Seth Godin gets it.

Marketing guru Godin on The Future of Libraries (2010)

Joyce Valenza's and Scott McLeod's reactions. Here's mine.

It's a re-run...

"What the Public Library Could Learn From Barnes & Noble," Mankato Free Press, June 3, 1996

My 10 year old son gave me pause the other day. He asked to if I’d take him out after supper to see if the latest book in his favorite Goosebump series was out. Normal kid-type request.

But then he added, “While we’re at Barnes & Noble, I want to ….”

I don’t think it even entered his mind that the first place to check for a book would be his public library. In fact, it didn’t occur to me either until we on our way home full of cookies and cappuccino, and twenty bucks or so lighter in the wallet.

What has happened that this career librarian (and life-long library lover and supporter) would head to a bookstore instead of the public library to satisfy his family’s reading needs?

Maybe a comparison between Barnes & Noble and the local library would be useful?

1. Hours
My son wanted to get his book on a Sunday. B&N is open in Mankato every evening in the week - Sunday’s included - 95 hours a week. The public library is only open until 8PM four nights a week and on Sundays not at all. 38 hours less than B&N. Sort of convenient having a place to get a book beyond the workday.

2. Selection
If I want old stuff (which is sometimes exactly what I want), I’ll hit the public library, no hesitation. But try to find anything new at the library:
    Best sellers - out, and a long waiting list.
    Travel guides - 3 to 4 years old.
    New video tapes, audio-books, computer games - forget about it!
B&N not only has plenty of the newest stuff, they promote it. They revel in it. And when it gets old and stale, like bread, it gets discounted and never comes back to clutter the shelves. At B&N, I don’t have to wade through 8 old copies of Leonard Maltin’s Movie Guide to get to this year’s edition.

My next experiment is to request a book inter-library loan on the same day that I order an out of stock item from B&N. Who will get the material to me the fastest? Oh, and I have to fill out my own loan form at the library; B&N requests the book for me.

3. Service
I’ve got to admit most of our public librarians know their stuff. And they are friendly, tenacious and willing to help. The fact that only a couple may be on duty during busy times does tend to diminish their effectiveness.

B&N clerks are nice enough, and since they tend to be readers themselves, can sometimes recommend a romance or thriller. They can usually get you to the cookbook or auto repair section, but they have difficulty when you don’t know if the book might just as easily fall under the category of education, current issues, or political science. And they don’t do reference either.

The one terrific thing that the B&N could learn from the library is its catalog. Big bookstores really need public terminals which serve as guides to their stock. I get jealous when the clerk gets to use the computer, and I don’t.

4. Costs
Ah, you’re saying, now the real advantage of the library will shine through. Those books at B&N are at least $20 a piece, even $10 or more for a paperback. Library books are free, or more accurately, paid for indirectly by my city, county, state and federal taxes.

Library books are free when they are available (see above). What the public library really ought to do is charge patrons about $3 a week to read the latest pot boilers, and take that revenue and buy (here’s a concept) multiple copies. Sort of like at the videotape store. After the newness wears off, the novel goes back to the free shelves.

Library books aren’t free unless you return them on time. I hate due dates on books. Once upon a time I had a life which allowed me the leisure to read two or three recreational books a week. I never got a fine. Now I am lucky to get through one “pleasure” novel a month, and I am always getting fines. Still cheaper than shucking out a Hamilton, right? Yes, but along with the fine comes a little humiliation, a feeling that you just aren’t quite the citizen your momma raised you to be. If my novel of the month costs $20, so be it. I’ll be careful not to dogear it so I can give it to my brother-in-law for Christmas.

5. Ambiance and location
Here’s the place that the public library needs to sit up and take notice! Where do you go not just to read, but to sit in fine comfortable, clean chairs? Sip a cup of coffee and eat a cookie while reading? Hear a live string quartet softly play in the background? It ain’t my library! No food, no drinks, no noise, no nothing. Would it kill those librarians if I brought in my own thermos of coffee or can of pop? B&N owns its books. Why does its manager trust me not to slobber or spill there?

Our B&N is close to our Walmart, K-Mart, discount grocery store,and shopping center - places I get near to at least a couple times a week. Our public library is in our rather dead downtown - where I go on purpose once or twice a year. The library requires a special trip. B&N is handy.

