A. Oh, the Library Catalog
Almost all librarians have a love-hate relationship with their library catalogs (OPAC), which are used by library patrons. Interestingly enough, I hear a lot more complaints about the library catalog from librarians than patrons. Sometimes it is about the catalog missing certain information that should be there for patrons. But many other times, it’s about how crowded the search results display looks. We actually all want a clean-looking, easy-to-navigate, and efficient-to-use library catalog. But of course, it is much easier to complain than to come up with an viable alternative.
Aaron Schmidt has recently put forth an alternative design for a library item record. In his blog post, he suggests a library catalog shifts its focus from the bibliographic information (or metadata if not a book) of a library item to a patron’s tasks performed in relation to the library item so that the catalog functions more as “a tool that prioritizes helping people accomplish their tasks, whereby bibliographic data exists quietly in the background and is exposed only when useful.” This is a great point. Throwing all the information at once to a user only overwhelms her/him. Schmidt’s sketch provides a good starting point to rethink how to design the library catalog’s search results display.
B. Thinking about Alternative Display Design
The example above is, of course, too simple to apply to the library catalog of an academic library straight away. For an usual academic library patron to determine whether s/he wants to either check out or reserve the item, s/he is likely to need a little more information than the book title, the author, and the book image. For example, students who look for textbooks, the edition information as well as the year of publication are important. But I take it that Schmidt’s point was to encourage more librarians to think about alternative designs for the library catalog rather than simply compare what is available and pick what seems to be the best among those.
Granted that there may be limitations in how much we can customize the search results display of a library catalog. But that is not a reason to stop thinking about what the optimal display design would be for the library catalog search results. Sketching alternatives can be in itself a good exercise in evaluating the usability of an information system even if not all of your design can be implemented.
Furthermore, more and more libraries are implementing a discovery layer over their library catalogs, which provides much more room to customize the display of search results than the traditional library catalog. Open source discovery systems such as Blacklight or VuFind provides great flexibility in customizing the search results display. Even proprietary discovery products such as Primo, EDS, Summon offer a level of customization by the libraries.
Below, I will discuss some principles to follow in sketching alternative designs for search results in a library catalog, present some of my own sketches, and show other examples implemented by other libraries or websites.
So, if we want to improve the item record summary display to be more user-friendly, where can we start and what kind of principles should we follow? These are the principles that I followed in coming up with my own design:
- Reveal just enough information that is essential to determine the next action.
- Highlight the next action.
- Shorten texts.
These are not new principles. They are widely discussed and followed by many web designers including librarians who participate in their libraries’ website re-design. But we rarely apply these to the library catalog because we think that the catalog is somehow beyond our control. This is not necessarily the case, however. Many libraries implement discovery layers to give a completely different and improved look from that of their ILS-es’ default display.
Creating a satisfactory design on one’s own instead of simply pointing out what doesn’t work or look good in existing designs is surprisingly hard but also a refreshing challenge. It also brings about the positive shift of focus in thinking about a library catalog from “What is the problem in the catalog?” to “What is a problem and what can we change to solve the problem?”
Below I will show my own sketches for an item record summary view for the library catalog search results. These are clearly a combination of many other designs that I found inspiring in other library catalogs. (I will provide the source of those elements later in this post.) I tried to mix and revise them so that the result would follow those four principles above as closely as possible. Check them out and also try creating your own sketches. (I used Photoshop for creating my sketches.)
D. My Own Sketches
Here is the basic book record summary view. What I tried to do here is giving just enough information for the next action but not more than that: title, author, type, year, publisher, number of library copies and holds. The next action for a patron is to check the item out. On the other hand, undecided patrons will click the title to see the detailed item record or have the detailed item record to be texted, printed, e-mailed, or to be used in other ways.
(1) A book item record
This is a record of a book that has an available copy to check out. Only when a patron decides to check out the item, the next set of information relevant to that action – the item location and the call number – is shown.
(2) With the check-out button clicked
If no copy is available for check-out, the best way to display the item is to signal that check-out is not possible and to highlight an alternative action. You can either do this by graying out the check-out button or by hiding the button itself.
Many assume that adding more information would automatically increase the usability of a website. While there are cases in which this could be true, often a better option is to reveal information only when it is relevant.
I decided to gray out the check-out button when there is no available copy and display the reserve button, so that patrons can place a hold. Information about how many copies the library has and how many holds are placed (“1 hold / 1 copy”) would help a patron to decide if they want to reserve the book or not.
(3) A book item record when check-out is not available
I also sketched two other records: one for an e-Book without the cover image and the other with the cover image. Since the appropriate action in this case is reading online, a different button is shown. You may place the ‘Requires Login’ text or simply omit it because most patrons will understand that they will have to log in to read a library e-book and also the read-online button will itself prompt log in once clicked anyway.
(4) An e-book item record without a book cover
(5) An e-book item record with a book cover
(6) When the ‘Read Online’ button is clicked, an e-book item record with multiple links/providers
When there are multiple options for one electronic resource, those options can be presented in a similar way in which multiple copies of a physical book are shown.
(6) A downloadable e-book item record
For a downloadable resource, changing the name of the button to ‘download’ is much more informative.
(7) An e-journal item record
(7) When the ‘Read Online’ button is clicked, an e-journal item record with multiple links/providers
Needless to say, I did not come up with my sketches from scratch. Here are the library catalogs whose item record summary view inspired me.
Toronto Public Library catalog has an excellent item record summary view, which I used as a base for my own sketches. It provides just enough information for the summary view. The title is hyperlinked to the detailed item record, and the summary view displays the material type and the year in bod for emphasis. The big green button also clearly shows the next action to take. It also does away with unnecessary labels that are common in library catalog such as ‘Author:’ ‘Published:’ ‘Location:’ ‘Link:.’
User Experience Designer Ryan Feely, who worked on Toronto Public Library’s catalog search interface, pointed out the difference between a link and an action in his 2009 presentation “Toronto Public Library Website User Experience Results and Recommendations.” Actions need to be highlighted as a button or in some similar design to stand out to users (slide 65). And ideally, only the actions available for a given item should be displayed.
Another good point which Feely makes (slide 24) is that an icon is often the center of attention and so a different icon should be used to signify different type of materials such as a DVD or an e-Journal. Below are the icons that Toronto Public Library uses for various types of library materials that do not have unique item images. These are much more informative than the common “No image available” icon.
University of Toronto Libraries has recently redesigned their library catalog to be completely responsive. Their item record summary view in the catalog is brief and clear. Each record in the summary view also uses a red and a green icon that helps patrons to determine the availability of an item quickly. The icons for citing, printing, e-mailing, or texting the item record that often show up in the catalog are hidden in the options icon at the bottom right corner. When the mouse hovers over, a variety of choices appear.
Richland Library’s catalog displays library items in a grid as a default, which makes the catalog more closely resemble an online bookstore or shopping website. Patrons can also change the view to have more details shown with or without the item image. The item record summary view in the default grid view is brief and to the point. The main type of patron action, such as Hold or Download, is clearly differentiated from other links as an orange button.
Standford University Library offers a grid view (although not as the default like Richland Library). The grid view is very succinct with the item title, call number, availability information in the form of a green checkmark, and the item location.
What is interesting about Stanford University Library catalog (using Blacklight) is that when a patron hovers its mouse over an item in the grid view, the item image displays the preview link. And when clicked, a more detailed information is shown as an overlay.
Brigham Young University completely customized the user interface of the Primo product from ExLibris.
And University of Michigan Library customized the search result display of the Summon product from SerialsSolutions.
Here are some other item record summary views that are also fairly straightforward and uncluttered but can be improved further.
Sacramento Public Library uses the open source discovery system, VuFind, with little customization.
I have not done an extensive survey of library catalogs to see which one has the best item record summary view. But it seemed to me that in general academic libraries are more likely to provide more information than necessary in the item record summary view and also to require patrons to click a link instead of displaying relevant information right away. For example, the ‘Check availability’ link that is shown in many library catalogs is better when it is replaced by the actual availability status of ‘available’ or ‘checked out.’ Similarly, the ‘Full-text online’ or ‘Available online’ link may be clearer with an button titled ‘Read online’ or ‘Access online.’
F. Challenges and Strategies
The biggest challenge in designing the item record summary view is to strike the balance between too little information and too much information about the item. Too little information will require patrons to review the detailed item record just to identify if the item is the one they are looking for or not.
Since librarians know many features of the library catalog, they tend to err on the side of throwing all available features into the item record summary view. But too much information not only overwhelms patrons and but also makes it hard for them to locate the most relevant information at that stage and to identify the next available action. Any information irrelevant to a given task is no more than noise to a patron.
This is not a problem unique to a library catalog but generally applicable to any system that displays search results. In their book, Designing the Search Experience , Tony Russell-Rose and Tyler Tate describes this as achieving ‘the optimal level of detail.’ (p.130)
Useful strategies for achieving the optimal level of detail for the item summary view in the case of the library catalog include:
- Removing all unnecessary labels
- Using appropriate visual cues to make the record less text-heavy
- Highlighting next logical action(s) and information relevant to that action
- Systematically guiding a patron to the actions that are relevant to a given item and her/his task in hand
Large online shopping websites, Amazon, Barnes & Noble, and eBay all make a good use of these strategies. There are no labels such as ‘price,’ ‘shipping,’ ‘review,’ etc. Amazon highlights the price and the user reviews most since those are the two most deciding factors for consumers in their browsing stage. Amazon only offers enough information for a shopper to determine if s/he is further interested in purchasing the item. So there is not even the Buy button in the summary view. Once a shopper clicks the item title link and views the detailed item record, then the buying options and the ‘Add to Cart’ button are displayed prominently.
