Show&Tell Online wrap-up

By Suzana Sukovic

Show & Tell last week was a historical occasion - LARK's first online event ever. Online report tells us 14 people logged in. Our guest speakers presented their interesting projects and people sent questions and comments, mainly via chat. Technology behaved most of the time and, when it didn't, Alycia Bailey was on the case promptly. Altogether, a very enjoyable event thanks to everyone's participation.

Our presenters have kindly made their slides and links available for sharing.

Sally Pewhairangi (@sallyheroes) - Director, Finding Heroes

Project: Library as a classroom for library staff

Sally explain how she used the Creative Classroom Research model to address the limitations of traditional professional development and how this has resulted in the library as a classroom for library staff.

Slides 

Eight elements of digital literacy 

Digital literacy skills

Mary Coe - PhD student and indexer

Project: Search tools in ebooks

Mary's investigation compared the use of search tools, including indexes, in nonfiction print books and ebooks.

Mediaval helpdesk was an entertaining introduction into Mary's talk

Slides

Sally shared this related link on Twitter after the meeting

How do you skim through a digital book?

Janet Chelliah - Library Scholarly Information Manager, University of Technology, Sydney Library

Project: Flipping the textbook: student created textbook for Masters of Data Science and Innovation students

The aim of this project is to investigate the processes and procedures required to embed open education resources as a key component for student learning in a course. Alycia presented Janet's slides and read her notes.

During the presentation the following related link was shared on chat.

Hacking a textbook - how University of Otago Librarians supported a new academic initiative

​

Thanks to everyone for sharing.

LARK Show & Tell Online: Program

By Suzana Sukovic

LARK's long awaited first online event is tomorrow!

Thursday, 23 June 8-9 pm AEST (Sydney, Melbourne, Canberra)
See details how to join (LARK blog post 17 June)

Facilitators will be Alycia Bailey and I.

We are delighted to announce three great presenters. Our first speaker is from New Zealand, followed by two regular LARKs from Sydney. They will present three diverse research projects and invite everyone to join in with questions and comments.

Sally Pewhairangi (@sallyheroes) - Director, Finding Heroes

Project: Library as a classroom for library staff

Description: She will explain how she used the Creative Classroom Research model to address the limitations of traditional professional development and how this has resulted in the library as a classroom for library staff.

Mary Coe - PhD student and indexer

Project: Search tools in ebooks

Description: Mary's investigation will compare the use of search tools, including indexes, in nonfiction print books and ebooks. Possible research questions for this study may include: • How do users navigate in print books as compared to ebooks? • Which search tools do users prefer and how successful are the tools in helping them to find information? • What are users’ expectations for finding information using various search tools or navigation methods in books? Students’ use of textbooks may be a possible avenue for exploration, and Mary will look closely at research methodology used previously in this area as well as study findings. She will consider combining qualitative methods, such as interviews, with quantitative techniques, such as task-based metrics or eye tracking. The results of her study will inform design of ebooks and contribute to information organisation and user information behaviour research literature.

Janet Chelliah (in absentia) - Library Scholarly Information Manager, University of Technology, Sydney Library

Project: Flipping the textbook: student created textbook for Masters of Data Science and Innovation students

Description: The aim of this project is to investigate the processes and procedures required to embed open education resources as a key component for student learning in a course.

Prepare your favourite drink and join us online. 

Image source: http://i.vimeocdn.com/video/377687852_1280x720.jpg

#EBLIPRG 30 June facilitated from Dublin

By @LAICDGroup and Suzana Sukovic

#EBLIPRG (Evidence Based Library and Information Practice Reading Group) is delighted to announce its first international facilitator. 

LAI Career Development Group from Dublin (@LAICDGroup on Twitter) is organising the next meeting. Facilitation will be a collaborative effort by the following @LAICDGroup members:

• Genevieve Larkin, Assistant Librarian, Marino Institute of Education - @genevievela
• Marta Bustillo, Assistant Librarian, Digital Resources and Imaging Services, The Library of Trinity College
• Grace Hillis, Librarian, Daughters of Charity Disability Support Services - @Graceih
• Laura Zaliene, Library Assistant, University College Dublin - @LauraZaliene

Their selected article is, most appropriately, a result of international collaboration. @LAICDGroup forwarded the details below in preparation for our meeting. 

ARTICLE:
Pan, Denise & Howard, Zaana (2010) Distributing leadership and cultivating dialogue with collaborative EBIP. Library Management, 31(7), pp. 494-504. 


ABSTRACT:
“Shared leadership, appreciative inquiry and knowledge creation theoretical frameworks provide the foundation for change toward the implementation of a collaborative EBIP workplace model. Collaborative EBIP reiterates the importance of gathering the best available evidence, but it differs by shifting decision making authority from ‘library or employer centric’ to ‘user or employee centric.’”

DISCUSSION QUESTIONS

1. Do you think the experience and knowledge of library staff is utilised by library management to make decisions?
2. The article describes a reorganisation of library staff and workflows to flatten the hierarchical structure & better reflect library priorities. Have you ever worked somewhere with a shared leadership culture? 
How was it achieved? 
3. What obstacles prevent a shared leadership culture from thriving?
4. What are the advantages/disadvantages of a distributed leadership model? (see pros and cons on p.7)
5. Have you or your organisation ever used an appreciative inquiry model to research your workplace, and if so, what were the results?
6. Where have you found a community of practice for librarians? (Associations, organisations, committees, groups, workplaces, ex-colleagues, etc.)
7. Think of three initiatives that could help convert your workplace into a knowledge creating community
8. The article acknowledges library personnel as assets by recognising that when libraries maximise the talents & skills of a diverse staff the organisation becomes responsive & innovative. Discuss. 

