Wednesday, February 21, 2007
Where is the line?
I have suggested that public service librarians must be technologically literate and that they must be willing to help people use the computers in their public libraries. One of the comments to that post said this:
Well, yes we did. Literacy programs are an established service at public libraries throughout the country (cite & cite). What's more, literacy is included as one of the PLA service responses, (Literacy: "Learn to Read and Write: Adult, Teen, and Family Literacy") and I don't recall any responses on the discussion blog that said literacy was not a legitimate service.
Having said that, I do recoginize that we have limitations; we cannot teach people to use a computer in a reference interview, we cannot afford to immerse ourselves with an in depth tutoring session on setting up an email account with one patron while five others await our assistance with other matters. Like many reference librarians, I deal with this tension every day and I understand that there are truly times where the best answer to their request for help may very well be to send them elsewhere for assistance or instruction. Some people need to take a class (which we offer), some people need to take a little initiative, and some people need to understand that it really isn't our job to do the work for them. However, there are miles and miles between those extremes and the very ordinary expectations for assistance that we should be able to provide. My problem is with library public service staff who have a low level of competency and who are therefore unable to help patrons with perfectly reasonable requests, such as "how do I create columns in a document?", or "Does your wireless network have a SSID?"
So, speaking of reasonable requests, two questions I am typically asked about providing support for our public access computers are, "What kinds of questions should I be expected to answer?" and "Where to I draw the line?". These are fair questions, but unfortunately there is no list of questions we will and won't answer. And there will never be a list. The only answer I can give to these questions is based on competencies. Librarians have to master a certain set of skills and they have to have a familiarity and a comfort level with computers so that they will develop their own sense for when they are approaching "the line". Once they get to that point of having a high level of confidence in their own competencies, then they will have developed the authority to establish "the line".
I have a fairly high degree of computer competency, myself. I am not a programmer, or a webmaster by any stretch, but I am quite comfortable with most enduser tasks. But, first and foremost I have a well developed understanding of what I don't know. Furthermore, since my comfort level with computers in general is fairly high, I am confident that what I don't know is often beyond what a patron should expect to get from me. By contrast, a librarian with a low level of computer competency, someone who is very unsure of themself around computers is also someone who doesn't even know what they don't know. For me, it is fairly easy to help patrons solve many problems with our computers AND I have little trouble establishing the boundaries of service. For the librarian who is uncomfortable around computers, those boundaries do not exist because they don't ever really know whether the patron has a reasonable request or not.
The closest thing we can come to providing librarians with an operational understanding of what is required to provide high quality service with public access computers is to make sure they develop the skills necessary to understand what the difference is between reasonable and extreme requests. Staff should be evaluated on their level of computer competencies and they should be required to get the training they need to make sure they are comfortable and confident with computers. More importantly, those same staff members need to be involved in discussions about "the line" so that the service they provide can be as consistent as possible. They need to work together to share knowledge, to bail each other out when they need help and to establish a team based understanding of what kinds of questions they can and cannot answer.
I said in my previous post that providing assistance to patrons on our computers is not a choice. Perhaps that should be rephrased to say that providing assistance to patrons on our computers is a choice, but we choose not to do so at our peril. We create expectations by providing the computers in the first place. If we don't think we should be helping people use computers, then not only are we not providing a level of service that is a reasonable expectation, but we are also missing opportunity after opportunity to connect with patrons and demonstrate our worth.
"When libraries were solely about books, did we teach the illiterate how to read? Did we teach librarians how to teach people to read? Rarely that happened, but mostly we didn't do those things."
Well, yes we did. Literacy programs are an established service at public libraries throughout the country (cite & cite). What's more, literacy is included as one of the PLA service responses, (Literacy: "Learn to Read and Write: Adult, Teen, and Family Literacy") and I don't recall any responses on the discussion blog that said literacy was not a legitimate service.
Having said that, I do recoginize that we have limitations; we cannot teach people to use a computer in a reference interview, we cannot afford to immerse ourselves with an in depth tutoring session on setting up an email account with one patron while five others await our assistance with other matters. Like many reference librarians, I deal with this tension every day and I understand that there are truly times where the best answer to their request for help may very well be to send them elsewhere for assistance or instruction. Some people need to take a class (which we offer), some people need to take a little initiative, and some people need to understand that it really isn't our job to do the work for them. However, there are miles and miles between those extremes and the very ordinary expectations for assistance that we should be able to provide. My problem is with library public service staff who have a low level of competency and who are therefore unable to help patrons with perfectly reasonable requests, such as "how do I create columns in a document?", or "Does your wireless network have a SSID?"
So, speaking of reasonable requests, two questions I am typically asked about providing support for our public access computers are, "What kinds of questions should I be expected to answer?" and "Where to I draw the line?". These are fair questions, but unfortunately there is no list of questions we will and won't answer. And there will never be a list. The only answer I can give to these questions is based on competencies. Librarians have to master a certain set of skills and they have to have a familiarity and a comfort level with computers so that they will develop their own sense for when they are approaching "the line". Once they get to that point of having a high level of confidence in their own competencies, then they will have developed the authority to establish "the line".
I have a fairly high degree of computer competency, myself. I am not a programmer, or a webmaster by any stretch, but I am quite comfortable with most enduser tasks. But, first and foremost I have a well developed understanding of what I don't know. Furthermore, since my comfort level with computers in general is fairly high, I am confident that what I don't know is often beyond what a patron should expect to get from me. By contrast, a librarian with a low level of computer competency, someone who is very unsure of themself around computers is also someone who doesn't even know what they don't know. For me, it is fairly easy to help patrons solve many problems with our computers AND I have little trouble establishing the boundaries of service. For the librarian who is uncomfortable around computers, those boundaries do not exist because they don't ever really know whether the patron has a reasonable request or not.
