NSW Public Library Approaches to Providing eLending Training
In November 2012, NSW.net asked for contributions from NSW public libraries on what they were providing in terms of eBook and eReader training for their clients.
In particular we asked respondents what had worked well and what they would do differently.
The request, which was sent via the NSWPLN listserv, attracted responses from several metropolitan and country libraries. Respondents provided their comments, PowerPoints, speaker’s notes, flyers and handouts which they were happy to share with the network.
Their observations have been summarised below under the considerations of audience, logistics, content and the bigger picture.
Together the observations point to a variety of offerings in this area, reflecting the diversity of public libraries and the communities they serve and the different levels and types of eLending services available across NSW public libraries.
It is hoped that these comments and the examples of training materials will help public libraries who are planning eBook training for their communities.
Please note direct quotes from public library staff appear in italics.
Consider the audience
Key point: Plan for the training. Identify the learning needs of both staff and clients.
“I would include staff training as a crucial step towards training the public – many people just want to ring up or drop in and ask questions rather than wait for a lesson. We are working on the basis that all staff should be able to assist with these questions. We also want to make it the norm that eBooks are addressed in reference interviews as an option.”
It is a good idea to draw up a training plan. It need not be very detailed but it would outline the main components of the training, provide a timetable for the training and identify who is responsible for the delivery and evaluation of each stage. This plan can be revisited and fine-tuned as the training progresses and staff and participant feedback and evaluation are collected and incorporated to any future training.
The training plan could also form part of larger eBook readiness or action plan. This might include the purchase of a range of devices so that staff and the public can play with what is available.
“From this plan [eBook Action Plan] we purchased eReaders and tablets, developed FAQs and training guides and eventually staff training and petting zoos. All documentation was shared via email and placed on a central staff server.”
Key point: “Test drive” the training to fine-tune the timing. Allow enough time for questions and for play.
Expect the training to take time (more on this later) and to be popular.
“One thing for sure. There is certainly a need for these sessions. We received excellent feedback.”
“We offered a week of sessions when we launched Overdrive and they were so popular we decided to make it permanent.”
“We advertised sessions for those who are curious about eReaders and want a chance to play with one. We had a good response with all four scheduled training sessions booking out.”
Expect a wide range of technical abilities and for the topic to be new, complicated and/or confusing for some.
"My next round of eReader classes will include something about the basic level of computer literacy you need.”
“We have run afoul of the fractured nature of eBooks – the public are still coming to grips with the fact that not all eBooks work on an eBook device.”
“Very interesting to find that there is a new audience of people who have bought or been given new technology and they are not sure of the full potential of their devices.”
“The group will ask questions they are afraid to ask a sales person.”
Key point: The training needs to be flexible enough to cater for different expectations and different levels of confidence and skill.
Consider the logistics:
Key point: Identify the practical requirements e.g.: rooms, equipment, internet access, logins, and software. Work realistically within these boundaries and if necessary work with small groups or one-on-one.
Having enough space and a suitable set-up – whether this is within the library space or a dedicated training room - can make or break the training.
“Because of how we were set up they couldn’t see the laptop (poor light quality) and I had to demonstrate everything.”
“At one branch we had the room set up in a round-table style with everyone sitting around the tables in a group. This helped facilitate discussion and led to some interesting conversations and collaboration between participants as they all showed each other things they’d discovered about each device. The session at our other branch had people forced to sit in rows due to the room furniture – this didn’t work as well – less discussion and more expectation of a “lecture style” session.”
“We’ve noticed that our wifi network drops to a snail pace when the router is hit by 25 simultaneous requests for access. This may not be an issue at other libraries who may well have a better wifi network than ours.”
The size and nature of the space available will also influence the size of the group. Different libraries had different approaches to the ideal group size, and this was also influenced by how formal/informal the training was and what was covered. Groups ranged from one-on-one to groups of thirty.
“We limited the numbers in each session to 10 people, but even then that was probably too many – not enough time to go around and answer everyone’s questions and give individual attention where needed. Next time I’d limit it to eight as an absolute maximum, or have more than one staff member available.”
“For the first workshop I had four people with two laptops and a tablet….it was hard to manage the four of them when their computer skills were all so different. The second workshop was very different. It helped that both ladies who attended were working on tablets …. After how well the second workshop went … I have decided that I will do more one-on-one or couples bookings rather than a group with varied skills.”
Another question to consider is which eReader devices will the training support (can clients bring their own? or will only library provided devices be supported?). Does the library need to purchase a set of devices? Will the training only support devices compatible with the library’s eLending platforms? Once again, different libraries took different approaches.
“I find the most successful sessions are those where the person brings their own device and can leave with it ready to go. I always find if they have to go home and do it, the sessions run a little longer and I never feel as confident that they have “got it.” ”
“Given that we were covering a range of eReaders it wasn’t possible to go into great detail about device settings or how to download and transfer books to each type of device, although people were still interested. Next time I’d like to run separate BYO device sessions to each type of eReader so that we could cover that sort of ground. For example, an iPad/iPhone session, Android session and generic ePub reader session (Sony Reader, Kobo, Nook, all those generic devices sold at places like Aldi and BigW etc.)”
“My best tip is to encourage people to bring their own devices. Make plenty of time after the session to help them setup, download and use the content. Lots of customers seem to want this.”
“We have an iPad, Kobo and a Cumulus (and android device), which we can use to demonstrate if the person hasn’t got their device with them, or have forgotten their Apple id etc. These are great as we’ve had a few people book in before purchasing a device and they are able to see how it works on the different types of devices and which type of device might suit their needs.”
