When Friday comes around, there is one task that supersedes all others on my to-do list at the library. Friday is the day I write and send out the Weekly Web Hits. This year is the tenth “anniversary” of the WWHs, as I’ve come to call them, an email compilation of resources and items of interest that I send to 150+ people each Friday. What began as a way to reach out to our middle school faculty has grown into one of the cornerstones of faculty culture at our school and beyond.
Each week, I tap into my extensive personal learning network
to find websites, apps, articles, and tech tools that might be of interest to
the faculty. I created a Weekly Web Hits “banner” for the email, and I follow
the same format for them each week. To introduce a web hit, I find a photo online
labeled for reuse that matches the content of that hit. The photo goes above that
hit’s text. The text gives a brief summary of the topic and contains links to
any relevant web pages. Each week’s email consists of 3-4 of these hits.
In addition to the week’s web hits, I usually include a weekly
search challenge. These are inspired by Dan Russell’s excellent SearchReSearch blog, and I
always include the solution to the previous week’s challenge as well as a
delineation of the search lessons the challenge taught. Over the years, the
faculty’s search skills have improved tremendously. In fact, a core group of
faculty who solved the search challenges every week became known as my Star
Searchers. I gave each of them a detective nickname, like Trixie Belden, Encyclopedia
I’ve found the Weekly Web Hits to be a terrific way to start
a dialogue with faculty members about ways the library can help them with their
classes or with their advisories. I can’t count the number of times that a
faculty member has come to and said, “You know how you wrote about XYZ in the
Weekly Web Hits last week? I want to try that in my classroom. Can you help me
with that?” The Hits spark ideas that lead to faculty taking new risks with
students, trying tools that they wouldn’t otherwise have been exposed to, and
utilizing the librarians’ expertise in exciting ways.
The faculty tell me that they look forward to my Weekly Web
Hits each week. At the bottom of the email, I always include a paragraph about
things going on in my life, whether it’s my plans for the weekend or a review
of a book I’ve recently read. Readers say they love that personal touch. If you
would like to subscribe to the Weekly Web Hits, please email me: email@example.com,
and I’ll add you to the mail list.
In one of my favorite chapters from Robert Fulghum’s book, All I Really Need to Know I Learned in Kindergarten: Uncommon Thoughts on Common Things, a kid from his neighborhood has hidden so well in a game of hide-and-seek that he’s still under Fulgham’s window long after the other kids have been found and are just about ready to give up on him. Fulgham, in his wisdom, leans out the window and yells, “GET FOUND, KID!” Sage advice.
This year, in my position as research librarian at the John Gray Park ’28 Library at Kent School, I’ve been thinking a lot about the process of helping students find the information they need and what contributes to a successful learning experience. How we organize and provide access to our resources can make the difference between our students developing into independent learners and those who constantly need us to navigate the process for them. There is a fine line between an appropriate amount of struggle that leads to a successful learning experience and an overwhelming amount that can frustrate and ultimately hinder the learning process. There probably isn’t a quick and easy solution to this challenge, but I do know our resources shouldn’t be hidden so well our students give up trying to find them. Seems like someone needs to yell, “GET FOUND, KID!” to our digital resources.
The Library Brand
I was fortunate to be able to attend this year’s AISL Conference in Boston, which meant I got to visit a number of other school libraries – something I love to do, but rarely have the time because I’m, well, working in a school library. Even though each library we visited was unique, they all could be identified by what I think of as the “library brand.” The library brand’s superpowers can be credited with creating a sense of place and helping users find what they need. As librarians, we’re pretty adept at marketing that brand. We post our hours so everyone knows when we’re open. Our circulation desks are staffed with friendly librarians. Book groups, displays, reviews, and booktalks are just a few of the ways we encourage reading. We offer a variety of seating ranging from traditional library tables to comfy chairs with ottomans, and group study rooms if we’re fortunate enough to have the space. Letting our community know what’s available just makes good sense. We want to be found—and it works!
At Kent, our library has a steady flow of students throughout the day and into the evening. Our circulation spikes when we send emails about new additions to our collection. Our group study rooms are at full capacity during evening study hall. Close to 100 students participated in our most recent Poetry Month event, which we advertised with posters, emails, and on Instagram and Twitter. Getting found is a win-win situation for everyone involved.
Reordering of Ranganathan’s Five Laws
Regardless of how many hours we’re open, our doors eventually have to close. I recently re-read “Reordering Ranganathan: Shifting User Behaviours, Shifting Priorities” by Lynn Silipigni Connaway, Ph.D. and Ixchel M. Faniel, Ph.D. Although the article was published in 2015, I still find it relevant in the way they have reinterpreted Ranganathan’s Five Laws of Library Science for the digital age. Connaway and Faniel’s take on the Five Laws are user-focused yet also incorporate a systems approach to resource delivery. In place of solely addressing how to get a book into the hands of the individual user, their chart incorporates access to digital as well as print resources for each of the original concepts by recommending you analyze your community needs, know your users well enough to understand how they access information, create or use platforms to curate resources, and finally, make sure those resources get found by the users.
My main takeaway from this article?The library is still a growing organism and if you want all of your resources to be discoverable and accessible, in other words, to “get found,” you’ll need a digital presence that is as well-defined and user-friendly as your physical space.
Your Website: A Portal to Your Digital Resources
If your library is like ours, you subscribe to a significant number of databases and digital resources to support scholarly inquiry and prepare your students for the rigor of college-level research. Regardless of the type of resources you offer, whether it’s eBooks, streaming videos, databases, or a content management system like LibGuides, your students, faculty and staff can’t use those resources if they can’t readily find them, or worse, don’t even know they exist. How many of us, at one time or another, have lamented our database usage statistics come renewal time and wonder what can be done to increase their use and justify their expense? Return on investment is always on our minds this time of year. Check out David Wee’s March 24th post, “on databases that spark joy (and some that don’t) …” and see how he’s trying to make sure his library’s get found – his ideas might help as you evaluate your own databases.
Your Web Presence
Today, your library’s presence on the web is as important as its physical one, and if you’re like most librarians, it’s probably up to you to design and promote it in much the same way you promote and market your physical space. You see when your library is being used, books checked out, research support accepted. It’s more difficult to tell if you’re hitting the mark with digital resources. Are the members of your community aware of the library resources available to them 24/7 from their home or dorm room? If a faculty needs an article to support a lesson, does she know where to find your databases? If a student needs a book for class tomorrow, does he know how to find your OPAC and place the book on hold? Same for citing sources for a paper due first period. Will your students know where to find your citation guide?
If you want to make sure your digital resources are found, it’s important to focus on access and get the design of your website right. You don’t want your resources hidden behind a myriad of clicks and language only another librarian would understand (I’m looking at you discoverable and accessible). Much like the players in that game of hide-and-seek who scatter when they hide, databases and electronic resources are “hidden” across the internet on their own sites, so users need us to create a portal through which those resources can be found.
So Where Do You Start?
Whether you currently have a library website you’re happy with, are looking to update your site to increase its usability, or are starting from scratch, the steps to design a user-friendly site follow the same process. In my next blog post, I’ll walk through the five steps to follow when creating or updating a library website or portal keeping usability and user experience (UX) foremost in your planning and implementation.