Showing posts with label work. Show all posts
Showing posts with label work. Show all posts

Sunday, 31 July 2011

A Week in My Library Life #libday7

I'm a 'Rare Books Specialist' at Cambridge University Library.  As part of Round 7 of the Library Day in the Life Project, here's a summary of the sort of things I've been up to this week.

Looking after the readers

Reader service isn't my primary function, but the whole point of having a library is so that readers can use it, so that's where I'll start this overview.  Our library has a Rare Books Reading Room that could, technically, seat up to 60 people, although they'd be frightfully squashed.  And average day would generally see up to 20 readers in at one time.  The 'Rare Books' net is cast fairly wide: it covers all printed material produced pre-1900, and selected printed material produced post-1900. Manuscripts are produced in a separate room.  The department has a team of book fetchers (who fetch around 1,000 items a week) and room supervisors who manage the day-to-day production of material and supervision of the room.  I do occasional stints on the reading room desk to cover lunchtimes, break times, evenings, Saturdays and absences for sickness or holiday.  I'm also one of the people asked to help out with non-standard enquiries. This week a couple of people were on holiday, so my share of desk duty was higher than normal.  Summer is also a busy time for the room, as lots of scholars make trips to research libraries at this time of year, making the most of a break from teaching responsibilities to get on with their own research.  Visiting researchers often want to see a lot of books in a fairly short time, they're less familiar with our policies, practices and services than our regulars, and as they're likely to be off to the next library very soon, they'll want their photocopying done as quickly as possible!

'Old Cash Register' by Jo Jakeman on Flickr
To be fair, our till doesn't look like this at all.
On the whole, I really enjoy working on the reading room desk.  Although much of the work is very routine--checking requests, checking fetched material out to readers and back in again when they're done, keeping an eye on how the material is treated, checking requests for photocopying and digital imaging, and authorising requests for self-service photography--it's a good way to get to know what sort of books people are interested in, and how they use our catalogues and other resources.  And I get to use the till when people buy pencils or pay for their photocopies. Bing! It is sometimes frustrating working on a front-line desk when the things I want to get done demand periods of focussed attention, but that just means I have to balance what I do when, so that the intensive stuff is left for when I can sit in the office (relatively) undisturbed.

Looking after the books

We're very fortunate to have a certain budget in the department for new acquisitions of rare material.   We generally purchase in order to supplement existing collection strengths, rather than to try and be 'completist' about our holdings.  As I've only been in post for a few months, I'm still getting to know the collections (have a look at our collection summaries here and you'll start to understand why!), so I don't have much of a role in choosing new purchases.  But I do do some of the background checking before we buy: double checking catalogues (both electronic and paper) to see if we, or other Cambridge libraries, already hold a copy, for example.

Once we've decided to get a book, it has to be checked on arrival to make sure we've got what we were expecting - all pages and plates are counted and checked, the condition is examined, etc. etc.  And then it goes onto the cataloguing shelf.

I love cataloguing rare books, but it's fair to say that there's a knack to doing it efficiently that I haven't yet grasped.  One can go to almost infinite lengths checking previous owners (we record as a matter of course any kinds of provenance marks in or on the books), deciding on binding materials and dates, and looking up references to the book in question.

Here are a couple of recent examples: a bibliography of the works of a geologist, acquired with a collection of his papers (this book was transferred to us from the manuscripts department) and a book of seventeenth-century German concrete poetry, lavishly embellished with extra plates relating to the city of Nuremberg by an early owner.

Exhibitions

I'm very fortunate that I'm responsible for the Library's internal exhibition cases, located on our main corridor on the way to the Tea Room.  The exhibition programme sees a new display every two to three months.  These are curated generally by members of Library staff, and cover a range of topics which enable us to showcase holdings or themes that wouldn't necessarily be included in the main public exhibition area.  Recent topics have been Ernest Hemingway, and twentieth-century Dutch book bindings. The next exhibition will be set out this week; I've been advising the curators throughout about suitability of material for display, case sizes, caption conventions, and so on.

Project work

Our department currently has a major cataloguing project in train. The Incunabula Project, funded by the Andrew W. Mellon Foundation, will see the Library's holdings of pre-1501 books (known as 'incunabula'), which number over 4,500, catalogued to the fullest current standards.  The cataloguing work falls mainly to the project's Research Associate and others of my colleagues, but I am working to support the project by producing on online guide to the history of the incunable collection.  With the permission of the publishers, CUP, we are producing a web version of the introduction to the collection written by J.C.T. Oates, the author of the 1950s short-title catalogue of the collection (the only catalogue currently available).  Oates' introduction is a masterful example of academic librarianly writing of its period, but to modern eyes it's somewhat wordy.  I'm doing what I can to make it useful to the modern reader by dividing it into meaningful sections, and illustrating as many of these as possible with images of our books.

These images will focus particularly, where possible, on marks of provenance and other copy-specific details, so I am taking a lot of images myself specifically for this project.  This past week I've done a lot of work taking images to slot into the webpages that I have already pretty much finished writing.  Soon I hope to be able to hand the whole lot over to colleagues for proofreading.

Misc.

From time-to-time I'm obviously also involved in other things, such as supervising TV film crews who wish to use our materials, or helping with Library open days for prospective students or University Alumni.  The nature of the holdings in our department means, however that even a 'standard' day usually holds lots of interest.

On the back of similar posts in the past I've had a few emails from new professionals interested in special collections work. I'm always happy to answer any questions you might have, either in the comments here, or in email, but I'm fairly new to this myself and certainly don't proclaim myself any sort of expert!

Thursday, 14 April 2011

Read all about it!

