“Can't you just tell me what to type?”Urban Libraries Respond

DeborahTurner.info, Drexel Universityturned@drexel.edu

The School of Information and Library ScienceUNC at Chapel Hill campus March 27, 2015

What’s she talking about?

• the oral present defined– how people talk today– distinct from oral history/tradition– builds on orality studies (Ong, Finneman, Turner)

Deborah Turner, CRADLE Talk, UNC, March 2015, slide 2 of 12

Why it matters

• Some still (strongly) prefer to talk when…o obtaining new informationo building relationships o adopting ITo conveying important information

• ICTs increasingly rely on voice-activation (Siri, Cortana, voice command mode)

Deborah Turner, CRADLE Talk, UNC, March 2015, slide 3 of 12

the research project

Given how…• equipment, space, and staffing are

increasingly designed to get patrons to access content and resources online and

• some customers/patrons/users prefer oral information…

RQ: …how can libraries design services in recognition that some just want to talk?

Deborah Turner, CRADLE Talk, UNC, March 2015, slide 4 of 12

method

• Participant Action Method (3 stages)• Central administrators and branch managers– 8 individual interviews– 1 small group interviews

• Semi-structured interview protocol was designed to ensure responses to some uniformed questions:

Deborah Turner, CRADLE Talk, UNC, March 2015, slide 5 of 12

data

• CPL’s underserved: – teens, seniors, working parents– “those without options [for getting information

they need]”– “No single demographic is monolithic.”

• To (determine and) deliver needed information, form relationships.

• Coordinate with service agencies

Deborah Turner, CRADLE Talk, UNC, March 2015, slide 6 of 12

data (continued)

• “Teens are like smoke. You can see a cloud of it, and then you walk into it and you can’t find a teen anywhere.”

• “…to make sure that the needs of the community are being met, people do want that one on one. They want those conversations. They want to know who you are and whether they can trust you before you can show them anything. If you don’t have time to talk to them for a few minutes about what’s going on in their life, or listen to them… I have seen this. I’ve witnessed it. They’ll turn around and walk back out the door. Relationship is very important.”

Deborah Turner, CRADLE Talk, UNC, March 2015, slide 7 of 12

discussion

• Conceptual implication: recognize the increasing blurred ling between service provision and information dissemination

• Teaching implications: – redefine “liaison librarian”?– reference interview advocacy

Deborah Turner, CRADLE Talk, UNC, March 2015, slide 8 of 12

discussion (continued)

• Practical implications:– advocate surrounding new ‘collections’– adapt space management practices… lend space?– adapt HR practices that recognize staff as a

resource

Note: These implications may inform our teaching.

Deborah Turner, CRADLE Talk, UNC, March 2015, slide 9 of 12

conclusion

• Future research– The Oral Present Project• year 2: Free Library Philadelphia • year 3: Seattle Public Library

– CHOICES Uganda

Deborah Turner, CRADLE Talk, UNC, March 2015, slide 10 of 12

Acknowledgements

• IMLS “The Oral Present, Urban Library Services, and the Underserved” (Grant # RE-07-14-0051)

• Cleveland Public Library• Adam Townes, Doctoral Candidate• Tim Gorichanaz, Doctoral Student/RA• Center for the Study of Libraries, Information,

and Society (Drexel)

Deborah Turner, CRADLE Talk, UNC, March 2015, slide 11 of 12

Thank you

deborahturner.infohttp://cci.drexel.edu/faculty/dturner/OralPresent/index.html

@theoralpresent