6. Programming
Well, the public library still has a story times for children, I believe, but I don’t know exactly when. B&N, the flyer they send out tells me, this month alone has children’s stories, a children’s play, poetry readings, author signings, a singer, a storyteller, a book discussion group, and experts talking on subjects as diverse as women aviators and divorce. The technology side of the store holds computer game days, a Q&A session on Windows 95, and seminars on connecting to the Internet.

One of the primary missions of the public library in this country has been adult education. The public library, like the public schools, has been an educational equalizer between the economic haves and have-nots. B&N seems to taking on an educational mission as well - and the opportunities it provides are relevant, valuable, and (gasp) fun! And it doesn’t do it passively - it reaches out and grabs the public. Take notice, public library - just letting the books sit on the shelves until a patron is motivated to come and learn doesn’t cut it anymore, if it ever really did. You need an active, exciting, educational program, and offer, not just resources, but skills if you want to stay viable in this information-glutted society.

Poor financing is only one reason our public libraries have lost their eminence as the cultural and education hub of the community. Other reasons may include a lack of vision, imagination and willingness to serve the public in critical ways. Maybe the library board doesn’t need to do a nation-wide search for a new administrator. Maybe it only needs to see if it can recruit the manager from Barnes & Noble.

Doug Johnson
209 W 5th St
Mankato MN 56001

To be fair, many public libraries in the past 15 years have re-thought their missions, their services, and their hours. But still when I visit my public library, it seems that the primary patrons are the homeless, the jobless, and the retired. These folks certainly need service, but it seems more social service than library service right now.

I would say that the Internet continues to whittle away at the traditional services of the library. The old economic model that sharing a book is cheaper than buying a book for everyone is breaking down. Cheap computers/e-book readers, iTune priced electronic books, GoogleBook and Gutenberg, Wikipedia, etc. are all creating an information environment that is increasingly affordable to an increasingly large percentage of people. At a buck a pop from vending machines or streamed online, who is even going to use the public library to get DVDs?

Given local city and county budget shortfalls, Godin's suggestion to libraries to train people in information skills is critical.

But perhaps too late.

Lost - Season 57

Consolation
Losing one glove
is certainly painful,
but nothing
compared to the pain
of losing one,
throwing the other away,
and finding the first one again. Piet Hein

Mary Ann Bell at For Whom the Bell Tolls, laments her tendency to lose stuff (St Anthony Where Are You?) Her plight is one with whom many of us can identify at one level or another, especially as the specter of senile dementia looms nearer. The LWW just "lost" a pricey pair of relatively new prescription sunglasses. About this time last year, I left a shaving kit and a new remote clicker some place in the same week.

While I by no means have a perfect track record for not losing things, I've really forced myself into a "place for everything, everything in its place" mentality.* It is routine that allows me to find most things, most of the time. I know this is not exactly a revolutionary theory, but it's surprising to me just how many people have never figured it out.

With as much traveling as I do with computers, cables, remotes, etc., I am almost superstitious about putting things in their own place in my computer bag - the same thing in the same pocket EVERY TIME**. In fact I not only buy new computer bags with lots 'o pockets, but with pockets in the same places as the bag I'm replacing. So, the car keys and parking slip ALWAYS go in this pocket. The remote control ALWAYS goes in this pocket. My passport ALWAYS goes in this pocket. You get the drift. Works OK about 99% of the time.

The same principle works great for desk/office organization, backpacking trips, and workshops. The 10 seconds it takes to put something back in its regular place saves hours in searching for the damn thing later.

What tricks work for you to keep things from becoming lost? Inquiring Aging minds want to know...

* I credit my preference for orderliness to having had a bedroom about the size of a walk-in closet in today's homes. With such a small room, anything out of place made the whole room a mess.

** I also also buy duplicate power plugs, VGA adaptors, etc. so I can leave one set in my bag, one on my desk and have one at home.

http://www.zazzle.com/lost_keys_keychain-146858974568675327

CODE77 Rubrics for Administrators 2010 Part 5 of 10

I warned you these were coming.

Self-evaluation Rubrics for Basic Administrative Technology Use (2002) 2010

The single biggest problem in communication is the illusion that it has taken place. - G.B. Shaw

V.  Communications and Public Relations (TSSA Standards I.A, I.C, III.B, VI.B) NETS-A, 2009 (3c, 5d)

Level One:  I ask that my secretary word-process out-going communications. Telephone messages are hand written. When I speak to the public, I use overhead transparencies or no audio-visual aids. I do not have a professional online presence.