Untitled photograph of two people reading newspapers on a park bench by Hamed Saber on Flickr
Untitled photograph by Hamed Saber on Flickr
There's a feature article in this month's CILIP Update magazine all about the outreach work of the Hoyle Project at St John's College Cambridge.  It was written to let people know about some of the things the Project achieved, and also includes some hints and tips for organising your own events.  I don't think anything in it is rocket science, but I hope that it inspires more libraries and special collections to try some work with the public and see what happens!

The article is on pp. 40-42 of the April issue of Update.  Logged-in CILIP members can access that online, and it'll also be delivered in hard copy.

Sunday, 27 March 2011

Quickly, quickly...

A quick and dirty news round-up of things I'm never going to get round to blogging in full.

Me, me, me


Things that are happening


Things that have happened

  • On Friday 4 February I went to the first Museums TeachMeet, held at the British Museum. It was really interesting to hear about some of the techie things that museum educators are using - it rather puts libraries in the shade. I particularly liked the speaker who had made a 5-minute screencast of things he wanted to talk about - a really good way of sticking to the time slot! I really wanted to write this up in full, but it's starting to look like that won't happen, so I'll just put up the list I made of things to investigate futher:
  • The Personalised Library Symposium (#pls11) happened last Monday. I didn't manage to follow much of it on Twitter, but the idea that students like to 'womb' in libraries did come up. I think that's a rather unpleasant way of saying they like to make themselves nests

Cool stuff

Two delightful ways of increasing engagement with reading:

And finally...

Long-standing readers may remember that last year I posted about how I don't like the format of Update Digital. Update Digital now has a new, slightly re-jigged format, and I don't honestly think it's much better, but I'm not going to write a full-blown post on that unless you rise up in the comments and demand it.

Sunday, 20 March 2011

Blowing my own trumpet

'Inside trumpet' by Nick-K (Nikos Koutoulas) on Flickr
Yesterday did go with a bang.  460+ people came to the Old Library exhibition, and the three talks had splendid audiences, both in numbers and in enthusiasm.  Before I packed up and left last night I went through the evaluation forms that visitors submitted, and I can't resist sharing this comment about my Hoyle talk and exhibition with the world:
The talk was beautifully structured and professionally & enthusiastically delivered. The 10 objects were inspirational. Thanks for all the painstaking effort and passion.
Owing to a few technical difficulties, the recording of my talk is sadly currently unavailable, but you can see the ten objects in this online exhibition.

Friday, 18 March 2011

Going out with a bang

'Rhein in Flammen - Feuerzauber in Koblenz' by a.renate on Flickr
Bang!
For the last three years (almost to the day) I've been working on the Fred Hoyle Project at St John's College Library, Cambridge.

Tomorrow, Saturday, the project ends with, hopefully, a 'big bang'*. I've organised a day of events in College: three specialist talks (to be available later as podcasts), an exhibition of Hoyle papers (with accompanying online exhibition) and hands-on astrolabe building (with an online kit for those who didn't manage to book a place).**

This post was my first professional library job, and it hasn't really been your 'typical' library job (whatever one of those is).  The remit of the post was twofold: 1) catalogue an enormous archival collection and 2) do 'outreach' with it, hopefully according to the plan that had been submitted as part of the funding bid.

Weirdly, I managed to get the post despite having only a little experience with (but a great interest in) special collections, no archival cataloguing experience, and no public (let alone youth or schools) outreach experience to speak of.  But what I apparently showed was enthusiasm and a can-do attitude.  The can-do attitude was luck, really: lots of my friends do really cool science outreach, so I wasn't too phased, in principle, by the idea of talking to children about astronomy.

It's hard to work out what I've learnt from the project (aside form things like what colour ink Fred Hoyle wrote in during different decades, or what's best to eat in the College Buttery).  One main lesson is 'don't ask, don't get' - it's really worth getting to know people (networking again) and just asking what they might be able to do to help.  Another is 'build it and they will come'.  Ideas that might seem daft or unachievable at first often come to fruition, and in ways better than you'd imagined (Open Libraries, anyone?).  I've also learnt that if you're going to have to fill in an enormous form of all your expenditure at the end of the Project, it would be worthwhile and probably easy to keep your lovely records in that form, and not just beautifully ordered but somewhere else, in a different shape.

I've learnt things about putting up exhibitions: there will never be enough space for all the items you'd like to include, you wouldn't believe how little you can fit into a caption once it's printed at a legible size, taking time over the design really pays dividends in how people respond to it.  I've learnt that you can never have too many direction signs when people are trying to find their way round a college. 

More than anything else, I've learnt that you don't have to do every last thing that was planned, so long as the things you do do are good, and have learnt from experience, and meet your overall goals.  Perfectionism is useful in the details, but not always in the bigger picture.

Hoyle's been fun, but I couldn't work on him forever, much as I'm sad to be leaving.  Onto new, and more bookish things now.

---
*Among his many other achievements, Fred Hoyle is known for being the person who coined the phrase 'big bang', despite not having actually supported the theory himself.

**It might be quite a big bang, as there's been coverage in the Cambridge News, on the BBC News website, and on BBC Look East.

Friday, 25 February 2011

Curious collections: what do we keep, and why?

Last night I spoke at the Seminar in the History of Material Texts in Cambridge as part of a session looking at 'curious' library collections and how we manage them.

The first half of the session was a chance to see the Radzinowicz Library's collection of 'banned' books: books that had either been banned under the Obscene Publications Act, or that had been submitted by members of the public who wished that they be banned. The contents of the collection (in brief, a lot of books about flagellation and sodomy; a few with raunchy pictures of women; and a fair number about marriage, reproductive health and birth control) are more or less as you'd expect. What really interested me about them was their provenance, or rather, how quickly information about provenance can be lost.

