the pla service responses · 2009 spring symposium 4 garcia and nelson facility (space, furniture,...

THE PLA SERVICE RESPONSES

SELECTING AND IMPLEMENTING THE RIGHT MIX FOR YOUR LIBRARY

Presented at the 2009 PLA Spring Symposium by June Garcia and Sandra Nelson

Nashville, Tennessee April 34, 2009

THE PLA SERVICE RESPONSES SELECTING AND IMPLEMENTING THE RIGHT MIX FOR YOUR LIBRARY

AT THE END OF OUR DAY AND A HALF TOGETHER, YOU WILL BE ABLE TO:

Explain the PLA service responses to your colleagues and the members of your library board

Identify the service responses that have the highest priority in your library

Identify an array of activities that support one of the service responses

Evaluate the effectiveness of the activities you identify

Create dynamic spaces that support the service priorities in your library

Build collections that support the service priorities in your library

Friday, April 3, 2009 8:30 Introduction s

We Need a Framework for Making Decisions: The PLA Service Responses

Excellence Is Defined by Meeting Local Needs: Your Library Priorities

Money Buys Resources: Staff, Collections, Facilities, and Technology

It Isn’t What We Say, It’s What We Do: Effective Library Activities

12:00 Lunch

2:00 Nothing Happens If No One Is Assigned to Make It Happen: Staff Resources

Services Shape Spaces: Facility Resources

A Look Back at Day One: Questions and Comments

5:30 Adjourn

Saturday, April 4, 2009 8:30 What Happened Yesterday: Recap and Questions

Of course Every Library Should Have [you fill in the blank]: Core Collections

Personal Philosophy Versus Public Expectations: Responsive Collections

There Is No Need to Reinvent the Wheel: ELearning@PLA

Most Change Is Incremental: From Theory to Practice

Are You Ready to Use the Service Responses in Your Library? Evaluation

12:00 Adjourn

Copies of this handout packet and accompanying PowerPoint are available at http://sandranelson.com/handouts/symposium.htm

2009 Spring Symposium 1 Garcia and Nelson

WHAT ARE THE PLA LIBRARY SERVICE RESPONSES?

DEFINITION A service response is what a library does for, or offers to, the public in an effort to meet a set of welldefined community needs.

DESCRIPTION There are 18 service responses and they all include the following elements:

TITLE

DESCRIPTION

TYPICAL SERVICES AND PROGRAMS IN LIBRARIES THAT SELECT THIS AS A PRIORITY

POTENTIAL PARTNERS

POLICY IMPLICATIONS

CRITICAL RESOURCES

Staff (Knowledge, Skills, and Abilities)

Collection (Print, Media, and Electronic Resources)

Facility (Space, Furniture, and Equipment)

Technology (Hardware, Software, Networks, and Telecommunications)

POSSIBLE MEASURES

Number of Users

User Perceptions

User Outcomes

Units of Service Delivered


BE AN INFORMED

CITIZEN

LOCAL, NATIONAL, AND WORLD AFFAIRS

Residents will have the information they need to support and promote democracy; fulfill their civic responsibilities at the local, state, and national levels; and fully participate in community decisionmaking.

SUGGESTED TARGET AUDIENCES

adults teens new voters

TYPICAL SERVICES AND PROGRAMS IN LIBRARIES THAT SELECT THIS AS A PRIORITY

Provide information on issues of public policy. Convene meetings to provide an opportunity for people to discuss community issues. Convene meetings to provide an opportunity for people to discuss national and international issues.

Develop and maintain a Web page with links to local, state, and federal information resources.

Host regularly scheduled open discussions with elected officials (local, state, and federal), and make the discussions available as podcasts or downloadable digital videos.

Provide paper and electronic copies of local information, such as annual reports from city agencies, environmental reports, revised population estimates from the city planning office, and city council meeting minutes.

Participate in blogs that focus on local issues. Present programs in partnership with local and national organizations that promote democracy and civic involvement.

Operate a community television station and broadcast community meetings. Provide tax forms and volunteer tax advisers. Register voters or provide voter registration forms.