Barnes & Noble’s default display for search results is the grid view, and the item record summary view offers only the most essential information – the item title, material type, price, and the user ratings.
eBay’s item record summary view also offers only the most essential information, the highest bid and the time left, while people are browsing the site deciding whether to check out the item in further detail or not.
G. More Things to Consider
An item record summary view, which we have discussed so far, is surely the main part of the search results page. But it is only a small part of the search results display and even a smaller part of the library catalog. Optimizing the search results page, for example, entails not just re-designing the item record summary view but choosing and designing many other elements of the page such as organizing the filtering options on the left and deciding on the default and optional views. Determining the content and the display of the detailed item record is another big part of creating a user-friendly library catalog. If you are interested in this topic, Tony Russell-Rose and Tyler Tate’s book Designing the Search Experience (2013) provides an excellent overview.
Librarians are professionals trained in many uses of a searchable database, a known item search, exploring and browsing, a search with incomplete details, compiling a set of search results, locating a certain type of items only by location, type, subject, etc. But since our work is also on the operation side of a library, we often make the mistake of regarding the library catalog as one huge inventory system that should hold and display all the acquisition, cataloging, and holdings information data of the library collection. But library patrons are rarely interested in seeing such data. They are interested in identifying relevant library items and using them. All the other information is simply a guide to achieving this ultimate goal, and the library catalog is another tool in their many toolboxes.
Online shopping sites optimize their catalog to make purchase as efficient and simple as possible. Both libraries and online shopping sites share the common interests of guiding the users to one ultimate task – identifying an appropriate item for the final borrowing or access/purchase. For creating user-oriented library catalog sketches, it is helpful to check out how non-library websites are displaying their search results as well.
Once you start looking other examples, you will realize that there are very many ways to display search results and you will soon want to sketch your own alternative design for the search results display in the library catalog and the discovery system. What do you think would be the level of optimum detail for library items in the library catalog or the discovery interface?
- Tony Russell-Rose, “Designing Search Displaying Results,” UX Magazine, 2013.
- Tony Russell-Rose and Tyler Tate, Designing the Search Experience, Morgan Kaufmann, 2013.
Omeka is an easy to use content management system for digital exhibits created by the Ray Rosenzweig Center for History and New Media. It’s very modular, so you can customize it for various functions. I won’t go into the details here on how to set up Omeka, but you can read documentation and see example collections at Omeka.org. If you want to experiment with Omeka without installing it on your own server, you can set up a hosted account at Omeka.net
Earlier this year Omeka was completely rewritten and released a 2.0 version (now 2.1). Like with many open source content management systems, it took awhile for the contributed plug-ins and themes to catch up to the new release. As of July, most of the crucial contributed plug-ins were available, and if you haven’t yet updated your installation this is a good time to think about doing so. In this post I’m going to focus on the process of customizing Omeka 2.0 to your institution, and specifically creating a custom theme. While there are now several good themes available for 2.0, you will probably want to make a default theme that matches the rest of your website. One of the nice features of Omeka that is quite different from other content management systems is that it is very easy for the people who create exhibits to pick a custom theme that differs from the default theme. That said, providing a custom theme for your institution makes it easy for visitors to know where they are, and will also make it easier on the staff who are creating exhibits since you can adapt the theme to their needs.
Like any design project, you should start with a discussion with the people who use the system most. (If you are new to design, check the ACRL TechConnect posts on design). In my case, there are two archives on campus who both use Omeka for their exhibits. Mock up what the layout should look like–you may not be able to get it perfectly, but use this as a guide to future development. We came up with a rough sketch based on what the archivist liked and didn’t like about templates available, and worked together on determining the priorities for the design. (Side note: if you can get your whole wall painted with whiteboard paint this is a very fun collaborative project.)
Development is very easy to start when you are modifying an existing theme. Start with a theme (there are only a few that are 2.0 compatible) that is close to what you need. Rather than the subtheme system you may be used to with Drupal or WordPress, with Omeka you can pick the theme you want to hack on and copy the entire directory and rename it.
Here was the process I followed to build my theme. I suggest that you set up a local development environment (I used XAMPP) to do this work, but make sure that you have at least one exhibit to test, since some of the CSS is different for exhibits than for the rest of the site.
- Pick a theme
I started with the Seasons theme. I copied the seasons directory from the themes directory and pasted it back with a new name of luctest (which I renamed when it was time to move it to a production environment).
- Modify theme.ini
This is what you will start with. You really only need to edit the author, title, and description unless you want to edit the rest.
[theme] author = "Roy Rosenzweig Center for History and New Media" title = "Seasons" description = "A colorful theme with a configuration option to switch style sheets for a particular season, plus 'night'." license = "GPLv3" website = "<a href="http://omeka.org">http://omeka.org</a>" support_link = "<a href="http://omeka.org/forums/forum/themes-and-public-display">http://omeka.org/forums/forum/themes-and-public-display</a>" omeka_minimum_version="2.0" omeka_target_version="2.0" version="2.1.1" tags="yellow, blue, summer, season, fall, orange, green, dark"
- Modify config.ini
Check which elements are set in the configuration (i.e. the person such as an archivist who is creating the exhibit can set them) and which you need to set in the theme. This can cause a lot of frustration when you attempt to style an element whose value is actually set by the user. If you don’t want to allow the user to change anything, you can take that option out of the config.ini, just make sure you’ve set it elsewhere.
[config] ; Style Sheet style_sheet.type = "select" style_sheet.options.label = "Style Sheet" style_sheet.options.description = "Choose a style sheet" style_sheet.options.multiOptions.spring = "Spring" style_sheet.options.multiOptions.summer = "Summer" style_sheet.options.multiOptions.autumn = "Autumn" style_sheet.options.multiOptions.winter = "Winter" style_sheet.options.multiOptions.night = "Night" style_sheet.options.value = "winter" logo.type = "file" logo.options.label = "Logo File" logo.options.description = "Choose a logo file. This will replace the site title in the header of the theme. Recommended maximum width for the logo is 500px." logo.options.validators.count.validator = "Count" logo.options.validators.count.options.max = "1" display_featured_item.type = "checkbox" display_featured_item.options.label = "Display Featured Item" display_featured_item.options.description = "Check this box if you wish to show the featured item on the homepage." display_featured_item.options.value = "1" display_featured_collection.type = "checkbox" display_featured_collection.options.label = "Display Featured Collection" display_featured_collection.options.description = "Check this box if you wish to show the featured collection on the homepage." display_featured_collection.options.value = "1" display_featured_exhibit.type = "checkbox" display_featured_exhibit.options.label = "Display Featured Exhibit" display_featured_exhibit.options.description = "Check this box if you wish to show the featured exhibit on the homepage." display_featured_exhibit.options.value = "1" homepage_recent_items.type = "text" homepage_recent_items.options.label = "Homepage Recent Items" homepage_recent_items.options.description = "Choose a number of recent items to be displayed on the homepage." homepage_recent_items.options.maxlength = "2" homepage_text.type = "textarea" homepage_text.options.label = "Homepage Text" homepage_text.options.description = "Add some text to be displayed on your homepage." homepage_text.options.rows = "5" homepage_text.options.attribs.class = "html-input"
(This is just a sample of part of the config.ini file).
- Modify CSS
Open up css/style.css and check which elements you need to modify (note that some themes may have the style sheets divided up differently.) Some items are obvious, some you will have to use Firebug or another tool to determine which class styles the element. You can always ask in the Omeka themes and display forum if you can’t figure it out.
The Seasons theme has different styles for each color scheme, and in the interests of time I picked the color scheme closest to the color scheme I wanted to end with. You could use the concept of different schemes to identify the collections and/or exhibits of different units. Make sure you read through the whole style sheet first to determine which elements are theme-wide, and which are set in the color scheme.
- Test, test, test
The 2.0 themes that I’ve experimented with are all responsive and work well with different browsers. This probably goes without saying, but if you have changed the spacing at all, make sure you test your design in multiple window sizes and devices.
We have a few additional items to add to this design, but it’s met our immediate needs very well, and most importantly matches the design of the Archives and Special Collections website so it’s clear to users that they are still in the right place.
Since this was a new content management system to me, I still have a lot to learn about the best ways to do certain things. This experience was helpful not just in learning Omeka, but also as a small-scale test of planning a new theme for our entire library website, which runs on Drupal.
When I was a kid, I cherished the Paula Danziger book Remember Me to Harold Square, in which a group of kids call themselves the Serendipities, named for the experience of making fortunate discoveries accidentally. Last week I found myself remembering the book over and over again as I helped develop Serendip-o-matic, a tool which introduces serendipity to research, as part of a twelve person team attending One Week | One Tool at the Roy Rosenzweig Center for History and New Media at George Mason University (RRCHNM).
In this blog post, I’ll take you through the development of the “serendipity machine”, from the convening of the team to the selection and development of the tool. The experience turned out to be an intense learning experience for me, so along the way, I will share some of my own fortunate discoveries.
(Note: this is a pretty detailed play-by-play of the process. If you’re more interested in the result, please see the RRCHNM news items on both our process and our product, or play with Serendip-o-matic itself.)
The Eve of #OWOT
Approximately thirty people applied to be part of One Week | One Tool (OWOT), an Institute for Advanced Topics in the Digital Humanities, sponsored by the National Endowment for the Humanities. Twelve were selected and we arrive on Sunday, July 28, 2013 and convene in the Well, the watering hole at the Mason Inn.