The closest thing we can come to providing librarians with an operational understanding of what is required to provide high quality service with public access computers is to make sure they develop the skills necessary to understand what the difference is between reasonable and extreme requests. Staff should be evaluated on their level of computer competencies and they should be required to get the training they need to make sure they are comfortable and confident with computers. More importantly, those same staff members need to be involved in discussions about "the line" so that the service they provide can be as consistent as possible. They need to work together to share knowledge, to bail each other out when they need help and to establish a team based understanding of what kinds of questions they can and cannot answer.
I said in my previous post that providing assistance to patrons on our computers is not a choice. Perhaps that should be rephrased to say that providing assistance to patrons on our computers is a choice, but we choose not to do so at our peril. We create expectations by providing the computers in the first place. If we don't think we should be helping people use computers, then not only are we not providing a level of service that is a reasonable expectation, but we are also missing opportunity after opportunity to connect with patrons and demonstrate our worth.
Comments:
Libraries have always had this perception issue where they are expected to do everything. Many patrons come in expecting that we have read every book and know every subject by heart. Once we introduced computers, the same philosophy held true. If you have it, you should know everything about it.
Regarding computers, libraries should have some sort of service level agreement that states clearly what we can and cannot do and how far we can go.
Staff expertise can be problematic as well since some staff are very skilled and some are not. The unskilled ones call on others to solve technology problems, even if it is not their primary job.
Regarding computers, libraries should have some sort of service level agreement that states clearly what we can and cannot do and how far we can go.
Staff expertise can be problematic as well since some staff are very skilled and some are not. The unskilled ones call on others to solve technology problems, even if it is not their primary job.
At University Libraries you should help the students to self-help. That is they should become as independent as possible when they work in the library. It is their work place and we should have some knowledge in computers and other areas involving their work at university. Of course they come to us for questions and of course we should try to answer them with a pedagogical approach.
Sine computers are in our every day life we should know how to support the basics.
Sine computers are in our every day life we should know how to support the basics.
Trying to be impressive!deeply wonderful here!
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塑料托盘
木托盘
木制托盘
纸托盘
木塑托盘
柱式托盘
波纹托盘
镀锌托盘
南京托盘
上海托盘
北京托盘
广州托盘
托盘
钢托盘
钢制托盘
铁托盘
塑料托盘
木托盘
纸托盘
木塑托盘
柱式托盘
波纹板托盘
镀锌托盘
南京托盘
上海托盘
北京托盘
广州托盘
仓储笼
仓储笼
仓库笼
折叠式仓储笼
蝴蝶笼
折叠式仓储笼
仓库笼
仓储笼
仓储笼
仓库笼
折叠式仓储笼
南京仓储笼
上海仓储笼
仓储笼
仓库笼
折叠式仓储笼
南京仓储笼
上海仓储笼
仓储笼
仓库笼
折叠式仓储笼
仓储笼
仓库笼
折叠式仓储笼
折叠仓储笼
仓储笼
仓库笼
折叠式仓储笼
折叠仓储笼
仓储笼
仓库笼
折叠式仓储笼
折叠仓储笼
仓储笼
仓储笼
仓库笼
仓库笼
折叠式仓储笼
折叠式仓储笼
折叠仓储笼
折叠仓储笼
仓储笼
仓库笼
折叠式仓储笼
折叠仓储笼
仓储笼
仓库笼
折叠式仓储笼
折叠仓储笼
仓储笼
仓库笼
折叠式仓储笼
仓储笼
仓储笼
仓储笼
仓库笼
折叠式仓储笼
仓储笼
仓库笼
折叠式仓储笼
蝴蝶笼
储物笼
南京仓储笼
上海仓储笼
北京仓储笼
广州仓储笼
仓储笼
仓库笼
折叠式仓储笼
蝴蝶笼
储物笼
南京仓储笼
上海仓储笼
北京仓储笼
广州仓储笼
仓储笼
仓库笼
折叠式仓储笼
储物笼
上海仓储笼
南京仓储笼
北京仓储笼
广州仓储笼
仓储笼
仓库笼
折叠式仓储笼
蝴蝶笼
储物笼
南京仓储笼
上海仓储笼
北京仓储笼
广州仓储笼
仓储笼
仓库笼
折叠式仓储笼
蝴蝶笼
储物笼
南京仓储笼
上海仓储笼
北京仓储笼
广州仓储笼
仓储笼
仓库笼
折叠式仓储笼
蝴蝶笼
南京仓储笼
上海仓储笼
北京仓储笼
广州仓储笼
手推车
置物架
挂板架
堆垛车
堆高车
叉车
手动液压托盘搬运车
物料整理架
巧固架
堆垛架
置物架
载物台车
物流台车
登高车
平板手推车
静音手推车
手推车
钢制料箱
钢制料箱
手推车
静音手推车
平板手推车
登高车
物流台车
载物台车
置物架
堆垛架
巧固架
挂板架
物料整理架
手动液压托盘搬运车
叉车
登高车
堆垛车
钢制料箱
手推车
静音手推车
平板手推车
登高车
物流台车
置物架
堆垛架
巧固架
物料整理架
手动液压托盘搬运车
叉车
堆高车
堆垛车
手推车
铁板手推车
手推车
静音手推车
置物架
工业置物架
家用置物架
堆垛架
巧固架
整理架
挂板架
物料整理架
登高车
仓库登高车
消防登高车
物流台车
载物台车
料箱
钢制料箱
托盘搬运车
手动托盘搬运车
电动托盘搬运车
堆高机
堆垛机
手动堆高机
电动堆高机
叉车
电动叉车
内燃叉车
叉车厂
置物架
多功能置物架
卫浴置物架
料箱
钢制料箱
钢制周转箱
手动液压托盘搬运车