POTENTIAL PARTNERS

AARP tax advisors board of elections chamber of commerce city council county commission


League of Women Voters other city or county departments

POLICY IMPLICATIONS

Meeting Rooms meeting room use by outside groups meeting room use for partisan events meeting room use for issuebased programs meeting room use after library hours meeting room fees

Programs in the Library cosponsorship of programs

Web Page criteria for linking to sites sponsored by advocacy groups

CRITICAL RESOURCES

Staff (Knowledge, Skills, and Abilities) Staff are knowledgeable about local government structures and elected and appointed officials.

Staff are knowledgeable about issues of local concern. Staff are knowledgeable about resources that provide information about local, state, national, and international public policy issues.

Staff can facilitate meetings. Staff can establish partnerships with local and national organizations that promote civic engagement.

Staff can record podcasts or digital videocasts and make them available for download.

Collection (Print, Media, and Electronic Resources) Constitutional law current events environmental issues globalization grassroots organizing local, state, and national government municipal finance political ideologies political process politics public administration public policy issues


Facility (Space, Furniture, and Equipment) meeting space equipment to record podcasts/videocasts

Technology (Hardware, Software, Networks, and Telecommunication) public access computers, audio headsets, and printers possible measures

POSSIBLE MEASURES

Number of Users number of people attending programs on topics related to local, national, and world affairs

percent of people who indicate on a survey that they use the library to become an informed citizen

User Perceptions percent of users surveyed who respond that:

The library’s collection of materials on local, national, and world affairs is very good or excellent.

The information assistance they receive from staff when looking for information or asking a reference question is very good or excellent.

User Outcomes number and percent of specified participants who become more actively involved as citizens

number and percent of specified participants who gain a sense of community

Units of Service Delivered circulation of materials in subject areas associated with local, national, and world affairs

number of programs offered on the topics related to the local, national, and world affairs

number of hits on the library’s “Be an Informed Citizen” Web page number of podcasts/videocasts recorded and the number of times each was downloaded


THE 18 LIBRARY SERVICE RESPONSES

BE AN INFORMED CITIZEN: Local, National, and World Affairs

Residents will have the information they need to support and promote democracy, to fulfill their civic responsibilities at the local, state, and national levels, and to fully participate in community decisionmaking.

BUILD SUCCESSFUL ENTERPRISES: Business and NonProfit Support

Business owners and nonprofit organization directors and their managers will have the tools they need to develop and maintain strong, viable organizations.

CELEBRATE DIVERSITY: Cultural Awareness

Residents will have programs and services that promote appreciation and understanding of their personal heritage and the heritage of others in the community.

CONNECT TO THE ONLINE WORLD: Public Internet Access

Residents will have highspeed access to the digital world with no unnecessary restrictions or fees to ensure that everyone can take advantage of the evergrowing resources and services available through the Internet.

CREATE YOUNG READERS: Early Literacy

Children from birth to age five will have programs and services designed to ensure that they will enter school ready to learn to read, write, and listen.

DISCOVER YOUR ROOTS: Genealogy and Local History

Residents and visitors will have the resources they need to connect the past with the present through their family histories and to understand the history and traditions of the community.

EXPRESS CREATIVITY: Create and Share Content

Residents will have the services and support they need to express themselves by creating original print, video, audio, or visual content in a realworld or online environment.


GET FACTS FAST: Ready Reference

Residents will have someone to answer their questions on a wide array of topics of personal interest.

KNOW YOUR COMMUNITY: Community Resources and Services

Residents will have a central source for information about the wide variety of programs, services, and activities provided by community agencies and organizations.

LEARN TO READ AND WRITE: Adult, Teen, and Family Literacy

Adults and teens will have the support they need to improve their literacy skills in order to meet their personal goals and fulfill their responsibilities as parents, citizens, and workers.

MAKE CAREER CHOICES: Job and Career Development

Adults and teens will have the skills and resources they need to identify career opportunities that suit their individual strengths and interests.

MAKE INFORMED DECISIONS: Health, Wealth, and Other Life Choices

Residents will have the resources they need to identify and analyze risks, benefits, and alternatives before making decisions that affect their lives.