Tom Scheinfeldt (@foundhistory), the RRCHNM director-at-large who organized OWOT, delivers the pre-week pep talk and discusses how we will measure success. The development of the tool is important, but so is the learning experience for the twelve assembled scholars. It’s about the product, but also about the process. We are encouraged to learn from each other, to “hitch our wagon” to another smart person in the room and figure out something new.
As for the product, the goal is to build something that is used. This means that defining and targeting the audience is essential.
The tweeting began before we arrived, but typing starts in earnest at this meeting and the #owot hashtag is populated with our own perspectives and feedback from the outside. Feedback, as it turns out, will be the priority for Day 1.
@DoughertyJack: “One Week One Tool team wants feedback on which digital tool to build.”
Mentors from RRCHNM take the morning to explain some of the basic tenets of what we’re about to do. Sharon Leon talks about the importance of defining the project: “A project without an end is not a project.” Fortunately, the one week timeline solves this problem for us initially, but there’s the question of what happens after this week?
Patrick Murray-John takes us through some of the finer points of developing in a collaborative environment. Sheila Brennan discusses outreach and audience, and continues to emphasize the point from the night before: the audience definition is key. She also says the sentence that, as we’ll see, would need to be my mantra for the rest of the project: “Being willing to make concrete decisions is the only way you’re going to get through this week.”
All of the advice seems spot-on and I find myself nodding my head. But we have no tool yet, and so how to apply specifics is still really hazy. The tool is the piece of the puzzle that we need.
We start with an open brainstorming session, which results in a filled whiteboard of words and concepts. We debate audience, we debate feasibility, we debate openness. Debate about openness brings us back to the conversation about audience – for whom are we being open? There’s lot of conversation but at the end, we essentially have just a word cloud associated with projects in our heads.
So, we then take those ideas and try to express them in the following format: X tool addresses Y need for Z audience. I am sitting closest to the whiteboards so I do a lot of the scribing for this second part and have a few observations:
- there are pet projects in the room – some folks came with good ideas and are planning to argue for them
- our audience for each tool is really similar; as a team we are targeting “researchers”, though there seems to be some debate on how inclusive that term is. Are we including students in general? Teachers? What designates “research”? It seems to depend on the proposed tool.
- the problem or need is often hard to articulate. “It would be cool” is not going to cut it with this crowd, but there are some cases where we’re struggling to define why we want to do something.
A few group members begin taking the rows and creating usable descriptions and titles for the projects in a Google Doc, as we want to restrict public viewing while still sharing within the group. We discuss several platforms for sharing our list with the world, and land on IdeaScale. We want voters to be able to vote AND comment on ideas, and IdeaScale seems to fit the bill. We adjourn from the Center and head back to the hotel with one thing left to do: articulate these ideas to the world using IdeaScale and get some feedback.
The problem here, of course, is that everyone wants to make sure that their idea is communicated effectively and we need to agree on public descriptions for the projects. Finally, it seems like there’s a light at the end of the tunnel…until we hit another snag. IdeaScale requires a login to vote or comment and there’s understandable resistance around the table to that idea. For a moment, it feels like we’re back to square one, or at least square five. Team members begin researching alternatives but nothing is perfect, we’ve already finished dinner and need the votes by 10am tomorrow. So we stick with IdeaScale.
And, not for the last time this week, I reflect on Sheila’s comment, “being willing to make concrete decisions is the only way you’re going to get through this week.” When new information, such as the login requirement, challenges the concrete decision you made, how do you decide whether or not to revisit the decision? How do you decide that with twelve people?
I head to bed exhausted, wondering about how many votes we’re going to get, and worried about tomorrow: are we going to make a decision?
It turns out that I need not have worried. In the winnowing from 11 choices down to 2, many members of the team are willing to say, “my tool can be done later” or “that one can be done better outside this project.” Approximately 100 people weighed in on the IdeaScale site, and those votes are helpful as we weigh each idea. Scott Kleinman leads us in a discussion about feasbility for implementation and commitment in the room and the choices begin to fall away. At the end, there are four, but after a few rounds of voting we’re down to two with equal votes that must be differentiated. After a little more discussion, Tom proposes a voting system that allows folks to weight their votes in terms of commitment and the Serendipity project wins out. The drafted idea description reads:
“A serendipitous discovery tool for researchers that takes information from your personal collection (such as a Zotero citation library or a CSV file) and delivers content (from online libraries or collections like DPLA or Europeana) similar to it, which can then be visualized and manipulated.”
We decide to keep our project a secret until our launch and we break for lunch before assigning teams. (Meanwhile, #owot hashtag follower Sherman Dorn decides to create an alternative list of ideas – One Week Better Tools – which provides some necessary laughs over the next couple of days).
After lunch, it’s time to break out responsibilities. Mia Ridge steps up, though, and suggests that we first establish a shared understanding of the tool. She sketches on one of the whiteboards the image which would guide our development over the next few days.
This was a takeaway moment for me. I frequently sketch out my projects, but I’m afraid the thinking often gets pushed out in favor of the doing when I’m running low on time. Mia’s suggestion that we take the time despite being against the clock probably saved us lots of hours and headaches later in the project. We needed to aim as a group, so our efforts would fire in the same direction. The tool really takes shape in this conversation, and some of the tasks are already starting to become really clear. (We are also still indulging our obsession with mustaches at this time, as you may notice.)
Tom leads the discussion of teams. He recommends three: a project management team, a design/dev team and an outreach team. The project managers should be selected first, and they can select the rest of the teams. The project management discussion is difficult; there’s an abundance of qualified people in the room. From my perspective, it makes sense to have the project managers be folks who can step in and pinch hit as things get hectic, but we also need our strongest technical folks on the dev team. In the end, Brian Croxall and I are selected to be the project management team.
We decide to ask the remaining team members where they would like to be and see where our numbers end up. The numbers turn out great: 7 for design/dev and 3 for outreach, with two design/dev team members slated to help with outreach needs as necessary.
The teams hit the ground running and begin prodding the components of the idea. The theme of the afternoon is determining the feasibility of this “serendipity engine” we’ve elected to build. Mia Ridge, leader of the design/dev team, runs a quick skills audit and gets down to the business of selecting programming languages, frameworks and strategies for the week. They choose to work in Python with the Django framework. Isotope, a JQuery plugin I use in my own development, is selected to drive the results page. A private Github repository is set up under a code name. (Beyond Isotope, HTML and CSS, I’m a little out of my element here, so for more technical details, please visit the public repository’s wiki.) The outreach team lead, Jack Dougherty, brainstorms with his team on overall outreach needs and high priority tasks. The Google document from yesterday becomes a Google Drive folder, with shells for press releases, a contact list for marketing and work plans for both teams.
This is the first point where I realize that I am going to have to adjust to a lack of hands on work. I do my best when I’m working a keyboard: making lists, solving problems with code, etc. As one of the project managers, my job is much less on the keyboard and much more about managing people and process.
When the teams come back together to report out, there’s a lot of getting each side up to speed, and afterwards our mentors advise us that the meetings have to be shorter. We’re already at the end of day 2, though both teams would be working into the night on their work plans and Brian and need I still need to set the schedule for tomorrow.
We’re past the point where we can have a lot of discussion, except for maybe about the name.
Wednesday is tough. We have to come up with a name, and all that exploration from yesterday needs to be a prototype by the end of the day. We are still hammering out the language we use in talking to each other and there’s some middle ground to be found on terminology. One example is the use of the word “standup” in our schedule. “Standup” means something very specific to developers familiar with the Agile development process whereas I just mean, “short update meeting.” Our approach to dealing with these issues is to identify the confusion and quickly agree on language we all understand.
I spend most of the day with the outreach team. We have set a deadline for presenting names at lunchtime and are hoping the whole team can vote after lunch. This schedule turns out to be folly as the name takes most of the day and we have to adjust our meeting times accordingly. As project managers, Brian and I are canceling meetings (because folks are on a roll, we haven’t met a deadline, etc) whenever we can, but we have to balance this with keeping the whole team informed.
Camping out in a living room type space in RRCHNM, spread out among couches and looking at a Google Doc being edited on a big-screen TV, the outreach team and various interested parties spend most of the day brainstorming names. We take breaks to work on the process press release and other essential tasks, but the name is the thing for the moment. We need a name to start working on branding and logos. Product press releases need to be completed, the dev team needs a named target and of course, swag must be ordered.
It is in this process, however, that an Aha! moment occurs for me. We have been discussing names for a long time and folks are getting punchy. The dev team lead and our designer, Amy Papaelias, have joined the outreach team along with most of our CHNM mentors. I want to revisit something dev team member Eli Rose said earlier in the day. To paraphrase, Eli said that he liked the idea that the tool automated or mechanized the concept of surprise. So I repeat Eli’s concept to the group and it isn’t long after that that Mia says, “what about Serendip-o-matic?” The group awards the name with head nods and “I like that”s and after running it by developers and dealing with our reservations (eg, hyphens, really?), history is made.
As relieved as I am to finally have a name, the bigger takeaway for me here is in the role of the manager. I am not responsible for the inspiration for the name or the name itself, but instead repeating the concept to the right combination of people at a time when the team was stuck. The project managers can create an opportunity for the brilliant folks on the team to make connections. This thought serves as a consolation to me as I continue to struggle without concrete tasks.
Meanwhile, on the other side the building, the rest of dev team is pushing to finish code. We see a working prototype at the end of the day, and folks are feeling good, but its been a long day. So we go to dinner as a team, and leave the work behind for a couple of hours, though Amy is furiously sketching at various moments throughout the meal as she tries to develop a look and feel for this newly named thing.
On the way home from dinner, I think, “there’s only two days left.” All of the sudden it feels like we haven’t gotten anywhere.
