking grand too, having kicked out the itinerant compscis and laid out some beanbags for his all-nighters.

I'm lodging with Harry now; have been for a fortnight. I share my digs with a lovely assortment of librarians, and am doing my best to blend in. Two of them, like me, only started recently, and also like me, are providing short-term cover for someone else (one of them even has a blog). The three of us, variously experienced in the dark arts of librarianship, have been enjoying an impressive spread of induction events (some of which go on right up to the end of my contracted term), and these have been invaluable in helping us to settle into our new home. 

Interlaced with this training has been the steady drip drip of actual work. My first task was to transfer the old subject guides across to a new system, and tidy them up a bit. As someone who's been tinkering with HTML for over a decade, this was quite a pleasant introduction to my new role, and I'd soon wrestled the lists into some sort of shape. Tidying them up further is an ongoing task and there are some dead links still to weed, but the work of an academic liaison assistant is many and varied and one must prioritise accordingly: for another, more pressing aspect of my work arrived this week: teaching.

I am not entirely green when it comes to standing in front of a group of people and speaking. I've run exams as an invigilator, I've spoken between songs when playing in a band, I've done presentations as a student, and I've assisted in library teaching sessions before (I got to do a little spot of that sort of thing again this week, which was fun). In October, though, I'll be giving my own student induction sessions, and that's both exciting and just a little bit terrifying too. Things are complicated slightly by a number of factors, primarily the not insignificant detail that I myself am still being inducted. This is balanced to a small extent by the fact that the library is undergoing a number of little revamps here and there that are not yet implemented, making lesson-planning tricky for everyone, not just us pesky kids. That the more experienced members of staff are in boats similar (if not quite identical) to ours does perversely lend a tot of confidence.

Not bumped into my old nemesis yet. Only a matter of time.

During the course of this week I also popped two important library cherries: I bought some books and I discarded some others. The purchases were not my own selections, and the discarded books were donations rather than proper weeding, but it's a start! I'm beginning to feel just a little bit like a grown-up librarian...