Readers’ Advisory: Fantasy for tween girls

pexels-photo-256546A skill that librarians must hone is Readers’ Advisory. This is, in simple terms, recommending books to people. But it can be a much harder job than it sounds. People will come up and ask things like, “I read a book recently about a beach. It had a red cover and I think there was a love story. I really liked it but cant’ remember the name. Can you recommend other books like it for me to read?” Obviously some follow up questions are necessary, as is making use of review websites, the library catalog and OPAC, and maybe even something a bit more intense (World CAT anyone?) to figure out what exactly they are talking about. You also have the, “I’m looking for more (insert genre) to read, any suggestions?” In this case, the questions you ask are really important. You need to know what about that genre the reader likes, what they have read in the past, any authors they’re in to, and even other genres they enjoy (because no genre exists in a vacuum). Readers’ Advisory can be so much fun, but if you don’t stay practiced in it, it can also be a horrible nightmare.

I read many books in a decently wide variety of topics and genres, but it is impossible for me to read or know of everything. In order to do RA well, I need to be using these different resources to confidently recommend books to patrons without knowing much about them myself. Another resources are my friends and coworkers, because they read stuff I don’t.

I don’t get to do a ton of RA at my current jobs, even though one is in a public library. And I’m moving to a new job soon where I probably won’t be doing any RA. This bums me out because I love RA and I need to practice RA regularly. Luckily, my friends have started to keep me busy. Recently I’ve had a few friends message me independently of one another, asking for book recommendations on one thing or another. I had so much fun filling their requests, and I thought I would post one of them here. I also would love to make this a regular thing on my blog, so if anyone has any RA questions, throw them at me! I’d love to give you a list of recommendations!

Ok, the question was from a friend asking on the behalf of friends of hers who said:

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Virtual Reality in Libraries

IMG_3890I’ve been working with virtual reality technology and equipment in my library lately, so I thought I would share some of my thoughts and experiences since it seems to be something many libraries are looking at or considering. As part of the Pennsylvania Library Association, I volunteer to write blogs for the Youth Services Division. Since only members can access the blog, I thought I would just copy and past what I submitted here.

Virtual reality is fast becoming more commercial and accessible option for programming within libraries. Libraries across the country are incorporating virtual reality into existing programming and developing specific programming around the technology for all ages. At the Carnegie Library of Pittsburgh, thanks to the help of an internal grant, I was recently able to purchase a variety of virtual reality headsets and content creation equipment. I used this equipment to develop programming that was deployed in multiple departments across multiple CLP branches for all ages.

So, what fun goodies did I decide to purchase for this project? After consulting with our digital technology department and other technology educators, I decided to purchase two Samsung Gear VR headsets, two corresponding Samsung Galaxy 6s phones, two Google Daydream headsets, two corresponding Google Pixels phones, two Google Cardboard headsets, a Ricoh Theta 360 camera for content creation, and a selfie stick and tripod to help gather content stylistically. Having this range has been greatly beneficial, because each types of headset has a different strength. If I had to recommend one, however, it would be the Google Daydream.

I have used this equipment for programming ranging from passive to intensive. On the passive end, we used the basic Google Cardboard headsets as a replacement for the popular jigsaw puzzles. We set the headsets out (in view of a desk) along with an instruction sheet that walks patrons through determining if their phone or device is compatible with the headset (most are), how to download Cardboard apps, and offering a list of suggested apps to start with. Staff does have to be able to get some patrons started on the devices, but others help themselves with no need of guidance.

We have also incorporated the Daydreams and Gear VRs into existing game night programming for teens and tweens, brought the headsets to outreach at local high schools, offered family friendly walk-in open play sessions for all patrons (with staff available to teach and supervise), and finally we have offered content creation workshops for teens in partnership with Carnegie Mellon University.

The content creation programs are a wonderful way to incorporate the ideas of STEAM into your teen programming. It helps them develop soft skills like project management, teamwork, communication, and delegation, and it promotes creative and technical skills. We were fortunate to be able to have access to a simple drag-and-drop program from CMU called Social VR. This program allows you to create a navigable virtual reality experience using still 360 photos and audio. You can create a virtual space with a 360 photo and then annotate it with additional audio and still image pop-ups. You can then string a number of these virtual “rooms” together so users can move from one to the other.

While Social VR is still at a developmental stage and not yet available for consumer use, another option is Audiovista, a CMU offering that is incredibly simple to create and free for anyone to use. You can find out more about what an Audiovista is and how to make one online here (http://www.cs.cmu.edu/~illah/AUDIOVISTA/audiovista.html) or by searching online for Audiovista CMU. Their project page offers video tutorials for creating content using both iMovie and Windows Media Maker.