The decision to add the Flickr API to our work in order to access the Flickr Commons is made with the dev team, based on the feeling that we have enough time and the images located there enhance our search results and expand our coverage of subject areas and geographic locations.
We also spend today addressing issues. The work of both teams overlaps in some key areas. In the afternoon, Brian and I realize that we have mishandled some of the communication regarding language on the front page and both teams are working on the text. We scramble to unify the approaches and make sure that efforts are not wasted.
This is another learning moment for me. I keep flashing on Sheila’s words from Monday, and worry that our concrete decision making process is suffering from”too many cooks in the kitchen.” Everyone on this team has a stake in the success of this project and we have lots of smart people with valid opinions. But everyone can’t vote on everything and we are spending too much time getting consensus now, with a mere twenty-four hours to go. As a project manager, part of my job is to start streamlining and making executive decisions, but I am struggling with how to do that.
As we prepare to leave the center at 6pm, things are feeling disconnected. This day has flown by. Both teams are overwhelmed by what has to get done before tomorrow and despite hard work throughout the day, we’re trying to get a dev server and production server up and running. As we regroup at the Inn, the dev team heads upstairs to a quiet space to work and eat and the outreach team sets up in the lobby.
Then, good news arrives. Rebecca Sutton-Koeser has managed to get both the dev and production servers up and the code is able to be deployed. (We are using Heroku and Amazon Web Services specifically, but again, please see the wiki for more technical details.)
The outreach team continues to work on documentation, and release strategy and Brian and I continue to step in where we can. Everyone is working until midnight or later, but feeling much better about our status then we did at 6pm.
The final tasks are upon us. Scott Williams moves on from his development responsibilities to facilitate user testing, which was forced to slide from Thursday due to our server problems. Amanda Visconti works to get the interactive results screen finalized. Ray Palin hones our list of press contacts and works with Amy to get the swag design in place. Amrys Williams collaborates with the outreach team and then Sheila to publish the product press release. Both the dev and outreach teams triage and fix and tweak and defer issues as we move towards our 1pm “code chill”, a point which we’re hoping to have the code in a fairly stable state.
We are still making too many decisions with too many people, and I find myself weighing not only the options but how attached people are to either option. Several choices are made because they reflect the path of least resistance. The time to argue is through and I trust the team’s opinions even when I don’t agree.
We end up running a little behind and the code freeze scheduled for 2pm slides to 2:15. But at this point we know: we’re going live at 3:15pm.
Jack Dougherty has arranged a Google hangout with Dan Cohen of the Digital Public Library of America and Brett Bobley and Jen Serventi of the NEH Office of Digital Humanities, which the project managers co-host. We broadcast the conversation live via the One Week | One Tool website.
The code goes live and the broadcast starts but my jitters do not subside…until I hear my teammates cheering in the hangout. Serendip-o-matic is live.
At 8am on Day 6, Serendip-o-matic had its first pull request and later in the day, a fourth API – Trove of Australia – was integrated. As I drafted this blog post on Day 7, I received email after email generated by the active issue queue and the tweet stream at #owot is still being populated. On Day 9, the developers continue to fix issues and we are all thinking about long term strategy. We are brainstorming ways to share our experience and help other teams achieve similar results.
I found One Week | One Tool incredibly challenging and therefore a highly rewarding experience. My major challenge lay in shifting my mindset from that of a someone hammering on a keyboard in a one-person shop to a that of a project manager for a twelve-person team. I write for this blog because I like to build things and share how I built them, but I have never experienced the building from this angle before. The tight timeline ensured that we would not have time to go back and agonize over decisions, so it was a bit like living in a project management accelerator. We had to recognize issues, fix them and move on quickly, so as not to derail the project.
However, even in those times when I became acutely more aware of the clock, I never doubted that we would make it. The entire team is so talented; I never lost my faith that a product would emerge. And, it’s an application that I will use, for inspiration and for making fortunate discoveries.
(More on One Week | One Tool, including other blog entries, can be found by visiting the One Week | One Tool Zotero Group.)
Embedding the library in campus-wide orientations, as well as developing standalone library orientations, is often part of outreach and first year experience work. Reaching all students can be a challenge, so finding opportunities for better engaging campus helps to promote the library and increase student awareness. Using a mobile app for orientations can provide many benefits such as increasing interactivity and offering an asynchronous option for students to learn about the library on their own time. We have been trying out SCVNGR at the University of Arizona (UA) Libraries and are finding it is a more fun and engaging way to deliver orientations and instruction to students.
Why use game design for library orientations and instruction?
Game-based learning can be a good match for orientations, just as it can be for instruction (I have explored this before with ACRL TechConnect previously, looking at badges). Rather than just presenting a large amount of information to students or having them fill out a paper-based scavenger hunt activity, using something like SCVNGR can get students interacting more with the library in a way that offers more engagement in real time and with feedback. However, simply adding a layer of points and badges or other game mechanics to a non-game situation doesn’t automatically make it fun and engaging for students. In fact, doing this ineffectively can cause more harm than good (Nicholson, 2012). Finding a way to use the game design to motivate participants beyond simply acquiring points tends to be the common goal in using game design in orientations and instruction. Thinking of the WIIFM (What’s In It For Me) principle from a students’ perspective can help, and in the game design we used at the University of Arizona with SCVNGR for a class orientation, we created activities based on common questions and concerns of students.
SCVNGR is a mobile app game for iPhone and Android where players can complete challenges in specific locations. Rather than getting clues and hints like in a traditional scavenger hunt, this game is more focused on activities within a location instead of finding the location. Although this takes some of the mystery away, it works very well for simply informing people about locations that are new to them and having them interact with the space.
Students need to physically be in the location for the app to work, where they use the location to search for “challenges” (single activities to complete) or “treks” (a series of single activities that make up the full experience for a location), and then complete the challenges or treks to earn points, badges, and recognition.
Some libraries have made their own mobile scavenger hunt activities without the aid of a paid app. For example, North Carolina State University uses the NCSU Libraries’ Mobile Scavenger Hunt, which is a combination of students recording responses in Evernote, real time interaction, and tracking by librarians. One of the reasons we went with SCVNGR, however, is because this sort of mobile orientation requires a good amount of librarian time and is synchronous, whereas SCVNGR does not require as much face-to-face librarian time and allows for asynchronous student participation. Although we do use more synchronous instruction for some of our classes, we also wanted to have the option for asynchronous activities, and in particular for the large-scale orientations where many different groups will come in at many different times. Although SCVNGR is not free for us, the app is free to students. They offer 24/7 support and other academic institutions offer insight and ideas in a community for universities.
Other academic libraries have used SCVNGR for orientations and even library instruction. A few examples are:
- University of California – San Diego uses SCVNGR for their orientations. They created a LibGuide specifically for their SCVNGR orientation where they also post the scoreboard and photos.
- Oregon State University uses SCVNGR for international student orientations to increase awareness and support the university initiative to increase the OSU international population from 5 to 10% of the student body.
- Boise State is using SCVNGR for instruction rather than a focus on orientations. They have provided information to students who then go on to create their own SCVNGR orientations as an assignment.
- University of California – Merced recently wrote about SCVNGR in their campus-wide orientations, incorporating other areas on campus into the library’s orientation. They decided to try out SCVNGR from UCSD’s positive feedback, but had some issues with student turnout and discuss possible reasons for this in the article.
How did the UA Libraries use SCVNGR?
Because a lot of instruction has moved online and there are so many students to reach, we are working on SCVNGR treks for both instruction and basic orientations at the University of Arizona (UA). We are in the process of setting up treks for large-scale campus orientations (New Student Orientation, UA Up Close for both parents and students, etc.) that take place during the summer, and we have tested SCVNGR out on a smaller scale as a pilot for individual classes. There tends to be greater success and engagement if the Trek is tied to something, such as a class assignment or a required portion of an orientation session that must be completed. One concern for an app-based activity is that not all students will have smartphones. This was alleviated by putting students into groups ahead of time, ensuring that at least one person in the group did have a device compatible to use SCVNGR. However, we do lend technology at the UA Libraries, and so if a group was without a smartphone or tablet, they would be able to check one out from the library.
We first piloted a trek on an American Indian Studies student success course (AIS197b). This course for freshmen introduces students to services on campus that will be useful to them while they are at the UA. Last year, we presented a quick information session on library services, and then had the students complete a scavenger hunt for a class grade (participation points) with pencil and paper throughout the library. Although they seemed glad to be able to get out and move around, it didn’t seem particularly fun and engaging. On top of that, every time the students got stuck or had a question, they had to come back to the main floor to find librarians and get help. In contrast, when students get an answer wrong in SCVNGR, feedback is programmed in to guide them to the correct information. And, because they don’t need clues to make it to the next step (they just go back and select the next challenge in the trek), they are able to continue without one mistake preventing them from moving on to the next activity. This semester, we first presented a brief instruction session (approximately 15-20 min) and then let students get started on SCVNGR.
You can see in the screenshot below how question design works, where you can select the location, how many points count toward the activity, type of activity (taking a photo, answering with text, or scanning a QR code), and then providing feedback. If a student answers a question incorrectly, as I mention above, they will receive feedback to help them in figuring out the correct answer. I really like that when students get answers right, they know instantly. This is positive reinforcement for them to continue.
The activities designed for students in this class were focused on photo and text-based challenges. We stayed away from QR codes because they can be finicky with some phones, and simply taking a picture of the QR code meets the challenge requirement for that option of activity. Our challenges included:
- Meet the reference desk (above): Students meet desk staff and ask how they can get in touch for reference assistance; answers are by text and students type in which method they think they would use the most: email, chat, phone, or in person.
- Prints for a day: Students find out about printing (a frequent question of new students), and text in how to pay for printing after finding the information at the Express Documents Center.