The books were donated to the Radzinowicz after the break-up of the old Home Office library at the time of the creation of the Ministry of Justice in the late 2000s. The collection that came to the Radzinowicz is not the complete (there's a thought that the 'best' books had already been whisked away, perhaps by staff), and there's apparently little documentation about the collection itself - no indication, for example, about which books were banned and which were submitted by the public, or when any book was accessioned. It's the contextual information of this kind that often really brings special and archival collections to life, and visiting the 'banned' books was a good lesson in the necessity of documenting institutional memory and knowledge about collections.

My talk took an overview of the challenges of managing a modern archival collection in a library context. The discussion afterwards centred particularly on the issue of retention - academics are horrified to hear that we might not like to keep every last scrap of paper, because of the potential that it might be useful or interesting *one day*. These slides don't really address that - but I'd be interested to hear thoughts about whether you think it's getting easier to 'keep everything' or whether the enormous volumes of electronic data now produced will need a more, and not less, ruthless attitude to appraisal and disposal in the future? 

Monday, 21 February 2011

Curiouser and curiouser

Photograph of a cat's nose and whiskers
Curiosity killed the cat?
On Thursday this week (24 February) I'm speaking at the Seminar in the History of Material Texts at the English Faculty.  It promises to be a really interesting seminar: it's a double bill on the theme of 'curious collections' starting with the chance to see the Radzinowicz (Institute of Criminology) Library's collection of banned books, followed by my thoughts on the challenges of managing the Hoyle collection.

All are welcome to the seminar, whether researchers or librarians or anyone else with an interest in the subject matter.  Proceedings start at 5.30pm at the Radzinowicz Library and then move over the the English Faculty for my paper.

Wednesday, 26 January 2011

Library Day in the Life: Round 6, Day 3

[The sixth round of Library Day in the Life is running from Monday 24 to Friday 28 January. You can find the other participants, and sign up yourself, on the project wiki, and watch the #libday6 hashtag on Twitter. This is the second time I've taken part. You can find my Round 5 posts tagged with libday5, including my introduction to what I do for a living.]

Today in bulleted lists...

Ego boosts

Accounting
  • Tomorrow is pay day, so our pay slips came round today and I added this months pay expenses to my spreadsheet of project expenses, and photocopied the slip as evidence for the funding body.
  • While I had the spreadsheet open I also added other recent expenditure, including the cost of having publicity flyers printed and the price of an advertisement in an amateur astronomy magazine. Then I had a look over all the numbers, to work out how extravagant, or otherwise, I can be in preparing for the final events in the project.
Everyday Library Life

Extra-curricular
  • A lunchtime talk about social networking tools for academic libraries, and further work on a bursary application to attend, and present at, LILAC 2011.

    Library Day in the Life: Round 6, Day 2...

    [The sixth round of Library Day in the Life is running from Monday 24 to Friday 28 January. You can find the other participants, and sign up yourself, on the project wiki, and watch the #libday6 hashtag on Twitter. This is the second time I've taken part. You can find my Round 5 posts tagged with libday5, including my introduction to what I do for a living.]

    No blow-by-blow rundown of the day's activities today (mainly cataloguing). Instead, some very brief thoughts on staffing a reading room.

    ...or, The clueless reader: what should we do?


    I work in a rare books reading room.  Standard reader interaction goes something along the lines of 'Can I see MS K.31, please?' 'Yes, certainly, fill in this form, take a seat, and I'll fetch it for you'.  Or perhaps, 'Can you tell me where Glover's papers are catalogued?' 'Yes, they're available on Janus'.  Every now and again someone comes in and asks broad, open ended questions like 'Can I see what you have about slavery', or 'Can I see some medieval manuscripts', which we, frankly, find difficult to answer.

    The difficulty arises not because the questions aren't 'valid': it's certainly reasonable to want to look for material on slavery in our library because we hold papers connected with the abolitionists Wilberforce and Clarkson, and we have 300+ medieval manuscripts, so that's also something you can easily find here.  The difficult in these reader interactions arises because we're used to our readers having done plenty of research in advance of their visit.  Being a special collections reader is quite a specialised business--in terms of handling material, reading room etiquette and 'resource discovery'--and most of our readers are already fairly well 'trained'.  Indeed, most readers are so 'good' that we, as library staff, are quite out of practice at helping the ones that aren't.

    There's sometimes the feeling that it's 'not our job' to teach new/inexperienced/clueless readers how to read up on the topic first, research their particular interest, and search catalogues and listings for relevant items.  We might feel that this is the job of their supervisor or course tutor, and that our role is just to produce the material once they know more-or-less exactly what it is they want to see.  When readers come to us very early in their research, it's easy to feel like they're looking for us to do their research for them.

    I don't generally find it very easy to turn these interactions round from something slightly antangonistic ('what are they doing here when they don't know what they're doing?') to something positive ('here's an opportunity to show somebody what we do and what we can offer them').  Partly this is because it's hard to tell someone that actually they need to put in more time and effort to what they're doing, and partly it's because this sort of work isn't really accounted for explicitly in procedures and policies.  Although we have information online about the special collections and the reading room, none of it is written from the 'new to special collections?' perspective.  We have no 'script' for how to induct the new reader.

    The obvious answer to all this is that we, as specialist librarians, need to recognise, value and assert our expertise: instead of grudgingly acquiescing to the poorly-thought-out research requests of the new reader, we should step in and educate them.  And to do this well, we'll need to develop planned ways of doing this, rather than relying on adhoc introductions, the quality of which will vary tremendously from day to day.