Level Two: I effectively use a variety of technologies to communicate with students, teachers, parents, and the public. I can use voice mail and the fax machine. I have an e-mail address, check my e-mail on a regular basis, and communicate with building and district staff using e-mail. When speaking, I can use presentation software and the necessary hardware to effectively communicate my message. I use the district’s cable television capabilities for public information uses in the school and community. I have presence on the district's website that is current and useful to students, staff, parents and the community. I can use the mass calling and e-mail systems in our district to notify the public of events and emergencies.

Level Three: I communicate online using a variety of technologies - blogs, wikis, podcasts, videos, microblogging and emerging technologies. I contribute information and policy advice for our school’s web pages. I encourage my staff to use technology to communicate with each other, students, parents, and the public. The public is encouraged to communicate electronically with the school. I understand the powerful impression that my school's online presence can play in the public perception of the school and can use online tools for recruiting and keeping students.

Why leaders need to be able to communicate electronically:

Good leaders need to be effective communicators. We need to be able to find ways to allow our staff, students, parents and community to freely communicate with us. And we need powerful ways to inform these same groups about our schools’ goals and programs. Technology can help us do that in a variety of ways.

Older technologies such as the telephone and fax machines have not been supplanted by newer technologies. More than ever, good school telephone systems (that include telephones in the classroom) are vital for two-way communication with our students’ homes. Voice mail with informative introductions (Today is February 12^th. I will be in meetings this morning, but will be in my office during the afternoon.) helps end possibly illegible and misplaced notes from the receptionist and frustrating rounds of telephone tag. Good telephone systems that automatically route calls to voice mail during instructional times are essential. Schools can and should use automated dialing systems that work in conjunction with their student information systems to rapidly send information about events and emergencies to all families.

E-mail has become the communication method of choice for many teachers and parents. Quick, thoughtful responses to questions or concerns through email can often take much less time than telephone conversations. E-mail in combination with electronic mailing lists is also a great way to send information to groups of people. By setting up either a “group” nickname in one’s e-mail program for smaller e-mailings, or establishing an electronic mailing list (listserv) for larger groups, a single email can reach many people. Our district has separate electronic mailing lists specifically created for all staff, all administrators, all teachers, all staff in individual buildings, all district parents, and all parents of students in individual buildings. (We are seeing percentages of parents with email access rising to over 90% 70% in our district.) Our public relations department now regualry sends news to the community using Twitter,  Facebook and text messages.

Face-to-face communication can also be enhanced with the use of carefully used technology. Electronic slideshows like those created with PowerPoint can help both inform and persuade. Judiciously chosen text allows the listener to keep organized and know the key points of the presentation. Charts, graphs and diagrams illustrate concepts that are difficult to comprehend with words alone. Digital photographs of students and staff can convince an audience by actually showing how programs affect individuals and can appeal to the emotions of those viewing them as well. Well directed and edited videos are becoming increasingly easier to make since using digital video cameras and computerized editing equipment no longer requires a high degree of expertise. A word of warning: all audiences are coming to have higher expectations of presenters and their use of slideshow-enhance presentations. Poorly designed slides with too much text, read-aloud to an audience will have a negative impact on getting one's message across.

Many administrators have found that district and community cable television networks can be a great public relations tool. Informative programs and bulletin boards of activities help keep the parents and the rest of the community aware of all the good things happening in schools. Video “streaming,” broadcasting video over the Internet, is becoming more common. Parents can view the programming by simply going to a webpage.

School leaders also need to understand the purpose and policies of school websites. Web-accessible information that can be kept current and usable is growing in popularity with all segments of the community. Basic contact information, calendars of events, directories, policies and links to various departments and buildings in the district are commonly found useful to parents. In addition, student work can be shared with the public. Schools need good webpage guidelines and administrators need to be familiar with such guidelines. Some school webpage guidelines can be found at <www.isd77.k12.mn.us/webguide.php3>.

Leading edge administrators are using a variety of "web 2.0" technologies - blogs, wikis, podcasts, online videos, microblogging and social networking site to communicate with their staff, communities and peers. They also understand the impression that their school's online presence plays in the public perception of the school and how this presence can be used for both recruiting and keeping students in an environment of increasing educational competition.

School leaders encourage other staff members to use electronic communication tools. Administrators need to model the effective use of technology and have high expectations of its use by their staff