In which I ponder librarianship in the wizarding world – Part 1.

On Saturday night, when I wasn’t feeling well, I spent far too much time lying under a quilt, moaning piteously, and watching a Harry Potter movie marathon on ABC Family. However, this did not stop me from thinking profound librarian-ish thoughts that surely no one’s ever thought before.

These questions may have little practical value in the Muggle real world. But they did lend a bit of context to what I’m learning in my classes, and they certainly helped me feel better.

Duke Humfrey’s Library at the Bodleian in Oxford was used as the Hogwarts Library in several of the films. Photo by DAVID ILIFF. License: CC-BY-SA 3.0
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In which I do not over-share.

I’ve been trying to post regularly (usually Wednesdays and Fridays or Saturdays), but I’ve not been feeling well this week, so I have nothing interesting to blog about at present.

How I feel: indisposed and boring.
Feeling indisposed and boring.

In my everyday life, with family and friends, I’m usually quite willing to share (and hear) details of illness, injury, or medical mystery. I suspect it’s because of the pre-med biology background of my early undergrad years. Or maybe it’s just my lifelong fascination with the human body, everything wonderful it can do, and all the things that can go wrong with it.  There is very little I personally consider to be Too Much Information, medically speaking.

However, the first rule of Library Blog is: you do not talk about Library Blog you do not share TMI with unsuspecting readers. Suffice it to say that I saw the doctor yesterday and expect to soon be on the mend. In my next post I’ll (hopefully) be ready to reveal details on a fun new librarian-related project I’ll be presenting as part of my Adventures.

In the meantime, to help me deal with the misery of [Redacted to avoid TMI], please tell me whether you’re more of a “Tell me everything!” or an “I didn’t need to know that!’ person.

In which I present a Top 5 list.

Top 5 Reasons Why I Love My Classmates at the Syracuse iSchool:

Rooners Toy Photography https://www.flickr.com/photos/rooners
TARDIS

1. More Whovians than you can point a sonic screwdriver at.
Seriously, I have never met so many other fans of Doctor Who in one place. I can mention the TARDIS or say “Spoilers, sweetie.” and people know what I mean.

2. “Works well with others.”
In school, I hated group projects. Getting stuck with apathetic classmates meant I always did all the work. Fortunately, my library school teammates are enthusiastic and conscientious about what we’re learning and producing together.

3. Creativity abounds.
My peers include a published fiction author, numerous musicians, accomplished (and beginning) knitters, a professional photographer, some graphic designers, and other artists of all types. I’m a little envious sometimes, but mostly inspired by the presence of so many creative people.

4. It’s better to be kind than clever. (But why not be both?)
LIS students at the iSchool are bright and insanely talented. They’re also friendly, generous with their knowledge, and genuinely helpful.

5. Like Super-Grover, only better!

We may not be “faster than lightning.” We may not be able to fly (or crash-land as spectacularly as my favorite blue superhero), but iSchool library students are just as passionate about serving our communities. We’re learning the skills to make us capable facilitators of knowledge creation. And we are cute, too.

In which I shadow a (really cool) reference librarian.

Her official job title is Director of Innovative Family Services and it may well be the best job ever. Margaret Portier is the name of this fortunate librarian. I’m the lucky library student who got to shadow her at the Fayetteville Free Library (FFL) for three hours on Saturday as part of my IST 605: Reference and Information Literacy Services class.

Margaret Portier from the Fayetteville Free Library. Photo shared with permission.

During my observation, Margaret was nominally stationed at the library’s main Information desk, but assisting library members took us to several other areas of the library building, including a small, staff-only back office to reboot a server. The question-askers represented a range of ages and Margaret assisted them with everything from basic information (“Do you have this book?”) to more complicated technology issues (“Minecraft is lagging. Can you fix it?”) I could likely write a 10-page essay relating what I saw to the concepts I’m learning in class, but for this post I’ll limit myself to three areas:

Reference skills are customer service skills.
Although my textbook refers to them as reference skills, Margaret used what I – because of my retail background – call good customer service skills. She demonstrated approachability by making eye contact and smiling, greeting the library members (very often by name), and displaying relaxed but attentive body language. I witnessed examples of verbal acknowledgement (rephrasing what a person said to ensure understanding) as well as open questions meant to clarify the information being sought.