    Monday, 24 January 2011

    Library Day in the Life: Round 6, Day 1

    [The sixth round of Library Day in the Life is running from Monday 24 to Friday 28 January. You can find the other participants, and sign up yourself, on the project wiki, and watch the #libday6 hashtag on Twitter. This is the second time I've taken part. You can find my Round 5 posts tagged with libday5, including my introduction to what I do for a living.]

    'Exclamation' by Ian Boyd on Flickr
    'Exclamation' by Ian Boyd on Flickr
    Today has been quite exciting - I think the theme might be 'advertising' (Incidentally, there was a lovely exhibition of 19th and 20th advertisements in the University Library recently. Well done the Tower Project people who put it together.)

    The major excitement was the launch of booking for the second Cambridge Librarian Teachment being held on 29 March 2011.This kept me busy throughout the day, doing such things as:
    • Checking the drafts of the event page and blog post, updating all their links, and publishing them.
    • Setting up POP access in Gmail to the camlibtm email address (info at camlibtm dot info if you want to get in touch).
    • Emailing my designated email list to advertise the event and tweeting cheerfully about it.
    • Watching the bookings roll in.  At the time of writing we're pretty much full, but we're working on getting the waiting list working properly, so do sign up to that.
    I've also been working on the advertising for the grand finale of the Hoyle Project, which is happening on Saturday 19 March.
    • Having been issued with the official Science Festival logo for this year I managed to track down the high-res versions of the College's quincentenary logo.
    • With the logos in hand, I spent a very long time trying to incorporate them into the flyer design that I'd already drafted out.
    • Once settled on a design I added a bleed area to the edge of the flyer, resized it down to A5 and printed it to pdf, ready to...
    • ...place an order for professionally printed flyers.
    I've also been writing draft notes on various aspects of the day, mainly advice notes for the volunteers who'll be running the 'Build Your Own Astrolabe' sessions, but for the exhibition and talk.  I'm going to be speaking about Hoyle's life, his collection of papers and artefacts, and my work in cataloguing them.  That's a bit of a tough ask to squeeze into 1 hour, so I've decided to structure it along the lines of 'A History of Fred Hoyle in 10 objects' (inspired by the obvious and also '100 Objects Bradford'.  Trying to choose only 10 objects to use as jumping-off points is really tricky because I need to choose a range that will cover most aspects of Hoyle's life, but I also want them to be visually interesting and not to have been exhibited much or published extensively (and that includes in my online exhibition) previously.

    All sorts of other things happened throughout the day, too:
    • A blown fuse in the Old Library. 
    • A request for a short school visit on Thursday as part of a languages day organised by the people in College who work trying to widen access to the College and to university in general.  (I've written a bit before about access visits.)
    • Lots and lots of email.
    Now I'm heading off, to work on my Ignite talk and to start writing a bursary application to attend the LILAC conferece to talk about TeachMeet.

    Saturday, 18 December 2010

    Da boomting

    The College in which I work runs a school liaison programme designed to promote participation in higher and further education.  The Schools Liaison Officer spends a lot of his time visiting schools all over the country to talk to the students about their post-16 and post-18 choices, and sometimes school groups (generally from schools within fairly easy reach of Cambridge) come to the College to see what Cambridge is really like.

    When school groups come to the College they often come to the Old Library for a tour and a quick peek at some of our most interesting books.  These school groups are generally completely different to the groups we usually see in the Library.  Although we have plenty of school visits, both primary and secondary, these are usually from nearby schools, and, by definition, they come from schools that are actively seeking ways to enhance the classroom teaching with outside visits. 

    The schools liaison visits are generally from inner city schools that might not be doing too well.  The groups are far more ethnically diverse than those we usually see in Cambridge, and the students often have had very little previous exposure to historical buildings and artefacts, or to the sort of cultural offer that we take for granted in Cambridge.

    This disparity certainly makes the schools liaison visits a challenge for me.  I only see each group for a short period of time (usually 30-45minutes), so there's not much scope for getting to know the group, or to investigate different ways in which they might interpret or relate to the Old Library.  I'm always strongly aware that the (National-Trust-guide-style) spiel about the Library's age, origins, highlights, etc. would probably be utterly meaningless to them, so I try to spin out each session according to what they respond to.

    Fortunately, I've never yet had a group that aren't interested in anything about the Library.  There's always something (or, usually, several things) that catches their attention, and so we talk about using the Library, or the use of Latin, or how books are made, or telescopes, or whatever else for the length of the session.  There has, I think, never been a visitor to the Library who wasn't impressed by our largest and smallest books, so we usually take a look at those, but the rest of the session is pretty form.

    Free-form sessions are quite hard work, it's true.  You have to have a lot of information at your fingertips, and be prepared to explain it in new ways according to the base knowledge of whoever's asking.  But once you have mastered the information (and it's taken me a while to feel confident that I have), then it's great fun to be able to explore objects with which you're familiar in unexpected ways.  I really must find out roughly how many sheep it would have taken to make the parchment for our biggest book, for example!

    The tour was cool. The big one [book] was great,
    though the small one [book] was amazing.

    Anyway, this is a rather rambly post that basically says that outreach to a group that you might initially think would be really hard work can actually be the most rewarding and enjoyable outreach that you do.  A group of north London teenagers whose slang seems quite incomprehensible to this Cambridge grad might seem intimidating, but when they leave a comment like this, it's impossible not to feel that it was very much worthwhile.

    -----
    Thanks to various people on Twitter for their help interpreting slang that was, frankly, well beyond my area of expertise.

    Wednesday, 24 November 2010

    Reach out!