SATISFY CURIOSITY: Lifelong Learning

Residents will have the resources they need to explore topics of personal interest and continue to learn throughout their lives.

STIMULATE IMAGINATION: Reading, Viewing and Listening for Pleasure

Residents who want materials to enhance their leisure time will find what they want when and where they want them and will have the help they need to make choices from among the options.


SUCCEED IN SCHOOL: Homework Help

Students will have the resources they need to succeed in school.

UNDERSTAND HOW TO FIND, EVALUATE, AND USE INFORMATION: Information Fluency

Residents will know when they need information to resolve an issue or answer a question and will have the skills to search for, locate, evaluate, and effectively use information to meet their needs.

VISIT A COMFORTABLE PLACE: Physical and Virtual Spaces

Residents will have safe and welcoming physical places to meet and interact with others or to sit quietly and read and will have open and accessible virtual spaces that support social networking.

WELCOME TO THE UNITED STATES: Services for New Immigrants

New immigrants will have information on citizenship, English Language Learning (ELL), employment, public schooling, health and safety, available social services, and any other topics that they need to participate successfully in American life.


HOW SHOULD YOU DETERMINE SERVICE RESPONSES FOR YOUR LIBRARY IF YOU DON’T

HAVE THEM NOW?

1. Base your selection on community needs and not personal values.

2. Consider the current demographics in your community and the projections for the next five years.

3. Consider various constituencies and their hopes for the future of the community.

4. Consider government and nonprofit initiatives designed to improve the quality of life in your community.

5. Plan to collaborate with other agencies and nonprofit organizations rather than competing with them.

6. Consider the impact of the rapidly changing information technology environment.

7. Consider current use and use patterns over the past five years.

8. Consider nonusers as well as users. Why don’t these people use the library?

9. Fight the power of the status quo.

10. Understand that library excellence can only be judged locally and that it is based on meeting unique local needs.


HAS YOUR SERVICE RESPONSE BEEN OFFICIALLY ADOPTED BY YOUR LIBRARY?

1. List the service response you selected: ______________________________________ 2. Who is your target audience? ______________________________________________ 3. Why did you select this service response and target audience? ____________________ _____________________________________________________________________ _____________________________________________________________________ 4. How long has this been a service response in your library?

_____ This service response has been a priority for more than one year

_____ This service response became a priority within the past year 5. Are there official public service goals that support this service response in your library?

_____ Yes

_____ No: If there are no library goals that support this service response, how do you know that it is a library priority? ____________________________________________________________ ____________________________________________________________ ____________________________________________________________

6. Has the library identified specific measures and targets to track the progress being made toward reaching this service priority?

_____ Yes

_____ No: If there is no way to measure progress, how do you know that programs and services you are offering are effective?

___________________________________________________________ ___________________________________________________________ ___________________________________________________________ 7. Is there a direct link between the library’s service priorities and the library’s budget?

_____ Yes

_____ No: If there is no link between the library’s priorities and budget, how do you acquire the resources needed to support the priorities?


HOW SHOULD RESOURCE ALLOCATION DECISIONS BE MADE?

Historic Model Current Model

NOT RECOMMENDED!!!! STRONGLY RECOMMENDED!!!!

SERVICES MANAGEMENT Vision

Community Needs

Service Responses

Mission

Service Goals

Objectives

Activities

Community Needs

Service Roles

Mission

Service Goals

Service Objectives

Service Activities

Staff Goals Staff Objectives and Activities

Collection Goals

Collection Objectives and Activities

Facility Goals Facility Objectives and Activities

Technology Goals

Technology Objectives and Activities Staff

Needed

Collections Needed

Facilities Needed

Technology Needed

HISTORIC RESOURCE ALLOCATION ASSUMPTIONS CURRENT RESOURCE ALLOCATION ASSUMPTIONS

Our existing services are very good or excellent New services and activities require new resources If we don’t get any new resources we can’t do anything new

Our current services and activities must be regularly reviewed to ensure that they are effective and efficient in relation to current priorities

Many new services and programs will have to be funded from reallocated resources

We will support new and expanded priorities with or without new resources


MONEY BUYS RESOURCES

STAFF (KNOWLEDGE, SKILLS, AND ABILITIES)

Knowledge refers to the information and concepts acquired through formal education and job experience.