For example, a man wanted to find a book for his wife similar to one she had just read. Margaret began, before consulting a reference resource or dashing away to the shelves, by asking, “What about this [first] book did your wife like best?” Instead of making an assumption, she took pains to understand the user’s need more fully, and this was a perfect way to handle an imposed query. This may seem like a very basic skill in a simple transaction. You might take it for granted because it’s the sort of proficiency that’s not always noticeable until it’s absent. However, if you’ve ever felt frustrated by getting a not-quite-right answer, or suspected the person who’s “helping” you wasn’t paying attention to the specifics of your need, you quickly begin to value the good follow-up question.

Non-traditional reference: the coolest part.
Although Margaret does plenty of traditional reference, answering questions in-person at the Information Desk and over the phone, by far the most unusual (and fascinating) aspect of her job is her role as the library’s Minecraft specialist. In response to the needs of their tween/teen patrons, the FFL has installed MinecraftEdu (the classroom version of the popular game) on their server. Margaret has assumed responsibility for learning the ins and outs of the game from scratch (i.e. she didn’t come to the library an expert but learned it on the job) and serves as the players’ source of assistance in the library. She provides this help not only in person but also from within the game through the player chat feature.

MindcraftEdu image used with permission. TeacherGaming LLC 2015
MindcraftEdu image used with permission. TeacherGaming LLC 2015

Let me repeat: she is providing virtual reference services for library members through Minecraft as part of her job! [I don’t play Minecraft myself, but my nephews do, so I fully comprehend the marvelousness of this service.] I asked what reference resources she found most helpful for her non-traditional reference work and she pointed me towards the Minecraft Wiki and the MinecraftEdu Resources. However, she sometimes facilitates learning by connecting newer players who have questions with more experienced players who know how to get things done in the game. Minecraft wikis and local teens as reference resources? This is innovative librarianship!

They keep coming back.
We didn’t specifically discuss, at this shadowing session, how Margaret evaluates the reference services she provides. However, I took note of evidence that suggests library members value her assistance highly:

  1. At least 4 adult patrons made a beeline for her desk as soon as they walked into the library, and knew her by name. Previous good service clearly made them feel comfortable returning to her for future assistance.
  2. A woman looking for an audiobook recommendation went out of her way to tell me that “Margaret is great. She has never steered me wrong.”
  3. Margaret was the most popular person in the library with the Minecraft gamers. Granted, maybe it’s because they have no other choice of librarian with that specific knowledge, but I doubt it. It was obvious to me that the younger patrons had no hesitation about approaching her for help. She is clearly valuable to their library experience.

As you can tell, I enjoyed my Saturday morning at the main Information desk with Margaret. I’ll have the chance to shadow her for another three hours next month (at the desk in the teen space) and observe a one-on-one instruction session. In the meantime, I’ve signed up for a library card so I can use the computer lab, develop some Minecraft skills, and seriously impress my nephews. I also know which FFL librarian I’ll ask if I need help.

In which I learn a new skill.

Today at work, I did something very exciting. Although I’ve been a Wikipedia user for many years, today I became a… *insert trumpet fanfare*… Wikipedia editor. I even got a whole page of shiny badges to show for it. Granted, I did so by completing a fairly simple, step-by-step tutorial. But a new skill is a new skill, and I’d argue that learning how to write and edit Wikipedia articles is a somewhat valuable skill. I really love learning how to do new stuff. I must not let this new-found power go to my head.

Badges? We don't need no stinking badges! (But it's nice to have them anyhow.)
Badges? We don’t need no stinking badges! (But it’s nice to have them anyhow.)