In both of my classes this semester, we've discussed at some length the problem of patrons or potential patrons not fully utilizing library resources and not even being aware of the resources that the library offers. I think it's safe to say that as future librarians and library science students, most of us are independent information seekers and have the ability and motivation to figure out for ourselves how to use available library services. It's easy to forget that not everyone shares this "information seeking behavior" (to use the parlance o' the profession) and unfortunately, it's also easy to blame patrons' inability or unwillingness to find things on their own on ignorance or laziness.
I find it to be mind boggling that libraries spend thousands of dollars on databases and resources that go virtually untouched. Much of the library literature bemoans the lack of understanding of these resources. Patrons are blamed. Faculty is blamed. Google is blamed. Rarely is the role of the librarian in teaching and promoting these resources addressed. In one of my classes we talked about how helpful it would be if the library curriculum included marketing and public relations. The instructor in my management class remarked that some librarians are getting their M.B.A's in order to have a better understanding of these areas, among others. However, today's job market in academic librarianship practically requires a second subject-area Master's in addition to the MLIS. Does a librarian's salary really justify a third Master's degree?
Wouldn't it be more helpful if library science coursework and the profession as a whole put an emphasis on our duty to promote the library's services? It's no secret that the public perceives the library in the 21st century as about as useful as a no-cable, no remote control console television. If we like our jobs and the places we work, it's about time to do something.
Just this week, I spoke with two graduate business students, one of whom had no idea that he could access Consumer Reports online through Wayne State, and another who wanted to know if she could check out the Wall Street Journal. Just as the former student was about to walk away disappointed in my answer, I showed her how she could access current and back editions of the WSJ through our databases. She was just as astounded and pleasantly surprised as the latter student. Neither of these students were incoming freshmen with little or no experience using the library's website. If the library had done its job correctly, both of these students would have already known that these titles were available for their use.
So if anyone is reading this out there, what are some specific ways librarians can inform patrons and potential patrons about our services? Providing links and information on departmental home pages? Changing our attitudes when patrons approach us asking for information about how to do things that we assume they should already know how to do?
Lothar talked about a librarian who made herself available in dorms and at campus events, armed with her laptop wherever she thought she might be able to reach students with information or research needs. Would it make more sense for library liasons to be in departmental buildings rather than in the library?
Discuss...
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3 comments:
Totally agree with you here, although I'm not certain we need a marketing/pr class to teach us how to promote services. As reference librarians, we need to understand that one of our major goals should be education--educating users about what is available and possible for them in the realm of the library. I regularly make a point to tell patrons about the Mel, Michicard, InfoPass, and Michigan Research Triangle services, which allow WSU students to access materials from other libraries. With Mel, I tell them, "your taxes pay for this service--use it!"
I also advocate the fact that not every patron has had the same background, training, life experiences (read: privileges) that we librarians have had. It's our duty as librarians to help people find and use the information resources that answer their needs.
I feel an MBA is totally unnecessary. Perhaps taking a couple of business or marketing classes at conference, or from a community college may be useful, but why get a third Master's when so much of this is common sense.
So specific suggestions:
On the homepage, let people know they can access magazines/journals online (free).
Treat each reference transaction as an opportunity to explain one special service. "Did you know you can borrow DVDs from the library?" "Did you know you can read current magazines online?"
Tell students (and this is Dee's mantra") "This is the department on campus that helps you get As in your classes." Students perk up when they hear that. Explain that professors like students who use the library's resources.
I was just going to add that Nancy Wilmes, Rhonda McGinnis and Karen Liston (pretty sure those are right) are doing a poster session at MLA about their experiences working on-site with their liaison departments around campus. I got a sneak peak at their poster and a major point they make is they each have support and advocacy from someone in those departments that makes their presence possible.
Sometimes I wonder if it is not that we do not market ourselves enough but that we are not marketing to the correct audience. I only occasionally see faculty at SEL (2 or 3 questions per week) and I'm sure you guys rarely see faculty at UGL. The faculty I do assist can be just as lost as the undergraduate students when it comes to our library. (One was not aware that printing and photocopying cost money for students; another never thought of theses and dissertations as an additional form of research; many need help accessing electronic resources and using ILL.)
Most of the librarians I have talked to say that faculty in their liaison departments do not want to give any class time to library services. I can only assume that their student's coursework is reflective of their student's ignorance in research methods and library resources.
One day I would like to see every degree program on campus mandate a particular session of one of their required classes as "Library Time." That way every student at WSU would be exposed at least once to 1-2 hours of library instruction and it would be geared toward their particular subject area. Students would actually learn where the materials for their subject area are held and meet at least one friendly face from that library. They might not use the library any more than before, but hopefully they would have a better idea of what it can be used for.
Katrina--Excellent points. I definitely feel that creating strong relationships in academic departments is key to reaching our audience at the most pertinent time (when students are actually working on an assignment). This is why I feel it is important for the profession to actively recruit people with strong communication skills. I sometimes worry that all the focus on tech skills will make the profession, ah, tech-geek heavy--and that those with a real talent for communication/creating strong professional relationships, etc. will be overlooked or sidelined in favor of mad systems and web design skillz!
As someone who once taught community college English classes, I can attest to the fact that no allowance for library research during class time equals some seriously unintelligible and uninspired coursework. Librarians are essential in creating competent, engaged students.
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