Skills are the manual and mental capabilities acquired through training and work experience, the application of knowledge gained through education or training and practical experience.

Abilities are the natural talents, capacities, and aptitudes possessed by employees.

COLLECTION (PRINT, MEDIA, AND ELECTRONIC RESOURCES)

Staff in libraries in which a service response is a priority will develop collections in much greater depth or breadth than would be the case in libraries in which the service response was not a priority.

Libraries will provide materials in the languages spoken by the people within the target audience and will purchase materials in the formats most appropriate for their community and their service priorities.

FACILITY (SPACE, FURNITURE, AND EQUIPMENT)

Space describes an area of the library building that has a common usage or purpose.

Furniture and Equipment are the physical items within the structure.

All library facilities should be in full compliance with the provisions of the Americans with Disabilities Act.

TECHNOLOGY (HARDWARE, SOFTWARE, NETWORKS, AND TELECOMMUNICATIONS)

All libraries will provide public access to the Internet and have sufficient bandwidth to manage the online services provided.

All libraries will have a Web page.

All library technology should be in full compliance with the provisions of the American with Disabilities Act.


WHAT IS AN ACTIVITY?

ACTIVITY: A GROUPING OF SPECIFIC TASKS THAT THE LIBRARY WILL CARRY OUT TO ACHIEVE ITS PRIORITIES. ACTIVITIES RESULT IN AN OUTPUT OF THINGS DONE OR SERVICES DELIVERED.

All activities start with an action verb and describe the services to be delivered or the outputs produced.

Examples:

Plan and present a Summer Reading Program

Establish a Teen Advisory Board

Host and facilitate a monthly adult reading club at the library

Collaborate with the Senior Center to present a series of programs on genre fiction

Create a gaming center in the library

Offer downloadable movies and audio content from the library web site

STEPS: SEQUENTIAL ACTIONS COMPLETED IN THE PERFORMANCE OF AN ACTIVITY.

Steps describe what staff does to implement an activity.

Steps typically fall into one of four categories:

Planning

Communicating

Doing

Evaluating


HOW CAN YOU EVALUATE THE EFFECTIVENESS OF ACTIVITIES?

THE EFFECTIVENESS OF AN ACTIVITY IS A MEASURE OF THE POTENTIAL OF THAT ACTIVITY TO CONTRIBUTE TO PRODUCING AN IDENTIFIED RESULT. Effectiveness can be measured by three elements, each of which has a five level scale:

THE PERCENT OF THE TARGET AUDIENCE THAT USES THE ACTIVITY

1 = 25% of the audience




5 = 1% or less of the audience

THE RESULT PRODUCED – THE EFFECT ON THE TARGETS IN THE OBJECTIVES IN THE STRATEGIC PLAN

1 = Very high

2 = High

3 = Moderate

4 = Low

5 = None

THE AUDIENCE RESPONSE

1 = Users will love it

2 = Users will like it a lot

3 = Users will think it is OK

4 = Users will not care much

5 = Users will not care at all


WHAT ARE THE MOST EFFECTIVE ACTIVITIES TO SUPPORT YOUR SERVICE RESPONSE?

Service Response ____________________ Target Audience __________________

Activity Type Effectiveness Current New Audience Results Reaction Total

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.


HOW CAN YOU DETERMINE THE STAFF RESOURCES THAT WILL BE REQUIRED

TO IMPLEMENT AN ACTIVITY?

Service Response ________________________ Target Audience ____________________ Activity: _____________________________________________________________________ ____________________________________________________________________________

Resources Required to Implement the Activity

Resources Available through Reallocation

Additional Resources Required and Suggested Source

STAFF RESOURCES

a. Hours

1) Manager

2) Librarian

3) Paraprofessional

4) Clerical

5) Page

6) Maintenance

7) Other

b. Knowledge, Skills, and Abilities


WHAT FACILITY RESOURCES ARE NEEDED TO SUPPORT THE SERVICE RESPONSES?