    Yesterday I attended the Historic Libraries Forum annual conference, 'Going Public: how Outreach Can Benefit Your Library'.  The programme included papers and case studies from a wide range of institutions using their special collections to 'reach out' in a wide variety of ways.  At least half my working time (and more of my working thought, I'd say) is dedicated to outreach, so I agree totally with the overarching message of the day -- that special collections/historic library outreach is vital because we have to demonstrate that special collections are a vital, and valuable, part of the library.  We need to show that we're not elitist, and that our doors are open.  By engaging with new audiences, or with current audiences in new ways, we improve the lives of those audiences, raise the profile of and improve the the image of our institution (and our own part of that institution), and we can also learn new things about our collections. 
    'Reach Out!' by ~diP on Flickr
    'Reach Out!' by ~diP on Flickr

    Sheila Hingley started the day off with an account of the almost intimidatingly broad 'Education, Exhibitions, and Outreach' being done at Durham University Library Special Collections.  They're in the middle of a refurbishment programme which will create a dedicated, secure, exhibition space as well as an education room, a history of the book gallery, a gallery on the history of the university, and a cafe space.  The 'Treasures of Durham University' will open in January 2011 and will be desinged so that items can be replaced on a rolling programme, without having to continually re-write the whole exhibition.  The Heritage Collections have a dedicated Education Officer, initially funded through Heritage Lottery Fund money; a post common in museums, but as yet rare in libraries.  The schools offer is made through a website, 4schools, but there is also engagement with community groups, Durham Book Festival, local and family history events, and so on and so on and so on...

    Mark Purcell spoke about raising the profile of the c. 170 historic libraries owned by the National Trust.  (A good proportion of these are now catalogued and available on Copac, which was a pleasant surprise to me.)  The task of managing these libraries is terribly complicated; each library is different, and came to the Trust as part of the property in which its housed.  Until recently there was very little idea as to how many libraries there were, let alone what was in them, although this has changed in recent years with a serious cataloguing effort.  One comment particularly stuck with me: Mark explained that in some properties, cataloguers worked in public view (and therefore enduring endless comments about 'medieval laptops'); although this wasn't necessarily a very convenient working arrangement for the cataloguers, it really helped to raise the profile of the library with staff and volunteers at the property, as well as the visitors.

    The third talk that really made an impact on me was the last of the day.  Patti Collins spoke about work to utilise and promote the 'Treasures' of Manchester Central Library.  I found her talk really inspiring; she said that the special collections had at one point been viewed as elitist by the local council, and the Library had decided to overturn this view by making the special collections accessible to the public.  Patti pointed out that the books in a public library service belong 'to the people', and that the people should be able not just to see them, but to touch them.  The 'Treasures' programme has focussed on books with high visual appeal, to help overcome barriers of literacy and language, and they've held events for all ages and backgrounds in which visitors are allowed, invited, to handle the books themselves.
    '1598' by Ian Sane on Flickr

    This presentation prompted the (inevitable) discussion of access vs preservation, about which books were suitable to be handled, about the risks involved in letting people touch them, and about the requirement to preserve books for future scholars.  Concerns about damage and security are, of course, warranted, but it's all a matter of context.  In a public library, with books that aren't the only remaining copy of a text, I think it's superb to allow hands-on access.  In some academic settings, this might not be possible for one reason or another.  I think, however, that libraries should be looking seriously at developing handling collections of books, in the manner of museum handling collections.  Whether these would be replicas showing different binding structures, or 'real' books deemed to be sufficiently non-rare to allow handling, or a combination of the two, this would allow us to escape the endless, circling worries about damage, and move on to more productive topics such as 'how will we actually reach out, and who will we reach?'.

    Sunday, 21 November 2010

    Passion, Persuasion and Persistence

    Last Tuesday I went to an 'intensive session' organised by the CILIP East of England branch on the subject of word-of-mouth marketing in libraries.  Annie has already written-up a summary of the day, so I'll restrict myself here to a few thoughts about some of the issues raised.

    The one sentence that stuck with me the most came from Jenny Salisbury's introduction to her presentation 'Frontline advocacy: making it happen':
    It's not all about how the customer fits into our services but rather about what the customer needs and how we meet those needs.
    Like much good advice, this statement seems at first glance to be almost redundantly self-evident.  But when you start to think about your day-to-day working life, can you honestly say that this is an attitude that's always maintained (another theme from the afternoon session was the difficulty of evaluating customer service levels: people might say, and indeed think, that they're giving excellent service, but that's not always how an objective observer might see it)?  When new staff join a service, does their induction focus mainly on *what* you do, or does it look at *why* you do it like that and what it is that users/readers/customers/members use you for?  How often to do hear someone expressing mild annoyance at a customer request that's above and beyond the standard service you offer, rather than view it as an opportunity to modify the service to include this sort of request?
    'death metal monkeys' by brum d on Flickr
    'death metal monkeys' by brum d on Flickr

    This isn't intended as a criticism of any person or service in particular, but as an illustration of what hard work it is to keep service levels high.  To prevent the development and spread of bad habits, everyone needs to understand the reasons for the required standards of service, and new staff need to be thoroughly trained.

    We also need to keep re-evaluating what it is that our customers need.  In academic libraries (certainly in Cambridge Colleges) it's easy to slip into mindset that we know what we're there for, and therefore not to think about developing new services, or new ways of delivering traditional services.  It's also tempting to think that 'they (the readers) should know/be able to work out how to do that', whether 'that' is using the catalogue/the photocopier/the printers, or finding a book on the shelf, or searching Jstor, or whatever.  This is an obviously silly attitude, and, while it's not always easy (or flattering), the best way to improve everyone's experience is to try to work out *why* they find it difficult, and then try to make it easier.