- Playing favorites: Students wander around the library and find their favorite study spot. Taking a picture completes the challenge, and all images are collected in the Trek’s statistics.
- Found in the stacks: After learning how to use the catalog (we provided a brief instruction session to this class before setting them loose), students search the catalog for books on a topic they are interested in, then locate the book on the shelf and take a picture. One student used this time to find books for another class and was really glad he got some practice.
- A room of one’s own: The UA Libraries implemented online study room reservations as of a year ago. In order to introduce this new option to students, this challenge had them use their smartphones to go to the mobile reservation page and find out what the maximum amount of hours study rooms can be reserved for and text that in.
SCVNGR worked great with this class for simple tasks, such as meeting people at the reference desk, finding a book, or taking a picture of a favorite study spot, but for tasks that might require more critical thinking or more intricate work, this would not be the best platform to use in that level of instruction. SCVNGR’s assessment options are limited for students to respond to questions or complete an activity. Texting in detailed answers or engaging in tasks like searching a database would be much harder to record. Likewise, because more instruction that is tied to critical thinking is not so much location-based (evaluating a source or exploring copyright issues, for example), and so it would be hard to tie these tasks and acquisition of skill to an actual location-based activity to track. One instance of this was with the Found in the Stacks challenge; students were supposed to search for a book in the catalog and then locate it on the shelf, but there would be nothing stopping them from just finding a random book on the shelf and taking a picture of it to complete the challenge. SCVNGR provides a style guide to help in game design, and the overall understanding from this document is that simplicity is most effective for this platform.
Another feature that works well is being able to choose if the Trek is competitive or not, and also use “SmartRoute,” which is the ability to have challenges show up for participants based on distance and least-crowded areas. This is wonderful, particularly as students get sort of congested at certain points in a scavenger hunt: they all crowd around the same materials or locations simultaneously because they’re making the same progress through the activity. We chose to use SmartRoute for this class so they would be spread out during the game.
When trying to assess student effort and impact of the trek, you can look at stats and rankings. It’s possible to view specific student progress, all activity by all participants, and rankings organized by points.
Another feature is the ability to collect items submitted for challenges (particularly pictures). One of our challenges is for students to find their favorite study spot in the library and take a picture of it. This should be fun for them to think about and is fairly easy, and it helps us do some space assessment. It’s then possible to collect pictures like the following (student’s privacy protected via purple blob).
On the topic of privacy, students enter in their name to set up an account, but only their first name and first initial of their last name appear as their username. Although last names are then hidden, SCVNGR data is viewable by anyone who is within the geographical range to access the challenge: it is not closed to an institution. If students choose to take pictures of themselves, their identity may be revealed, but it is possible to maintain some privacy by not sharing images of specific individuals or sharing any personal information through text responses. On the flip side of not wanting to associate individual students with their specific activities, it gets trickier when an instructor plans to award points for student participation. In that case, it’s possible to request reports from SCVNGR for instructors so they can see how much and which students participated. In a large class of over 100 students, looking at the data can be messier, particularly if students have the same first name and last initial. Because of this issue, SCVNGR might be better used for large-scale orientations where participation does not need to be tracked, and small classes where instructors would be easily able to know who is who in the data for activity.
Both student and instructor feedback was very positive. Students seemed to be having fun, laughing, and were not getting stuck nearly as much as the previous year’s pencil-and-paper hunt. The instructor noted it seemed a lot more streamlined and engaging for the class. When students checked in with us at the end before heading out, they said they enjoyed the activity and although there were a couple of hiccups with the software and/or how we designed the trek, they said it was a good experience and they felt more comfortable with using the library.
Next time, I would be more careful about using text responses. I had gone down to our printing center to tell the current student worker what answers students in the class would be looking for so she could answer it for them, but they wound up speaking with someone else and getting different answers. Otherwise, the level of questions seemed appropriate for this class and it was a good way to pilot how SCVNGR works, if students might like it, and how long different types of questions take for bringing this to campus on a larger scale. I would also be cautious about using SCVNGR too heavily for instruction, since it doesn’t seem to have capabilities for more complex tasks or a great deal of critical thinking. It is more suited to basic instruction and getting students more comfortable in using the library.
- Ability to reach many students and asynchronously
- Anyone can complete challenges and treks; this is great for prospective students and families, community groups, and any programs doing outreach or partnerships outside of campus since a university login is not required.
- Can be coordinate with campus treks if other units have accounts or a university-wide license is purchased.
- WYSIWYG interface, no programming skills necessary
- Order of challenges in a trek can be assigned staggered so not everyone is competing for the same resources at the same time.
- Can collect useful data through users submitting photos and comments (for example, we can examine library space and student use by seeing where students’ favorite spots to study are).
- SCVNGR is not free to use, an annual fee applies (in the $900-range for a library-only license, which is not institution-wide).
- Privacy is a concern since anyone can see activity in a location; it’s not possible to close this to campus.
- When completing a trek, users do not get automatic prompts to proceed to the next challenge; instead, they must go back to the home location screen and choose the next challenge (this can get a little confusing for students).
- SCVNGR is more difficult to use with instruction, especially when looking to incorporate critical thinking and more complex activities
- Instructors might have a harder time figuring out how to grade participation because treks are open to anyone; only students’ first name and last initial appear, so if either a large class completes a trek for an assignment or if an orientation trek for the public is used, a special report must be requested from SCVNGR that the library could send to the instructor for grading purposes.
SCVNGR is a good way to increase awareness and get students and other groups comfortable in using the library. One of the main benefits is that it’s asynchronous, so a great deal of library staff time is not required to get people interacting with services, collections, and space. Although this platform is not perfect for more in-depth instruction, it does work at the basic orientation level, and students and the instructor in the course we piloted it on had a good experience.
Nicholson, S. (2012). A user-centered theoretical framework for meaningful gamification. Paper Presented at Games+Learning+Society 8.0, Madison, WI. Retrieved from http://scottnicholson.com/pubs/meaningfulframework.pdf.
About Our Guest Author: Nicole Pagowsky is an Instructional Services Librarian at the University of Arizona where she explores game-based learning, student retention, and UX. You can find her on Twitter, @pumpedlibrarian.
Many librarians work with technology even if their job titles are not directly related to technology. Design is somewhat similar to technology in that aspect. The primary function of a librarian is to serve the needs of library patrons, and we often do this by creating instructional or promotional materials such as a handout and a poster. Sometimes this design work goes to librarians in public services such as circulation or reference. Other times it is assigned to librarians who work with technology because it involves some design software.
The problem is that knowing how to use a piece of design software does not entail the ability to create a great work of design. One may be a whiz at Photoshop but can still produce an ugly piece of design. Most of us, librarians, are quite unfamiliar with the concept of design. ACRL TechConnect covered the topic design previously in Design 101 – Part 1 and Design 101 – Part 2. So be sure to check them out. In this post, I will share my experience of creating a poster for my library in the context of libraries and design.
My workplace recently launched the new Kindle e-book leader lending program sponsored by the National Network of Libraries of Medicine/Southeast Atlantic Region Express Mobile Technology Project. This project is to be completed in a few months, and we have successfully rolled out 10 Kindles with 30 medical e-book titles for circulation early this year. One of the tasks left for me to do as the project manager is to create a poster to further promote this e-book reader program. No matter how great the Kindle e-book lending program is, if patrons don’t know about it, it won’t get much use. A good poster can attract a lot of attention from library patrons. I can just put a small sign with “Kindles available!” written on it somewhere in the library. But the impact would be quite different.
2. Trying to design a poster
When I planned the grant budget, I included an budget item for large posters. But the item only covers the printing costs, not the design costs. So I started designing a poster myself. Here are a few of my first attempts. Even to my untrained eyes, these look unprofessional and amateurish, however. The first one looked more like a handout than a poster. So I decided to make the background black. That makes the QR code and the library logo invisible however. To fix this, I added a white background behind them. Slightly better maybe? Not really.
One thing I know about design is that an image can save or kill your work. A stunning image alone can make a piece of design awesome. So I did some Google search and found out this nice image of Kindle. Now it looks like that I need to flip the poster to make it wide.
But there is a catch. The image I found is copyrighted. This was just an example to show how much power a nice image or photograph can have to the overall quality of a work of design. I also looked for Kindle images/photographs in Flick Creative Commons but failed to locate one that allows making derivatives. This is a very common problem for libraries, which tend to have little access to quality images/photographs. If you are lucky you may find a good image from Pixabay which offer very nice photographs and images that are in public domain.
3. What went wrong
You probably already have some ideas about what went wrong with my failed attempts so far. The font doesn’t look right. The poster looks more like a handout. The image looks amateurish in the first two examples. But the whole thing is functional for sure, some may say. It does the job of conveying the message that the library now has Kindle E-book readers to offer. Others may object. No, not really, the wording is vague, far from clear. You can go on forever. A lot of times, these issues are solved by adding more words, more instructions, and more links, which can be also problematic.
But one thing is clear. These are not pretty. And what that means is that if I print this and hang up on the wall around the library, our new Kindle e-book lending program would fail to convey certain sentiments that I had in mind to our library patrons. I want the poster to present this program as a new and exciting new service. I would like the patron to see the poster and get interested, curious, and feel that the library is trying something innovative. Conveying those sentiments and creating a certain impression about the library ‘is’ the function of the poster as much as informing library patrons about the existence of the new Kindle e-book reader lending program. Now the posters above won’t do a good job at performing that function. So in those aspects, they are not really functional. Sometimes beauty is a necessity. For promotional materials, which libraries make a lot but tend to neglect the design aspect of them, ‘pleasing to the eyes’ is part of their essential function.