BE AN INFORMED CITIZEN: LOCAL, NATIONAL, AND WORLD AFFAIRS

Meeting space Equipment to record podcasts/videocasts

BUILD SUCCESSFUL ENTERPRISES: BUSINESS AND NONPROFIT SUPPORT Meeting spaces Space for business center or grants center Equipment to record podcasts/videocasts Electrical outlets for personal computers

CELEBRATE DIVERSITY: CULTURAL AWARENESS Meeting Space Display shelving to merchandize selected portions of the collection Exhibit and display space

CONNECT TO THE ONLINE WORLD: PUBLIC INTERNET ACCESS Electrical outlets that can be easily accessed for use with personal computers Workstations that are large enough for people to work comfortably Ergonomic workstations and chairs Good wire management Appropriate lighting

CREATE YOUNG READERS: EARLY LITERACY Family computer areas that support shared use of digital resources Appropriate shelving for preschool materials Childfriendly furniture and computer desks Listening and viewing stations

Appropriate seating at computer workstations to encourage adults and young children to use computer programs together

DISCOVER YOUR ROOTS: GENEALOGY AND LOCAL HISTORY Equipment required to read, print, and copy all formats in which the information is supplied, including microfilm and microform

Shelving and storage appropriate for all formats in which the information is supplied Exhibit and display space Ample work space at tables and workstations Ergonomic workstations and chairs Exhibit and display furniture and equipment Conveniently located copy machines Electrical outlets for personal computers Temperature and humidity controlled storage Secure storage for irreplaceable items in collection


EXPRESS CREATIVITY: CREATE AND SHARE CONTENT Media production space Media production equipment Meeting space Exhibit and display space Music practice rooms Performance space

GET FACTS FAST: READY REFERENCE Space for a telephone reference center Tables for users of print reference resources Adequate telephone lines

KNOW YOUR COMMUNITY: COMMUNITY RESOURCES AND SERVICES Community events bulletin board in easily accessible site Information rack for free materials made available for distribution by local agencies and organizations

LEARN TO READ AND WRITE: ADULT, TEEN, AND FAMILY LITERACY Small study rooms for tutoring

MAKE CAREER CHOICES: JOB AND CAREER DEVELOPMENT Dedicated space for a job and career center Private spaces for volunteers to meet with job seekers Meeting space for programs

MAKE INFORMED DECISIONS: HEALTH, WEALTH, AND OTHER LIFE CHOICES Meeting space Display shelving to merchandize selected portions of the collection

SATISFY CURIOSITY: LIFELONG LEARNING Smallgroup meeting rooms Display shelving to merchandize selected portions of the collections Secure display space for rotating collections Comfortable seating

STIMULATE IMAGINATION: READING, VIEWING AND LISTENING FOR PLEASURE Meeting space Display shelving to merchandize selected portions of the collections Space to display new books and media Appropriate shelving for media Ergonomic workstations and seating Listening and viewing stations Identifiable readers’ advisory services station or roving personnel


SUCCEED IN SCHOOL: HOMEWORK HELP Space for homework center Study rooms or other spaces for teens to work Workstations that are large enough to allow several students to work together Ergonomic workstations and chairs

UNDERSTAND HOW TO FIND, EVALUATE, AND USE INFORMATION: INFORMATION FLUENCY Computer lab Mobile computer lab Data projector

VISIT A COMFORTABLE PLACE: PHYSICAL AND VIRTUAL SPACES Meeting rooms of various sizes Space for people to collaborate on projects Comfortable seating in busy and quiet areas Ergonomic workstations and chairs Accessible electrical outlets for personal computers Good wire management Café Gallery space Exhibit space Performance space

WELCOME TO THE UNITED STATES: SERVICES FOR NEW IMMIGRANTS Meeting rooms Study rooms Multilingual signage Information rack for free materials made available for distribution by agencies and organizations serving new immigrants

IMPORTANT FOR ALL SERVICE RESPONSES

Buildings and grounds that are safe, welcoming, and attractive Sufficient parking Signage that is visible, informative, and large enough to be easily read Furniture that is clean and in good repair Stack areas that have appropriate lighting and adequate aisles Restrooms you’d be willing to use yourself Selfservice options that enhance customer service Service desks that are approachable and not a barrier Compliant with the requirements and the intent of the Americans with Disabilities Act (ADA)


WHAT ARE THE FIVE LEVELS OF COLLECTION DEVELOPMENT?