Content creation programs work best with small groups of teens working together on a single project. We also tend to break up the program into two or three sessions. The first is to decide what they want their project to be about and then go collect that content using the 360 camera and an audio recorder, which can be as simple as a cell phone or as advances as a Zoom recorder. The next day we teach them about how to save and label files properly for a digital project. I’m always looking for ways to teach good digital file management! We then go about actually building the Audiovista and uploading it to YouTube. Sometimes we’ve used yet another day to show off their project to parents. One branch within the CLP system is planning to use their Summer Reading kick-off event as a way to showcase what the kids have created.

When I first started thinking about purchasing virtual reality equipment, I had it in mind that my department (which specifically focuses on job and career development) could use them to help develop soft skills in patrons. I fast learned that the content was not yet available for that kind of work, but there was a lot of potential for using it in teen programming. That being said, the virtual reality programs work well for almost every age group. Some individuals react better to it than others. Make sure to warn patrons and users of the health and safety risks before they put on the headset. People with epilepsy should not use the headsets, and people with extreme motion sickness or vitigo should be aware that their chances of discomfort are very high. While headsets like these are recommended for 13 and up, the only risks that I have found for children using them are the same as other types of screen exposure. You just want to monitor how long they are using the headset and keep those screen time limits in mind.

Are you interested in more information on how to implement any of these programs in your library? I would be more than happy to help! Please email me for more content, such as program sheets, a sample budget, and a list of program ideas. I’m always excited to share ideas and collaborate. I hope you were inspired by this post!

If you have any questions or want to chat about VR programming and its potential, comment! I’d love to get into it!

Exploring Unseen Libraries of Pittsburgh

IMG_1885As was expected, I’ve been dreadfully bad at this blog since school. Let’s be real, I was bad before. My graduation resolution will to not be bad. I’ve said that before, so let’s just accept that I’m terrible at blogging and move on.

Grad school and diving into all things library has been incredible. I’ve been enjoying my classes and the new things I’ve been learning, despite my being completely overwhelmed and overworked (my own fault, as is the norm). A very cool event that I was lucky to attend last month was a small tour of usually unseen library and special collection spaces in the Oakland area. We started off in my University of Pittsburgh’s School of Information Sciences building. We have an interesting media commons on the 3rd floor that includes collaborative work spaces with large flat screen TVs, hookups, and comfortable seating. The space also accommodates quiet study and large events such as speakers, classes, and colloquiums.After refreshments and some chatting, we migrated across the street to CMU’s Mellon Library. The Mellon Library has been featured in several films (remember, Pittsburgh is a pretty big film city), most notably The Mothman Prophecies and The Dark Knight Rises. Richard Gere discusses some paranormal happenings with an expert in the reading room. And while their paranormal collection isn’t really existent, CMU does have a very valuable industrial hygiene collection that dates back to the 1930s. Librarians didn’t realize what they had on her hands until pieces started going missing. Lawyers were stealing them to help with cases dealing with asbestos and the like. They now keep the collection under lock and key, and if a lawyer calls to request the materials they are redirected to CMU’s legal team.

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Researching precognition (or industrial hygiene)? This is the place to do it.

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Library School: Sucked Down the Hole

books-20167_640It’s only been two weeks since my graduate program started at the University of Pittsburgh, but I already feel completely immersed and totally sucked in. That is the nature of fast-paced graduate programs, and mine is only a year so we really are moving at warp speed. Since I’m incredibly busy and don’t have quite as much time to devote to writing or watching Hitchcock films or reading books for the Shameful Book Club (still trying though), I really want to try to at least write about my LIS experience.

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Time To Be a Librarian

As I mentioned in my last Shameful Book Club post, I will be starting the incredible MLIS program at the University of Pittsburgh next month, and I can’t wait. No really, I can’t wait. I already bought my text books and am getting a head start on the reading (yes, I’m a Rory Gilmore). I thought I would write a post about all of this because people have been asking and it’s going to cause a change in my blog, so might as well explain that!

PiTT-SM-1431459890572-18ec7b2ee897579a0647b45cbc48dc5da268f9fb-256wI’m pretty sure my taking this path makes sense to most people who know me. My mother is a librarian, I grew up in the stacks, I love books, and my professional skill set is very skewed toward program management and public interaction. Therefore, a librarianship doesn’t seem so out of place for me. There are multiple paths I could take as a library professional that would compliment my experience, interests, and skills: film archival to get that undergrad degree in play, music librarian because that is a bit of an obsession of mine, academic librarian because I love higher education and researching obscure topics, museum work for much of the same reasons, or public librarianship, which is what I’ve decided to focus on.

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