Please use hashtag #EBLIPRG to join the meeting. 
Everyone is welcome to join @LAICDGroup and #EBLIPRG

LARK Show&Tell online--How to join

When:

Thursday, 23 June 2016 at 8:00 PM AUS Eastern Standard Time.

How to join:

go to https://global.gotomeeting.com/join/553545621

Use your microphone and speakers (VoIP) - a headset is recommended.  Or, call in using your telephone.

Dial +61 2 8355 1034

Access Code: 553-545-621

Audio PIN: Shown after joining the meeting

Meeting ID: 553-545-621

Not at your computer? Click the link to join this meeting from your iPhone®, iPad®, Android® or Windows Phone® device via the GoToMeeting app.

A group of LARKs tested the system. Nice and easy.

LARK Show & Tell online

By Suzana Sukovic

The next LARK meeting is going be online. 
Time: 23 June 2016, 8 pm AEST (Sydney-Melbourne-Canberra time)

It is finally an opportunity for geographically dispersed people to hear from each other.

We would like to have a series of 10 minute presentations in which practice-based researchers will present their current or recent project. We are particularly interested in finding out what helped you to include research in your daily work.

Applied research in the library and information sector, GLAM and education, and academic projects closely related to or with strong implications for the LIS practice are all of interest.

Please complete this form if you wish to tell us about your project.

DUE: 16 June 2016, 9 am AEST

Design thinking #EBLIPRG

#EBLIPRG (Evidence Based Library and Information Practice Reading Group) had a meeting yesterday when we discussed an article on design thinking. Our facilitator, Kristy Newton, saved the chat in Storify.

For anyone interested in the #EBLIPRG discussion from yesterday: https://t.co/CWFoQSURgF (ping @zaana @katiedavis)

— Kristy Newton (@librariano) May 27, 2016

Library stories that influence – taking advocacy from the LIS classroom to professional practice

Fiona Salisbury looks at two research papers which show that, when it comes to defending their work, LIS professionals can successfully use the accessible technique of storytelling to get their message across. And when storytelling is combined with evidence, advocacy can be even more successful.


Successful advocacy requires effective storytelling to influence outcomes. This is the underlying premise of Judi Moreillon and Ruth Nicole Hall’s 2015 investigation into LIS graduate student candidates’
use of digital tools to develop and disseminate advocacy stories. They analysed students’ assignments in the subject ‘The Art of Storytelling’ in the School of Library and Information Studies at Texas Woman’s
University. This subject builds student competency in storytelling as a foundational skill for successful advocacy. It provides a framework for developing the story, creating the story using digital channels, seeking feedback, revising the story and reflecting on the story. Their case study highlights the importance for librarians of developing storytelling skills. Storytelling provides an accessible approach to advocacy, whether the purpose is strategic campaigning or everyday influencing. 

Moreillon and Hall’s (2015)  findings suggest that the storytelling assignment strengthened students’ library values and increased their ability to advocate for those values and use social media tools to do so. All but one of the 21 students involved responded to the post-assignment survey, and detailed content analysis of three assignments was undertaken. The authors conclude that it may not be possible to generalise the results because of the small number of assignments analysed. However, they indicate that the students became better prepared to tell effective advocacy stories. As passionate storytellers, they were able to demonstrate the value of library services and programs. For current practitioners the value of this study is its emphasis on storytelling as a way for all library staff to become effective advocates. It was also a reminder that continual reflection throughout the advocacy process is vital. 

Advocacy stories need to be backed up by evidence. Debra Kachel (2015) explores this by taking a very practical approach to using data as a critical component of successful advocacy. Her ‘talking points’ are stories that focus on what is meaningful for different stakeholders. Her five steps to turn research results into talking points, which are similar to Moreillon and Hall’s conclusions, included identifying the position, knowing the audience, being concise and compelling, putting the student first, and following up. 

To demonstrate how this works Kachel (2015) provides an example that takes state-based research data, matches it with what library communities care about at the local level, and translates it into a compelling story. While the example is specifically aimed at school libraries, the method is easily transferable to any library environment and could be used as a starting point by all librarians who are interested in a simple method for integrating data into advocacy work. 

Both these articles cited a focus on the importance of advocacy skills as an essential part of professional practice and that good advocacy is about stories and evidence. Most importantly, it is about telling stories about what libraries do well to set the scene for future successes.

From ALIA collection:
Kachel, D. (2015). ‘Using research in talking points and elevator speeches’. Teacher Librarian, 43(1), 36–40.
Moreillon, J., & Hall, R. N. (2014). ‘Digital advocacy stories: A pedagogical tool for communicating and strengthening library values’. Journal of Education for Library and Information Science, 55(2), 100-111.

Image https://upload.wikimedia.org/wikipedia/commons/e/e5/Advocacy_Logo.png 

This article was first published in Incite (March-April 2016)

Fiona Salisbury, AALIA
Member of the ALIA Research Advisory Committee
Deputy Director, Learning and Teaching, Library, La Trobe University
f.salisbury@latrobe.edu.au