    The main thread of the day is that people are naturally inclined to tell others about bad service much more readily, and that we need to make sure that we're giving them fuel for good word-of-mouth publicity.  This is clearly a laudible aim.  There was a subtext that this would also help as an advocacy, not just marketing, tool.  It's not necessarily the case that good customer service will make our customers into advocates for our service, although focussing service on the most important statekholders can at least raise the profile of the library, and may help make an impression on Those Who Make The Decisions.

    Thursday, 4 November 2010

    I do it for the...

    Today I went to a CILIP course on 'Moving into management' given by Beryl Morris of Hudson Rivers Training.  (Beryl's going to be at the CILIP East of England event on Tuesday 16th November - I thought she was a great course leader, so I'd encourage you to come along if you haven't already booked.)  I found it a really useful and productive day - quite different to the rather lacklustre and uninspiring management lectures I remember from library school.

    A couple of things made a particular impression on me:

    1) Right at the beginning of the day, Beryl commented that 'even if you don't have the official label of 'manager', you still have to manage relationships with people - colleagues, suppliers, customers, on so on'. I don't have to much management in my current role, but, yes, I do have to deal with people, and it's useful to have structured ways in which to think about how to do that better.

    What motivates you...
    2) One of the major themes of the course was motivation.  We did an exercise to investigate how different people's motivating factors are all different (take home message - get to know the people you're managing!).  Out of a list of 16 factors, only 'holidays/perks' wasn't chosen by anyone present as being in their top-four.

    My top four were staff development and training, creative work, direction/clarity/structure, and recognition, and it was a honest surprise to find such a variation in a room of twenty people. So, dear reader what four would you choose? (Would you add something else entirely?)

    Monday, 1 November 2010

    A Thing tried out for real: library podcast

    I am pleased and proud to announce that St John's College Library has just uploaded its first ever podcast, a recording of a talk given last week as part of the University of Cambridge Festival of Ideas.
    'MEGAphone' by estimmel on Flickr
    'MEGAphone' by estimmel on Flickr

    You can listen to, and download it, from here, or use the embedded version (just to prove that I can) below.  There's an accompanying gallery of images available too.



    Download or listen in other formats

    All comments gratefully received.

    Thursday, 28 October 2010

    Librarian as Teacher: moment of revelation

    So, I'm a bit slow on the uptake sometimes. It's nothing to be ashamed of (I tell myself): we all have our blind spots and occasionally take a while to cotton on to the most obvious of things. I've heard a lot about the Librarians as Teachers network over the last few months, and each time it came up I've thought, 'What a lovely thing. A shame it's not relevant to me'.
    I've had a lightbulb moment... (Photo from morgueFile)

    Not relevant, eh? I spent Tuesday running and helping to staff a public exhibition of literary rare books and manuscripts in the College Old Library. I spent the day answering questions about manuscript production, palaeography, language change, the book as object, architectural history, and so on, and so on, and so on. In the past I've run sessions at which families learned how to build their own model astrolabe. I've shown school groups a copy of Kepler's diagram of the heliocentric solar system and talked to them about cosmological theories.

    Not relevant?

    I don't know what I was thinking: I do library outreach for a living. If I worked in a museum, it would be called 'education', not 'outreach'. Maybe I'd have got the message more quickly then. It's not necessarily the 'teaching' that you might first think of a librarian doing: information literacy rarely features on my 'curriculum', but it's certainly teaching of a kind.

    I've joined now. Better late than never, eh?

    Friday, 8 October 2010

    Library Roots and Route

    I have been meaning to write my own contribution to the Library Routes Project ever since I heard about it (which was, admittedly, only a couple of months ago).  I'd been putting it off because I wanted to have a proper read of some other people's (not least Emma's and Niamh's) before I committed my story to the screen. I have, however, received a request to write about my route into special collections work, so I'm forging ahead now, feeling somewhat under-prepared.
    Photograph of a library building and a large treewith extensive roots.
    'Library' by smastrong on Flickr

    Beginnings

    Yes, I was the child who spent a lot of her school days organising the books in the story area, and I'm the annoying adult who is forever jumping up from the dinner table to check dictionaries and encyclopedias for the answers to obscure queries.  But it took me a while to realise that librarianship was for me.

    After a school career in which many subjects interested me, I took a BA in music with no fixed idea of what I would do with it afterwards (my only stipulations being that music teaching *wouldn't* be for me), and by the Christmas of my third year I was starting to feel really quite alarmed about the vagueness of my future.

    Revelation

    For my BA I chose to study a few papers about the transcription of medieval music, which included consideration of the material texts through which the corpus is transmitted to us.  In plain English that means we occasionally got to look at real medieval manuscripts, and spent a good deal of time peering at photocopies of facsimiles of them.  I was hooked - palaeography enchanted me, transcription absorbed me, codicology fascinated me...

    But how to get more of it?  One answer would have been a career in academia, but that seemed like a lot of hard work and rather an insecure way to earn a crust.  I decided instead that a career *looking after* these wonderful old tomes was a better choice of activity.  And, I reasoned, I like organising information, and I like finding things out for people, so maybe librarianship was a good choice for me.*

    First steps

    Having hit upon libraries I tried to get as much work experience as I could fit in around sitting my finals.  I volunteered at my local home library in the Christmas and Easter vacations, and after the exams finished I spent a week helping with the Faculty's annual stock check.  I applied for some graduate trainee positions in Cambridge, and was interviewed for some, but not selected for any.  I suspect a lack of experience and awareness of current library issues may not have helped my applications.

    My first proper library job was as a book fetcher at the University Library.  Book fetchers collect readers' requests for closed-access materials and scurry around the behind-the-scenes maze to find it and bring it to the reading rooms.  It's not a glamorous job, it's not very well regarded by the other library staff, and it can be real hard physical work on the busy days fetching bound newspapers from the 1930s.  But working in a large library you do get to see, out of your peripheral vision at least, lots of different types of library work, and to learn how they all fit together.  I was lucky enough to be stationed in the manuscripts department for some of my term, which gave invaluable experience of handling rare material and of customer service helping readers interpret myraid catalogues and listings.

