Idea I hope will become trends: ask for what you want

In the final installment of my ALA Annual faux-cap, I want to talk about asking for what you want.

The previous installments: user stories, communication, and assessment.

The last session I went to in Anaheim was a panel discussion about how ILS vendors were planning on dealing with the challenges and changes that RDA's implementation would inevitably cause.

When the moderator opened the floor for Q&A, a very different discussion erupted. Basically, the audience called the vendors out on their shenanigans.

Because, while the vendors had, indeed, made provisions for new MARC tags, it didn't seems as if they had really given much consideration to what a post-MARC world might look like. And that's a problem.

The discussion was...lively. Catalogers want tools and mock-ups of what a RDA-driven, post-MARC catalog might look like. ILS vendors don't seem to want to create even a beta version of such a catalog until the landscape is more stable.

What seemed most shocking to the catalogers in the room was that vendors seemed surprised that catalogers were even interested in such mock-ups. And their defense seemed to be that until and unless catalogers make their wishes known, vendors can't create the tools that catalogers want.

It seems to me like ILS vendors and libraries are having a stand-off. It's like they're playing chicken about how metadata will be represented in this post-AACR2, post-MARC world. Libraries are waiting on vendors who are waiting on libraries.

My observation about this stand-off is that if you want to affect real and lasting change when it comes to vendors, convince the people in your organization who sign-off on paying the bills that what you value is worthwhile.

So, my last and final takeaway is to ask for what you want.

At your own institution, talk to your Systems staff and UL about what you want users to be able to do with the metadata you're creating. Find products or dream up solutions to make these dreams a reality. Talk about what makes this metadata so important for users--for searching and retrieving items and for serendipitous discovery--and what would be so devastating for your users about outsourcing cataloging or accepting sub-par vendor-generated MARC records.

At conferences, visit the vendors your library works with. Ask them tough questions about what they're doing to move toward a post-AACR2, post-MARC world. Tell them what you want your users to be able to do with the metadata you're creating and ask them how they plan to make that happen. Talk to them about task forces and committees you know exist where libraries and vendors intersect and ask them what they're contributing to them.

Find your tribe and get involved. Join your state's library association or ALA. Or both. Join a committee or an interest group that's tackling these issues and get to work. Start learning to code and come up with your own solutions to these problems. Use social media to find like-minded folks and start learning about the issues.

To quote Rage Against The Machine:
"It has to start somewhere
It has to start sometime
What better place than here?
What better time than now?"

Be visible. Be proactive. Be awesome.

Ideas I hope will become trends: assessment

This series is, at its core, a recap of my trip to ALA's Annual Conference in Anaheim. But I prefer talking about the practical applications of what I learned to simply recapping programs.

The first installment was about user stories and the second was about communication.

The third installment is about assessment.

I was not planning on attending LITA's Top Tech Trends panel. But, I returned back from an off-campus lunch too late to attend the session I'd hoped to catch and too early for the next round of programs.Having found myself with a few minutes on my hand, I decided to catch a few minutes of the program.

Meredith Farkas was one of the panelists and I found myself nodding in agreement when she talked about how academic libraries can't really stand on the assertion that the library is the center of the academic community anymore. Instead, academic libraries are being asked to justify their impact on those they serve.

Farkas suggested that assessment tracking tools were a good way of managing data that would help libraries build stories of user impact.

But this isn't so much about what Farkas had to say as it is about what people had to say about what she had to say.

It seemed like the Twitter backchannel was musing about how difficult it was to cultivate the kind of organizational culture that breeds an interest in assessment. Basically--nobody teaches this kind of stuff in library school.

The thing is, I couldn't agree more with the notion that academic libraries are being asked to justify their impact on those they serve. It's no longer enough for them to say that they're the center of the academic community. Researchers, both novice and expert, are finding other sources for information than traditional library resources. And many academic libraries grapple with how to stay at the center of the campus community--a completely different challenge.

And I also couldn't agree more with the idea that data helps libraries build stories about their impact on the lives of users.

And, while we're at it, I also couldn't agree more with the idea that creating that kind of organizational culture is really, really hard.

But it's not impossible.

So, how do we do it? How do we create organizational cultures in our libraries that embrace assessment and the data it generates?

I think we start by shifting our focus toward things that are measurable. Which means that every project or program needs to have outcomes built into it during the design phase. How else will we know if the project is successful? And, in the case of programs, how will we know if the audience has learned what we'd like for them to learn?

Academic libraries need to think critically about how adopting this kind of culture could affect them for the better. What would it look like to have data supporting your assertions about how bibliographic instruction sessions have prepared student researchers for upper-level research? It's one thing to consider gate count (which is valuable data, indeed), but it's another to show how you've created good consumers and stewards of information.

I think it's equally important for user-centered back room folks to generate, synthesize, and store data as well. If it's true that academic libraries are being asked to justify their impact on the academic community, it's equally as true that many units performing back-room functions are being asked to do the same. And, when the day comes that you have to advocate for your job, it's much easier to do so using data.

So, try gathering some usage statistics after you finish a cataloging project. Did usage of a hidden collection go up after you added it to the catalog? Did analyzing that serial prompt more people to use it? This kind of data collection can help justify some of the most important work you're doing.

Alternately, though, data of this kind can help you decide what to let go of when budgets are tight and time is fleeting. You can see what your users value most and what they can live without and make decisions about resource allocation accordingly.

So...start with an outcome and measure your success accordingly. And let the data do the talking.

Be visible. Be proactive. Be awesome.