4. Fixing it
What I should have done is to search for examples first that advertise a similar program at other libraries. I was very lucky in this case. In the search results, I ran into this quite nice circulation desk signage created by Saint Mary’s College of Maryland Library. This was made as a circulation desk sign, but it gave me an inspiration that I can use for my poster.
Once you have some examples and inspiration, creating your own becomes much easier. Here, I pretty much followed the same color scheme and the layout from the one above. I changed the font and the wording and replaced the kindle image with a different one, which is close to what my library circulates. The image is from Amazon itself, and Amazon will not object people using their own product image to promote the product itself. So the copyright front is clear. You can see my final poster below. If I did not run into this example, however, I would have probably searched for Kindle advertisements, posters, and similar items for other e-book readers for inspiration.
One thing to remember is the purpose of the design. In my case, the poster is planned to be printed on a large glossy paper (36′ x 24′). So I had to make sure that the image will appear clear and crisp and not blurry when printed on the large-size paper. If your design is going to be used only online or printed on a small-size item, this is less of an issue.
5. Good design isn’t just about being pretty
Hopefully, this example shows why good design is not just a matter of being pretty. Many of us have an attitude that being pretty is the last thing to be considered. This is not always false. When it is difficult enough to make things work as intended, making them pretty can seem like a luxury. But for promoting library services and programs at least, just conveying information is not sufficient. Winning the heart of library patrons is not just about letting people know what the library does but also about how the library does things. For this reason, the way in which the library lets people know about its services and programs also matters. Making things beautiful is one way to improve on this “how” aspect as far as promotional materials are concerned. Making individual interactions personally pleasant and the transactions on the library website user-friendly would be another way to achieve the same goal. Design is a broad concept that can be applied not only to visual work but also to a thought process, a tool, a service, etc., and it can be combined with other concept such as usability.
While I was doing this, I also discovered a great resource, Librarian Design Share. This is a great place to look for an inspiration or to submit your own work, so that it can inspire other librarians. Here are a few more resources that may be useful to those who work at a library and want to learn a bit more about visual design. Please share your experience and useful resources for the library design work in the comments!
- Librarian Design Share
- Pixabay (Public domain images)
- The ultimate non-designers’ guide to branding
- 65 Incredibly Breathtaking Examples Of Poster Design
- 20 Creative Postcard & Event Handout Designs
- Designing Better Libraries (A blog about the application of design to libraries beyond visual design)
Last June I had a great experience team-teaching a week-long seminar on designing mobile apps at the Digital Humanities Summer Institute (DHSI). Along with my colleagues from WSU Vancouver’s Creative Media and Digital Culture (CMDC) program, I’ll be returning this June to the beautiful University of Victoria in British Columbia to teach the course again1. As part of the course, I created a visual overview of the process we use for app making. I hope you’ll find it a useful perspective on the work involved in crafting mobile apps and an aid to the process of creating your own.
Creating the Tube Map:
I’m fond of the tube-map infographic style, also know as the topological map2, because of its ability to highlight relationships between systems and especially because of how it distinguishes between linear (do once) and recursive (do over and over) processes. The linear nature of text in a book or images in slide-deck presentations can artificially impose a linearity that does not mirror the creative process we want to impart. In this example, the design and prototyping loops on the tube-map help communicate that a prototype model is an aid to modeling the design process and not a separate step completed only when the design has been finalized.
These maps are also fun and help spur the creative process. There are other tools for process mapping such as using flowcharts or mind-maps, but in this case I found the topological map has a couple of advantages. First and foremost, I associate the other two with our strategic planning process, so the tube map immediately seems more open, fun, and creative. This is, of course, rooted in my own experience and your experiences will vary but if you are looking for a new perspective on process mapping or a new way to display interconnected systems that is vibrant, fun, and shakes things up a bit the tube map may be just the thing.
I created the map using the open source vector-graphics program Inkscape[3. http://inkscape.org/] which can be compared to Adobe Illustrator and Corel Draw. Inkscape is free (both gratis and libre) and is powerful, but there is a bit of a learning curve. Being unfamiliar with vector graphics or the software tools to create them, I worked with an excellent tutorial provided by Wikipedia on creating vector graphic topological maps3. It took me a few days of struggling and slowly becoming familiar with the toolset before I felt comfortable creating with Inkscape. I count this as time well spent, as many graphics used in mobile app and icon sets required by app stores can be made with vector graphic editors. The Inkscape skills I picked up while making the map have come in very handy on multiple occasions since then.
Reading the Mobile App Map:
Our process through the map begins with a requirements analysis or needs assessment. We ask: what does the client want the app to do? What do we know about our end users? How do the affordances of the device affect this? Performing case studies helps us learn about our users before we start designing to meet their needs. In the design stage we want people to make intentional choices about the conceptual and aesthetic aspects of their app design. Prototype models like wireframe mock-ups, storyboards, or Keynotopia4 prototypes help us visualize these choices, eventually resulting in a working prototype of our app. Stakeholders can test and request modifications to the prototype, avoiding potentially expensive and labor intensive code revisions later in the process.
Once the prototype has been coded into a hybrid app, we have another opportunity for evaluation and usability testing. We teach a pervasive approach that includes evaluation and testing all throughout the process, but this stage is very important as it is a last chance to make changes before sending the code to an app marketplace. After the app has been submitted, opportunities to make updates, fix bugs, and add features can be limited, sometimes significantly, by the app store’s administrative processes.
After you have spent some time following the lines of the tube map and reading this very brief description, I hope you can see this infographic as an aid to designing mobile web apps. I find it particularly helpful for identifying the source of a particular problem I’m having and also suggesting tools and techniques that can help resolve it. As a personal example, I am often tempted to start writing code before I’ve completely made up my mind what I want the code to do, which leads to frustration. I use the map to remind me to look at my wireframe and use that to guide the structure of my code. I hope you all find it useful as well.
Gamification in libraries has become a topic of interest in the professional discourse, and one that ACRL TechConnect has covered in Applying Game Dynamics to Library Services and Why Gamify and What to Avoid in Gamification. Much of what has been written about badging systems in libraries pertains to gamifying library services. However, being an Instructional Services Librarian, I have been interested in tying gamification to library instruction.
When library skills are not always part of required learning outcomes or directly associated with particular classes, thinking more creatively about promotion and embeddedness of library tutorials prompted me to become interested in tying a badging system to the University of Arizona Libraries’ online learning objects. For a brief review on badges, they are visual representations of skills and achievements. They can be used with or instead of grades depending on the scenario and include details to support their credibility (criteria, issuer, evidence, currency).
Becoming a beta tester for Purdue’s Passport platform gives me the opportunity to better sketch out what our plans are and to test how gamification could work in this context. Passport, according to Purdue, is “A learning system that demonstrates academic achievement through customizable badges.” Through this platform, instructors can design instruction for badges to be associated with learning outcomes. Currently, Passport can only be used by applying to be a beta tester. As they improve the software, it should be available to more people and have greater integration (it currently connects with Mozilla Open Backpack and within the Purdue system).We are still comparing platforms and possibilities for the University of Arizona Libraries, and testing Passport has been the first step in figuring out what we want, what is available, and how we would like to design this form of instruction. I will share my impression of Passport and using badging technology for these purposes from my experience using the software.
Refresher on motivation
It’s important to understand how motivation works in relation to a points and badges system, while also having a clear goal in mind. I recently wrote a literature review on motivation in gamified learning scenarios as part of my work toward a second Master’s in Educational Technology. The general ideas to take away are the importance of employing game mechanics thoughtfully into your framework to avoid users’ relying solely on the scoring system, as well as focusing on the engagement aspects of gamification rather than using badges and points just for manipulation. Points should be used as a feedback mechanism rather than just promoting them as items to harvest.
Structure and scalability
Putting this into perspective for gamifying library instruction at the University of Arizona, we want to be sure student motivation is directed at developing research skills that can be visually demonstrated to instructors and future employers through badges, with points serving as feedback and further motivation. We are using the ACRL Information Literacy Standards as an outline for the badges we create; the Standards are not perfect, but they serve well as a map for conceptualizing research skills and are a way we can organize the content. Within each skill set or badge, activities for completion are multidimensional: students must engage in a variety of tasks, such as doing a tutorial, reading a related article or news story, and completing a quiz. We plan to allow for risk taking and failure — important aspects of game design — so students can re-try the material until they understand it (Gee, 2007).
As you can see in this screen capture, the badges corresponding to the ACRL Standards include: Research Initiator (Standard 1), Research Assailant (Standard 2), Research Investigator (Standard 3), and Research Warrior (Standard 4). As a note, I have not yet created a badge for Standard 5 or one to correspond with our orientations (also, all names you can see in any image I include are of my colleagues trying out the badges, and not of students). A great aspect of this platform is the ability to design your own badges with their WYSIWYG editor.
Because a major issue for us is scalability with limited FTE, we have to be cautious in which assessment methods we choose for approving badges. Since we would have a hard time offering meaningful, individualized feedback for every student who would complete these tasks, having something automatic is more ideal. Passport allows options for students to test their skills, with multiple-choice quizzes, uploading a document, and entering text. For our purposes, using multiple-choice quizzes with predetermined responses is currently the best method. If we develop specific badges for smaller courses on a case-by-case basis, it might be possible to accept written responses and more detailed work, but in trying to roll this out to campus-at-large, automated scoring is necessary.
Within each badge, also referred to as a challenge, there are tasks to complete. Finishing these tasks adds up to earning the badge. It’s essentially leveling up (which is progressing to the next level based on achievement); although the way Passport is designed, the students can complete the tasks in any order. Within the suite of badges, I have reinforced information and skills throughout so students must use previous skills learned for future success. In this screen capture, you can see the overall layout by task title.