    I applied to, and got a place on the MA course in Library and Information Studies at UCL, because it had historical bibliography and manuscripts modules, and because there was the option to study part-time, which I intended to do while continuing to work in Cambridge.

    'library on route 66' by fabi_k on Flickr

    Onwards and Upwards

    In August 2006, after a year at the UL, and just about to start the MA course, I was appointed to a library assistant post for a collection of theological colleges in Cambridge. This role gave me experience of many different areas of library work including circulation, cataloguing and classification, user training, project work. There was also the opportunity to work on listing a small collection of early 19th-century letters held by one of the colleges.  Although relatively few institutions have dedicated special collections staff, very many do seem to have some special collections hidden away somewhere or other.

    Today

    I hadn't intended to change jobs again until after I'd completed my MA, but in late 2007 I saw a job advertised that really appealed to me.  I nearly didn't apply: I thought it wanted skills and experience that I didn't yet have.  A friend scoffed when I suggested letting it pass, and so I crafted my CV and application to make the most of the special collections and project experience that I already had, and made by bid to become Hoyle Project Associate.  Wonder of wonders, my application was successful, and I was appointed as the person responsible for bring the Hoyle Project into being.  (The moral of this tale is to always have a go, even if you think you won't get it.)

    The Hoyle Project is a Heritage-Lottery-funded, three-year project to catalogue and make accessible the papers of the astrophysicist and science-fiction author Fred Hoyle (1915-2001), which were given to the College in 2002.  The post requires archival cataloguing skills (using a locally-developed database), and a whole gamut of outreach, public engagement, communication, curatorial, imaginative, and project-management skills.  As part of the role, I have organised a number of public events, hands-on activities for families and schools, online exhibitions, and special interest group visits, all more and less explicitly linked to Fred Hoyle.  I've also helped with the day-today running of a historic library and reading room.  One of the joys has been uncovering items from elsewhere in the special collections that can be drawn together to illustrate particular topics (generally the history of astronomy), and also, hopefully, inspiring colleagues to continue with the library's programme of outreach work, including the subject areas I've been working in, after the end of the project.

    It's a great job to have (I only wish it weren't fixed-term), and still, 30 months in, I'm so pleased to have it.  The only downside is that far more could be done than I'll ever have time for.

    Future

    The Project is due to end at the end of March 2011, so I will soon be looking for a new post.  I'd definitely like, if possible, to stay in a special collections and/or outreach role, although I fear that there's no space for being fussy in the current climate.  In an effort to evaluate my skills, and to develop them further, I'm currently working towards Chartership.  As well as obtaining a further professional qualification, I hope that this will help the job hunt by improving my ability to analyse and match my skills to the requirements of advertised post, and just to have more experience to make me suitable for roles.

    Conclusion

    Five years ago I had very little idea where a career might take me.  I hoped that it would involve special collections in some way, but I was, frankly, scared of what the modern world might be bringing with it.  I would never have thought that I'd been working in outreach (sometime with school children, no less!), nevermind that I'd be enjoying it and looking to continue in the same area.  Now I can't imagine working in a special collections role that doesn't involve some element of outreach work.  What, after all, is the point of having lovely things if no-one ever gets to know of or see them?

    *I'm also fond of sensible shoes, tweed, have short hair, look grumpy, wear glasses and like cardigans, but I'm trying to shy away from stereotypes here.

    ETA 11 May 2012: You might also be interested in this slideshow, A Special Collections Career Path, and this prezi (or pdf), Special Collections Librarianship: A Brief Map of the Field.

    Friday, 30 July 2010

    A pleasure having you

    On Wednesday afternoon, a group of seven-or-so members of staff from Cambridge University Medical Library came on a visit, led by yours truly, to see St John's College Library. This all came about after I met Isla, Reader Services Librarian at the Medical Library, at the CILIP future conversation held in Cambridge in June. She mentioned that she'd never been to St John's, I said I'd never been to the Medical Library, and a library visit swap was born. 

    If you're interested in what we've got St John's, and what the visitors thought of it, then I highly recommend that you read Emma's, Anna's and Sheila's posts.  It's certainly been very intersting for me to read their impressions of the visit.  A library tour of this kind, in contrast to the tours I help to deliver to undergraduates in October, has no set goals.  I'm not trying impress anything in particular upon the audience - whether that's borrowing limits, fine rates, the friendliness of library staff, the usefulness of Newton, or the range of online resources available (although some of these might still interest the librarian visitor!) - but rather just to show what's here, and, hopefully to invite comments and reactions that can inform the way I introduce people to the library in the future, and also inform what we actually do as a library service.  It's something of an education to see which elements of the tour i must have been emphasising, and which stick with people enough to be repeated later.  It's not something one usually gets to find out, and is one of the features of Web 2.0 that is often commented upon: beware, reviews are instant and everywhere!

    Anna's comment that I said little about e-resources was definitely fair.  I'm not sure that I mentioned them at all, in fact!  This stemmed from two things: 1) I  little to do with user education or enquiries answering in my current role, and 2) I suppose that I didn't want to show up my own ignorance in front of a group which I imagine makes much greater use of e-resources than we do here.  I shall definitely use the return visit to find out what the Medical Library is doing with e-stuff, and shall try in future not to let a fear of showing myself up stand in the way of a good learning opportunity.