“A year and a half ago we bought three iPads, three Kindles and three Sony Readers and held training based on those, where people could have a play with them at the end. People also brought their own if they had them. Earlier this year we bought three Kobo Touches, a Kobo Vox and the new Sony Readers. I have expanded the training to talk about the three different types of eReaders (eInk, tablets and other LCD screen dedicated eReaders). Some people come to see what sort to buy and others come to find out how to use what they have been given.”
Consider the content:
Key Point: Provide a “learning path” through the information. Find a balance between the theoretical and practical. What do people need to do before the training (e.g. register as a client, download software)? What can they take away and where can they find ongoing support?
How can the content be broken into modules/sections? How can you move between theory and practice, between general information and specific information?
“There was a lot of content to cover, the time was short. … maybe a staggered workshop where in one session you focus on borrowing and returning and another where you look at reserving an items or using the wish list.”
“The workshop consists of a one hour PowerPoint presentation on what an eReader is, differences between models and things to consider when purchasing one, what a tablet is, where to find free ebooks and how to purchase and download ebooks. The second hour is devoted to playing with eReaders hands on (we have 2 x 6 eReaders and 2 x 4 tablets, 20 in total), taking specific questions, and helping those who already have an eReader with specific problems (if possible).”
The PowerPoint presentations and speakers’ notes on the NSW.net eLending portal provide examples of how libraries have approached segmenting the information to be covered, moving from the conceptual (history, general information on ePublishing, definitions, types of devices, free and fee-based eBooks etc.) to the more specific and practical (step by step how to use the libraries eLending services how to get the most out of your chosen eReader, hands-on exploration of different eReaders).
Handouts and FAQs, whether paper or electronic, provide a next step to support people after the training. Also (more on this below) make it clear where and how attendees can obtain further support and/or hands-on help.
“Something I always get asked is which one to buy. I go prepared with the latest Choice Magazine report and any other reviews I can find.”
“This workshop has received pretty much only positive feedback. What worked well:
· Having a large range of eReaders and tablets for people to play with
· Providing both general and specific information
· Having an informal twist
· Providing online resources for follow-up including making a copy of the powerpoint presentation available for download.
“We created a very basic eReader comparison table that we could give to participants to show the main difference between the readers we were demonstrating.”
Setting aside the right amount of time for the content was also a challenge; approaches differed and were sometimes fine-tuned after trial and error.
“Each session was scheduled to run for an hour but this wasn’t long enough. With questions and discussion it needed to be an hour and a half minimum.”
“The sessions I’ve been running have one hour for the demonstration/discussion part. I allow one hour after the session to help individuals with their own devices or help people who want to try out the devices we have (we have a Tech Zoo collection of devices – tablets and eReaders). Sometimes a second staff member helps out with the hands-on part.”
Consider the bigger picture:
Key point: integrate the training into the library’s wider service offerings and other related community activities.
How does the training complement the library’s other event offerings and in particular the marketing and promotion of these events?
“We held an eResource panel discussion to discuss the different types of devices out there to download audio and eBooks. We also had some special guest speakers that use eResources as part of their profession, like Ralph Grayden who had only published his book in electronic form and Allison Tait who blogs as part of her writing profession. We finished with a fun debate (eBooks are better than The Book) and we demonstrated a range of eReaders/devices for people to have a look at as well.”
How does the training fit in with the library’s wider “e” offerings such as eMagazines, eMusic and subscription databases.
“We also want to make it the norm that eBooks are addressed in reference interviews as an option.”
“Next year we will hold “Discover your eLibrary” monthly from Feb to Nov in our central branch as well as several of our branches. These will be a 20 minute introduction/overview of eMusic, eResources (databases), eBooks and eAudiobooks. Participants will then be asked to “Choose Your Own eAdventure” for the rest of the session. …. We’ve gone with a more generic approach so that we can offer the whole “e” range to people on a frequent basis.”
How does the provision of eLending training fit in to staff training and/or staff competencies? What opportunities exist to incorporate eLending topics into staff training?
“Many of our staff need to attend “Provide Work Skill Instruction” as part of their skills/competencies …the second day of the program they are required to provide instruction to the other members of the training group related to a small activity … this time we are going to ask them to choose one of the eResources i.e. a particular database, eBooks, eAudio, Freegal, Transparent Language Online etc. That way the participants will need to ensure they understand the particular eResource to provide the instruction and each member of the group will also get to learn how to use that particular resource.”
Does the library have “drop-in” technology support days or other technology training? Are there other local providers of these services with which the library could collaborate? For example: Adult and Community Education, Computer Pals for Seniors.
“Always after these seminars, patrons ask for further training or one-on-one training with staff. Luckily we have such a service performed by Duke of Edinburgh kids. Patrons can bring in their device and for 30 minutes to an hour they get a personal training session. It’s called TECHconnect and it’s very popular.”
Summary compiled by Kathleen Alexander, Senior Education Officer, NSW.net, December 2012
Acknowledgements:
Michelle Head,
Albury City Libraries
Alison Jordan,
Cessnock Library
Jeffery Cruz,
City of Sydney Library
Carolyn Elmes,
Coffs Harbour Libraries
Keiran O’Donoghue, Louise Chapman, Natasha Ayaz, Katherine Wade and Debbie Mossad,
Newcastle Region Library
Shellie Buckle,
Parkes Shire Library
Sean Finlay,
Randwick City Library
Jo Carmody,
Richmond Tweed Regional Library
John Neuhaus,
Ryde Library
Robin Sharpe and Skye Stapleton,
Shoalhaven Libraries
Amy Heap,
Wagga Wagga City Library
Rebecca Finlaison,
Wingecarribee Shire Library