When including tasks that require instructor approval (if students were to submit documents or write text), an instructor would click on each yellow box stating that approval is needed to determine if the student successfully completed the task and supply personalized feedback (image above). And you can see the breakdown of tasks under each challenge to review what was learned; this can serve as confirmation for outside parties of what kind of work each badge entailed (image below).
Once badges are earned, they can be displayed in a user’s Passport profile and Mozilla Open Badges. Here is an example of what a badge portfolio looks like:
Passport “classrooms” are closed and require a log in for earning badges (FERPA), but if students agree to connectivity with Mozilla’s Open Badges Backpack, achievements can then be shared with Twitter, Facebook, LinkedIn, and other networks. Badges can also connect with e-portfolios and resumes (since it’s in Beta this functionality works best with Purdue platforms). This could be a great, additional motivator for students in helping them get jobs. From Project Information Literacy, we do know employers find new graduates are lacking research skills, so being able to present these skills as fulfilled to future employers can be useful for soon-to-be and recent graduates. The badges link back to more information, as mentioned, and employers can get more detail. Students can even make their submitted work publicly available so employers, instructors, and peers can see their efforts.
Whether or not it is possible to integrate Passport fully into our library website for students to access, using this tool has at least given me a way to essentially sketch out how our badging system will work. We can also try some user testing with students on these tasks to gauge motivation and instructional effectiveness. Having this system become campus-wide in collaboration with other units and departments would also aid in creating more meaning behind the badges; but in the meantime, tying this smaller scale layout to specific class instruction or non-disciplinary collaborations will be very useful.
Although some sources say gamification will be taking a huge nosedive by 2014 due to poor design and over-saturation, keeping tabs on other platforms available and how to best incorporate this technology into library instruction is where I will be looking this semester and beyond as we work on plans for rolling out a full badging system within the next couple of years. Making learning more experiential and creating choose-your-own adventure scenarios are effective in giving students ownership over their education. Using points and badges for manipulating users is certainly detrimental and should fall out of use in the near future, but using this framework in a positive manner for motivation and to support student learning can have beneficial effects for students, campus, and the library.
Dignan, A. (2012). Game Frame. New York: The Free Press.
Gee, J. P. (2007). What video games have to teach us about learning and literacy. New York: Palgrave Macmillan.
Kapp, K. M. (2012). The gamification of learning and instruction: Game-based methods and strategies for training and education. San Francisco, CA: Pfeiffer.
Koster, R. (2005). A theory of fun for game design. Scottsdale, AZ: Paraglyph Press.
Because Play Matters: A game lab dedicated to transformative games and play for informal learning environments in the iSchool at Syracuse: http://becauseplaymatters.com/
Digital badges show students’ skills along with degree (Purdue News): http://www.purdue.edu/newsroom/releases/2012/Q3/digital-badges-show-students-skills-along-with-degree.html
Gamification Research Network: http://gamification-research.org/
TL-DR: Where gamers and information collide: http://tl-dr.ca/
About Our Guest Author: Nicole Pagowsky is an Instructional Services Librarian at the University of Arizona where she explores game-based learning, student retention, and UX. You can find her on Twitter, @pumpedlibrarian.
Responsive web design is not really a new concept, yet libraries and many websites in general, still have a way to go in adopting this method of web design. ACRL’s Tech Connect has covered various web design topics, including mobile applications, hybrid mobile applications, design basics, and website readability. Consider the responsive web design approach and its benefits another tool in your toolbelt and yet another option for libraries to present themselves online to their users.
So what is it?
As the number of devices in which we are able to view and interact with websites grow, it becomes more cumbersome to keep up with the plethora of laptops, desktops, mobile devices, and potentially devices or platforms that don’t yet exist. As our users view our websites and online resources in these various ways, we must ask the simple question- what does this look like and what is the user’s experience? If you have a smart phone or tablet, you may recall viewing a website and being annoyed that it is merely a shrunken teeny version of the site you’re used to seeing rather than adjusting nicely to accommodate the device you’re using. In many cases it requires you, the user, to do something to make it work on your device rather than accomodate you; a rather unappealing way to treat users I think. Here’s an examples from the New York Times website:
To avoid these awful Barbie-sized websites on our devices, the solutions we often see are: develop a mobile website, develop a mobile app, or create a website that is responsive and can handle most anything that comes it’s way. All of these are great solutions to developing a mobile presence however the responsive approach is fast emerging as a winning solution.
What makes it great?
The very basic benefit to creating a responsive website design is that you have one site for all devices- it’s intended to be inclusive for desktop machines and a variety of devices. A responsive site does not require anything of the user; no downloading or additional buttons to click, the result is immediate. That’s it. Rather than separate approaches for mobile through either a mobile site or mobile applications and then another approach for desktop machines- this method is flexible and covers it all under one design.
Responsive websites in the wild
The best way to experience responsive web design is to try out some websites that are designed in this way. Here are a few great examples with screenshots included- I recommend checking them out in your browser and then shrinking your browser window down to get the full effect or how this technology works. If you’re even more invested in the experience, bring the site up on any number of devices to see the benefits of responsive design done well.
Graphic designer, John Boilard, showcases his portfolio website using responsive design:
http://jpboneyard.com/ As you can see the images are flexible and each project displays very well on many devices. The images adjust accordingly and the performance of the site is easy to use and easy to view.
Web designer and the founder of responsive design, Ethan Marcotte, http://ethanmarcotte.com/ showcases not only his design but also his publications. There is a variety of content on his website and the responsive design works extremely well. For a quick article on responsive design from the graphic design perspective, see his article on A List Apart.
Matthew Reidsma, web services librarian at Grand Valley State University, also has a fantastic flexible site where even videos are responsive: http://matthew.reidsrow.com/ He is a web librarian to watch as he often writes and presents on responsive design (more on that below) and he is always creating really awesome and interesting web projects. The Grand Valley State University Libraries have a fantastic responsive site: http://gvsu.edu/library/
The website TitleCase, co-founded by designers and type experts, Jessica Hische and Erik Marinovich; this is an elegant example of showcasing this side project with a focus on type while all giving users a pleasant experience through responsive design.
Scribble Tone, the Portland, OR based design studio, created this responsive website for Design Week Portland: http://www.designweekportland.com/#footer With the gorgeous flexible images, the bold colors, and clear typefaces- all created and designed responsively- this website is pleasant and fun to use.
If you were like me and did not attend ALA Annual this year and get to see Matthew Reidma’s fantastic talk on Responsive Web Design for Libraries: Get Beyond the Myth of the Mobile Web, you are still in luck because he posted the talk and slides on his website here. He covers quite a lot and he provides a fantastic list of resources within that post. It’s a great presentation and truly worth watching all the way through.
To delve in more deeply into the details of designing with responsive web methods, I highly recommend Responsive Web Design by Ethan Marcotte. He not only provides good examples and techniques for designing this way, but he also explains the flexible grid and flexible images as well and displays his balanced approach between good design and good functionality. His website is also responsive and he’s designed complex websites: http://ethanmarcotte.com/
Another option, particularly for those who use WordPress as a CMS, there are a number of free responsive themes available that are already designed. Simply selecting the theme or taking a further step by creating a child theme that you could then customize would be a fairly simple way to make your website design responsive and more enjoyable.
The website, This is Responsive has a wide variety of tools to develop your own responsive website as does Bootstrap. So even if you don’t think of yourself as a designer, there are a lot of ways to get started in creating good design that is also responsive.
Whether you are interested in responsive design, mobile websites, or creating mobile apps, it is critical for libraries to be aware of the user experience as our customers use our websites and online resources on a variety of devices. The bar is being raised with responsive designed websites and users will come to expect this kind of experience. As the web, platforms, and devices evolve, it will be crucial for libraries to be already poised to offer a positive experience through good thoughtful design.
Mozilla and the National Science Foundation are sponsoring an open round of submissions for developers/app designers to create fiber-based gigabit apps. The detailed contest information is available over at Mozilla Ignite (https://mozillaignite.org/about/). Cash prizes to fund promising start up ideas are being award for a total of $500,000 over three rounds of submissions. Note: this is just the start, and these are seed projects to garner interest and momentum in the area. A recent hackathon in Chattanooga lists out what some coders are envisioning for this space: http://colab.is/2012/hackers-think-big-at-hackanooga/
The video for the Mozilla Ignite Challenge 2012 on Vimeo is slightly helpful for examples of gigabit speed affordances.
If you’re still puzzled after the video, you are not alone. One of the reasons for the contest is that network designers are not quite sure what immense levels of processing in the network and next generation transfer speeds will really mean.
Consider that best case transfer speeds on a network are somewhere along the lines of 10 megabits per second. There are of course variances of this speed across your home line (it may hover closer to 5 mb/s), but this is pretty much the standard that average subscribers can expect. A gigabit speed rate transfers data at 100 times that speed, 1,000 megabits per second. When a whole community is able to achieve 1,000 megabits upstream and downstream, you basically have no need for things like “streaming” video – the data pipes are that massive.
One theory is that gigabit apps could provide public benefit, solve societal issues and usher in the next generation of the Internet. Think of gigabit speed as the difference between getting water (Internet) through a straw, and getting water (Internet) through a fire-hose. The practicality of this contest is to seed startups with ideas that will in some way impact healthcare (realtime health monitoring), the environment and energy challenges. The local Champaign Urbana municipal gigabit speed fiber cause is noble, as it will provide those in areas without access to broadband an awesome pipeline to the Internet. It is a intergovernmental partnership that aims to serve municipal needs, as well as pave the way for research and industry start-ups.