    Victorian staircase in St John's College Old Library by Wumpus on Flickr

    It's hard to argue with the general agreement that St John's is a beautiful library, although it isn't without its little idiosyncracies. It's lovely to hear other people say that, and although I haven't been working here for very long, I do feel proud when people are impressed.  And it's good to be reminded, now and again, of what a remarkable building it is, and what a range of services we provide: on cold February (or even chilly July) afternoons it's all too easy just to curse the deficiencies in the heating and wish I was somewhere else.

    So, medical librarians, thanks for coming. It was a pleasure having you!

    Thursday, 29 July 2010

    Day in the Life: broad-brush approach

    My 'Day in the Life' posts so far have been all about specifics.  Today I'll take the broader view and tell you a little about what a Hoyle Project Associate is, and why she does what she does.

    Fred Hoyle's childhood telescope on display in the Old Library
    Fred Hoyle's telescope
    Sir Fred Hoyle (1915-2001) was an astrophysicist, science fiction writer, Munro-bagger, frequent correspondent with The Times, Plumian Professor of Astronomy and Experimental Philosophy, radio star, and controversialist.  He invented the phrase 'Big Bang' although he didn't believe in the theory, wrote the soon-to-be-republished novel The Black Cloud (and much more including co-writing the BBC TV sci-fi series A for Andromeda), and suggested that life on earth might have been seeded from space.

    He was a Fellow of St John's College, Cambridge, and after his death, his family donated his collection of personal papers, books, and some artefacts to the existing special collections of the College Library, which include medieval manuscripts, early printed books, collections of personal papers and a range of artefacts.  The Hoyle Collection is immense, the largest in the library, and covers all aspects of Hoyle's life and work.

    Any collection (be it books, papers, objects, images, webpages or anything else) is no good to anyone unless 1) someone knows what's in it, and 2) people can access it.  These, to my mind, are the fundamental principals of librarianship: catalogue (i.e. work out what you've got) and make available (i.e. let people at it!).

    So the basic aim of the Hoyle Project is to catalogue the Hoyle Collection.  Eventually the catalogue will be made publically available on Janus (the Cambridge University archives catalogue), and through nationwide tools such as the Archives Hub and the National Register of Archives.  In the mean time, there's a summary listing on the Library website.

    But cataloguing is just the start.  The Hoyle Project aims to make the Hoyle Collection, and the Library collections more widely, known to as many people as possible, and to increase knowledge of Hoyle, astronomy, the history of science, and the Library.
    Cambridge Science Festival visitors in St John's College Library (photo by wumpus on Flickr)
    This means opening the Library door as often as we can manage:
    My daily work is therefore a mixture of cataloguing, events planning, resource building, photography, web editing, exhibition curating, caption writing and enquiry answering.  Thrown in is some everyday special collections work staffing the reading room where researchers consult books and papers, which involves fetching items from the shelves and storage areas, supervising researchers to make sure they treat everything with respect, answering queries about the collections, and providing information about reproduction rights.

    The work is definitely challenging, but also immensely rewarding.  There's nothing like the thrill of bringing to science or history to life by using some of the wonderful documents and books that I'm lucky enough to work with.

    The Hoyle Project is funded by the Heritage Lottery Fund, St John's College, and the Friends of the Center for the History of Physics, American Institute of Physics.

    Tuesday, 27 July 2010

    "I read the news today, oh boy"

    Lots of library-related news in the UK in the last 24 hours, as the Department for Culture Media and Sport announced a 'Review of arm's length bodies' including proposals to abolish the Museums Libraries and Archive Council, the UK Film Council, the Advisory Council on Libraries and the Legal Deposit Advisory Panel. I would have liked to have made more time today to read all abaht it, but alas it was not so.  I look forward to seeing more from CILIP on the matter in the coming weeks.

    Visitors
    Photo of St John's College Old Library, with the Spanish antiphoner in the foreground, by Ben Gallagher on FlickrToday a girls' choir from Greenwich, Connecticut, were visiting the College as part of a day in Cambridge on their tour of England, and I took them up to our Old Library.  Visitors rarely fail to be impressed by the building and its 400-year old oak bookcases, and our largest book, a late fifteenth-century Spanish antiphoner (chant book) was of particular relevance to this group.  Groups of visitors can be shown the Old Library by prior arrangement with the Special Collections Librarian, and we have on average a few every month, both youngsters and adults.

    In addition to pre-arranged group visits, members of College ('members' includes both current students and alumni) may bring guests to the Old Library at any time during our working hours, and two separate such parties arrived today within 10 minutes of each other.
    other visitors


    Cataloguing
    I catalogued some more of the papers from yesterday's box.

    CPD
    I created some icons for use on blogs and websites to link to LISNPN, the L(ibrary and) I(formation) (Science) New Professionals Network, and added one to my sidebar to link to my LISNPN profile.
    This evening I'm going to a meeting to discuss the possibility of organising TeachMeet for Cambridge librarians, and I intend to blog about that separately.

    Outreach
    I chased up contacts regarding a possible book republication event.  Do hope they get back to me - it's a great opportunity for publicity (and book sales) for all involved.
    Received confirmation that some mp3s of Hoyle giving lectures in Montreal can be used by the Fred Hoyle website maintained by his family.

    Extra curricular
    At morning coffee, my colleagues and I enjoyed tucking into some Fitzbillies Chelsea buns kindly given to the Library by a reader.

    Tomorrow's to-do list
    Prepare for a visit of medical librarians tomorrow afternoon - I'm really looking forward to hearing what they think of our library, and to my return visit to the Medical Library at some point over the summer.
    Email a school librarian I met last month about arranging the visit to the Medical Library
    Cataloguing
    Think about what I need to do next with the paperwork for Chartership.  Just writing 'sort out chartership notes' yesterday wasn't specific enough to get me to do anything useful today.