1. Tackling the Technology Ratchet
Using the Design Thinking Approach to Align High Tech and High Touch
LACUNY 2007 Institute Technology with a Face: High Tech Meets High Touch
May 18, 2007
Steven Bell, Associate University Librarian
Temple University

2. Forces of Change Demographics Socio-Econ Technology Librarians
Institution
Policy

3. Technology Ratchet What Technologies Make You Feel Pressured?
Web Technologies
blogs, wikis, rss, aggregators, social collaboration tools, social networks, flickr, tagging, folksonomies, gaming, podcasts…
Library Technologies
link resolvers, federated search, institutional repositories, open worldcat…
Academic Technologies
courseware, hardware/software, learning objects screencasting…

4. The Age of User Experience
What Defines It?
simplicity
complexity is a deal breaker
good design is crucial
fix it if it’s broken
features get used if they provide a good user experience
Source: EWeek.com -

5. Experience Economy Book about designing user experiences
Moving from commodities to experiences
Make it memorable
It has to work

8. Design Thinking
Approaching library problems the way designers approach design problems.
What is design thinking
“Librarianship by Design” draws mostly from instructional design for influence
How is it different?
Thoughtful process to create new services
Integrates needs assessment and evaluation
User-centered not technology-driven

9. Design Thinking Empathic Design Prototyping process
Formative and summative evalution
Use podcast example - everybody had different ideas; everybody wanted to do something; no one wanted to take the first step - so nothing happened. NOW - using DT - first - what do our users want - what will help them - how will they use it - how will they get to it.; NEXT idetify a prototyping project makes doing this for the first time more approachable for staff - we know this is just the start of pracess.

10. Design a Better Library User Experience
Design for local audiences
Design for personal experiences
Design around information options
Design for outcomes not features
Design for success stories
Design for user education
Local – know what their assignments are – tailor resoruces – create instructional products that resolve specific informaiton gaps – critical to have faculty involved in this localization – particuarly in development assignmetns that point to local resources – and that make it less possible to satisfice with free internet resoruces – need to differentiate local from “everything else”
Engaging – tough – we can’t turn library resources into video games – but need to reach student’s enherent desire for a challenge - and coonect to those added values that will make their lives easier (e.g., citation formatting – I know we could debate the pros and cons of that)
Personal – reach out to patrons – this is about marking – about differentiating what the library offers
Options – take a minute and show the STE video on “bad day” – you won’t get anywhere being a lib db pusher – focus on telling people about their option – then show jux2 - a low threshold way to get students thinking about different options –and why – at a level they can relate to – always opens up eyes.
Outcomes – if you get into minutia about loads of features (e.g., limiters, ) you may lose folks – focus on outcomes – how better quality info can result is a better quality paper – don’t worry if they don’t use the features you would use – maybe even goes for controlled vocab – IF WE have GOOD integrated IL in place – over time – they will learn
USER education – what we want – students who are wise info consumers can happen over time – give anecdoate – ACRL virt conf and fac member and librarian who collaborated – great – but too high expectations – students still didn’t search that well or do well on IL questions embedded in their cousre test – you can’t learn this stuff in one course – I asked – found out they had no tiered, integrated IL initiative – it’s really going to take the whole 4 years to impact on affective domain and create some true learning.

11. Help Students Choose The Right Path…

12. Blended Librarianship
A librarian who combines the traditional skill set of librarianship
with the information technologist’s hardware/software skills,
and the instructional or educational designer’s ability to apply technology appropriately in the teaching-learning process.
Like design thinking it is about combining skills to create a hybrid professional

13. For More Information Blended Librarians’ Web Site
Blended Librarians’ Online Learning Community
Review recent archived webcasts

14. Remember To Keep Up Keeping up promotes innovation
Keeping up keeps you “change ready”
Journals, newsletters, TOC alerts, RSS and aggregators, webcasts, and more
Develop a personal strategy for personal professional development – visit the Keeping Up Web Site for more ideas

15. Tips For Technology Adoption
Consider the opportunity costs
Balance experimentation (play) and investment of time
Pick your edge – lead or trail
Identify your compassionate pioneers
Reverse mentoring
Make a plan and let it guide – but there are exceptions

16. Reversing The Technology Ratchet
Be open to new technology but resist pressure to do it all
Allow opportunities for staff development and time for play
Before you go too far connect new technology to your library plan
As always, keep up, talk to colleagues, visit other libraries, share with co-workers

22. Add Your Voice To The Conversation

23. Thinking Like A Designer
Stage 1
Reflect, Analyze, Diagnose & Describe
Stage 3
Model, Plan & Prototype
Stage 2
Imagine &
Visualize
Stage 4
Action & Implementation

24. Instructional Design (ADDIE)
Needs Assessment Phase
Learner Analysis, Problem and/or Task Analysis
Planning Phase
Generate goals, objectives (learning processes), instructional strategies
Production Phase
Create materials (i.e. handouts, textbooks, readings, presentation media, exercises, assessments, etc…)
Execution Phase
Materials (i.e. handouts, textbooks, adjunct readings, presentation)
Formative & Summative Assessment
Analysis
Design
Development
Implementation
Evaluation
Shank

25. BLAAM Assess Identify Learning Gaps Determine Learning Objectives
Create Instructional Resources
Implement Instructional Product
Conduct Formative & Summative Outcomes Assessment
Assess
Design
Develop
Deliver
Measure
shank

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