Here are some attributes that Mozilla Ignite Challenge lists as the possible affordances of fiber based gigabit speed apps:
- Big Data
- Programmable networks
As I read about the Mozilla Ignite open challenge, I wondered about the possibilities for libraries and as a thought experiment I list out here some ideas for library services that live on gigabit speed networks:
* Consider the video data you could provide access to – in libraries that are stewarding any kind of video gigabit speeds would allow you to provide in-library viewing that has few bottlenecks. A fiber-based gigabit speed video viewing app of all library video content available at once. Think about viewing every video in your collection simultaneously. You could have them playing to multiple clusters (grid videos) in the library at multiple stations. Without streaming.
* Consider Sensors and sensor arrays and fiber. One idea that is promulgated for the use of fiber-based gigabit speed networks are the affordances to monitor large amounts of data in real time. The sensor networks that could be installed around the library facility could help to throttle energy consumption in real time, making the building more energy efficient and less costly to maintain. Such a facilities based app would impact savings on the facilities budgets.
* Consider collaborations among libraries with fiber affordances. Libraries that are linked by fiber-based gigabit speeds would be able to transfer large amounts of data in fractions of what it takes now. There are implications here for data curation infrastructure (http://smartech.gatech.edu/handle/1853/28513).
Another way to approach this problem is by asking: “What problem does gigabit speed networking solve?” One of the problems with the current web is the de facto latency. Your browser needs to request a page from a server which is then sent back to your client. We’ve gotten so accustomed to this latency that we expect it, but what if pages didn’t have to be requested? What if servers didn’t have to send pages? What if a zero latency web meant we needed a new architecture to take advantage of data possibilities?
Is your library poised to take advantage of increased data transfer? What apps do you want to get funding for?
Tuesday June 5th through Friday June 8th 2012, 500 creatives from numerous fields such as, computer science, art, design, data visualization, gathered together to listen, converse, and participate in the second Eyeo Festival. Held in Minneapolis, MN at the Walker Art Center, the event organizers created an environment of learning, exchange, exploration, and fun. There were various workshops with some top names leading the way. Thoughtfully curated presentations throughout the day complemented keynotes held nightly in party-like atmospheres: Eyeo was an event not to be missed. Ranging from independent artists to the highest levels of innovative companies, Eyeo offered inspiration on many levels.
Why the Eyeo Festival?
As I began to think about what I experienced at the Eyeo Festival, I struggled to express exactly how impactful this event was for me and those I connected with. In a way, Eyeo is like TED and in fact, many presenters have given TED talks. Eyeo has a more targeted focus on art, design, data, and creative code but it is also so much more than that. With an interactive art and sound installation, Zygotes, by Tangible Interaction kicking off the festival, though the video is a poor substitute to actually being there, it still evokes a sense of wonder and possibility. I strongly encourage anyone who is drawn to design, data, art, interaction or to express their creativity through code to attend this outstanding creative event and follow the incredible people that make up the impressive speaker list.
I went to the Eyeo Festival because I like to seek out what professionals in other fields are doing. I like staying curious and stretching outside my comfort zone in big ways, surrounding myself with people doing things I don’t understand, and then trying to understand them. Over the years I’ve been to many library conferences and there are some amazing events with excellent programming but they are, understandably, very library-centric. So, to challenge myself, I decided to go to a conference where there would be some content related to libraries but that was not a library conference. There are many individuals and professions outside of libraries that care about many of the same values and initiatives we do, that work on similar kinds of problems, and have the same drive to make the world a better place. So why not talk to them, ask questions, learn, and see what their perspective is? How do they approach and solve problems? What is their process in creating? What is their perspective and attitude? What kind of communities are they part of and work with?
I was greatly inspired by the group of librarians who have attended the SXSWi Festival which has grown further over the years. There are a now a rather large number of librarians speaking about and advocating for libraries in such an innovative and elevated platform. There is even a Facebook Group where professionals working in libraries, archives, and museums can connect with each other for encouragement, support, and collaborations in relation to SXSWi. Andrea Davis, Reference & Instruction Librarian at the Dudley Knox Library, Naval Postgraduate School in Monterey, CA, has been heavily involved in offering leadership in getting librarians to collaborate at SXSW. She states, “I’ve found it absolutely invigorating to get outside of library circles to learn from others, and to test the waters on what changes and effects are having on those not so intimately involved in libraries. Getting outside of library conferences keeps the blood flowing across tech, publishing, education. Insularity doesn’t do much for growth and learning.”
I’ve also been inspired by librarians who have been involved in the TED community, such as Janie Herman and her leadership with Princeton Public Library’s local TEDx in addition to her participation in the TEDxSummit in Doha, Qatar. Additionally, Chrystie Hill, the Community Relations Director at OCLC, has given more than one TedX talk about libraries. Seeing our library colleagues represent our profession in arenas broader than libraries is energizing and infectious.
Librarians having a seat at the table and a voice at two of the premier innovative gatherings in the world is powerful. This concept of librarians embedding themselves in communities outside of librarianship has been discussed in a number of articles including The Undergraduate Science Librarian and In the Library With the Lead Pipe.
Rather than giving detailed comprehensive coverage of Eyeo, you’ll see a glimpse of a few presentations plus a number of resources so that you can see for yourself some of the amazing, collaborative work being done. Presenter’s names link to the full talk that you can watch for yourself. Because a lot of the work being done is interactive and participatory in some way, I encourage you to seek these projects out and interact with them. The organizers are in the midst of processing a lot of videos and putting them up on the Eyeo Festival Vimeo channel; I highly recommend watching them and checking back for more.
Principal of Fathom, a Boston based design and data visualization firm, and co-initiator of the programming language Processing, Ben Fry’s work in data visualization and design is worth delving into. In his Eyeo presentation, 3 Things, the project that most stood out was the digitization project Fathom produced for GE: http://fathom.info/latest/category/ge. Years of annual reports were beautifully digitized and incorporated into an interactive web application they built from scratch. When faced with scanning issues, they built a tool that improved the scanned results.
Data artist in residence for the New York Times, and former geneticist, Jer Thorp’s range in working with data, art, and design is far and wide. Thorp is one of the few founders of the Eyeo Festival and in his presentation Near/Far he discussed several data visualization projects with the focus on storytelling. The two main pieces that stood out from Jer’s talk was his encouragement to dive into data visualization. He even included 10 year old, Theodore Zaballos’ handmade visualization of The Illiad which was rather impressive. The other piece that stood out was his focus on data visualization in context to location and people owning their own data versus a third party. This lead into the Open Paths project he showcased. He has also presented to librarians at the Canadian library conference, Access 2011.
Jen Lowe was by far the standout from all of the amazing Ignite Eyeo talks. She spoke about how people are intrinsically inspired by storytelling and the need for those working with data to focus on storytelling through the use of visualizing data and the story it tells. She works for the Open Knowledge Foundation in addition to running Datatelling and she has her library degree (she’s one of us!).
Jonathan Harris gave one of the most personal and poignant presentations at Eyeo. In a retrospective of his work, Jonathan covered years of work interwoven with personal stories from his life. Jonathan is an artist and designer and his work life and personal life are rarely separated. Each project began with the initial intention and ended with a more critical inward examination from the artist. The presentation led to his most recent endeavor, the Cowbird project, where storytelling once again emerges strongly. In describing this project he focused on the idea that technology and software could be used for good, in a more human way, created by “social engineers” to build a community of storytellers. He describes Cowbird as “a community of storytellers working to build a public library of human experience.”
Additional people + projects to delve into:
Fernanda Viegas and Martin Wattenberg of the Google Big Picture data visualization group. Wind Map: http://hint.fm/wind/
Kyle McDonald: http://kylemcdonald.net/
Tahir Temphill: http://tahirhemphill.com/ and his latest work, Hip Hop Word Count: http://staplecrops.com/index.php/hiphop_wordcount/
Julian Oliver: http://julianoliver.com/
Nicholas Felton of Facebook: http://feltron.com/
Local Projects: http://localprojects.net/
Oblong Industries: http://oblong.com/
Eyebeam Art + Technology Center: http://eyebeam.org/
What can libraries get from the Eyeo Festival?
Libraries and library work are everywhere at this conference. That this eclectic group of creative people were often thinking about and producing work similar to librarians is thrilling. There is incredible potential for libraries to embrace some of the concepts and problems in many of the presentations I saw and conversations I was part of. There are multiple ways that libraries could learn from and perhaps participate in this broader community and work across fields.
People love libraries and these attendees were no exception. There were attendees from numerous private/corporate companies, newspapers, museums, government, libraries, and more. I was not the only library professional in attendance so I suspect those individuals might see the potential I see, which I also find really exciting. The drive behind every presenter and attendee was by far creativity in some form, the desire to make something, and communicate. The breadth of creativity and imagination that I saw reminded me of a quote from David Lankes in his keynote from the New England Library Association Annual Conference:
“What might kill our profession is not ebooks, Amazon or Google, but a lack of imagination. We must envision a bright future for librarians and the communities they serve, then fight to make that vision a reality. We need a new activist librarianship focused on solving the grand challenges of our communities. Without action we will kill librarianship.”
If librarianship is in need of more imagination and perhaps creativity too, there is a world of wonder out there in terms of resources to help us achieve this vision.
The Eyeo Festival is but one place where we can become inspired, learn, and dream and then bring that experience back to our libraries and inject our own imagination, ideas, experimentation, and creativity into the work we do. By doing the most creative, imaginative library work we can do will inspire our communities; I have seen it first hand. Eyeo personally taught me that I need to fail more, focus more, make more, and have more fun doing it all.