POPULAR/ RECREATIONAL

Current titles, best sellers, hot topics in a variety of formats. Multiple copies are purchased of many items. Items are replaced regularly as new titles become available

BASIC OR GENERAL

A careful selection of materials in appropriate formats based on quality and popularity and intended to meet the reading needs of a diverse reading public. Emphasis is on recent publications, but recognized standard works from the past are included. Standard reference titles may be purchased. Access to some electronic resources may be provided. Items are replaced as new titles become available.

INSTRUCTIONAL A collection that is broad and includes virtually everything in all formats recommended by an established authority. The collection includes a considerable number of retrospective titles and all of the works of significant writers in the field. The circulating collection is supported by most recommended reference materials and a selection of representative journal titles. Titles may be of a specialized or technical nature. Access to some specialized electronic resources will be provided. Materials may be discarded when they have outlived their usefulness, but the collection can be expected to grow in size.

RESEARCH A comprehensive collection of materials in all formats that are likely to be of interest to anyone working in the field layperson or expert. The collection will include all the subject's bibliographies and reference tools, all important journals, selected research reports, virtually all current titles published in the field, standard or classic titles, and appropriate media materials. Access to all available electronic databases will be provided. Few materials will be discarded and the collection will grow each year.

EXHAUSTIVE Everything published on a subject in all formats, editions and translations, throughout history. Includes ephemeral materials, manuscripts, archival materials, etc. This collection is intended for the researcher. No items are discarded.


WHAT ARE YOUR ATTITUDES ABOUT LIBRARY COLLECTION MANAGEMENT?

1. THERE ARE CERTAIN ITEMS THAT EVERY PUBLIC LIBRARY SHOULD OWN. ____ True: List some of the items you think should be available in every public library. ___________________________________________________________

___________________________________________________________

___________________________________________________________

____ False: Explain your reasons for saying false. ___________________________________________________________

___________________________________________________________

___________________________________________________________

2. POTENTIAL USE IS THE ONLY THING TO CONSIDER WHEN SELECTING AN ITEM TO BE INCLUDED IN THE COLLECTION.

____ True: Explain why potential use is the only thing you consider.

___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

____ False: List some of the other things to consider.

___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

3. WHEN LIBRARY PRIORITIES CHANGE, THE MAKEUP OF THE EXISTING COLLECTION HAS TO CHANGE AS WELL.

____ True: List the kinds of changes that would have to be made.

___________________________________________________________

___________________________________________________________

___________________________________________________________


____ False: Describe the relation between the library’s collection and the library’s priorities.

___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

4. NO MATTER WHAT THE LIBRARY’S PRIORITIES ARE, IT IS NEVER APPROPRIATE TO BUY MORE THAN ___ NUMBER OF COPIES OF AN ITEM.

____ True: Fill in the number and explain the reasons for your choice.

___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

____ False: Explain how to decide on the number of copies of an item to purchase. ___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

5. THE GENERAL COLLECTION DEVELOPMENT POLICIES THAT APPLY TO DEVELOPING ADULT COLLECTIONS ARE NOT APPROPRIATE FOR CHILDREN’S COLLECTIONS.

____ True: Explain why.

___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

____ False: Explain why. ___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________


HOW CAN YOU DEFINE NEEDED COLLECTIONS? PART I

THE BISAC SUBJECT HEADINGS LIST IS A STANDARD USED BY MANY COMPANIES THROUGHOUT THE SUPPLY CHAIN TO CATEGORIZE BOOKS BASED ON TOPICAL CONTENT.1 Place a check mark by the subject areas that must be developed to support your service response. Service Response ____________________ Target Audience ________________ Antiques and Collectibles Law Architecture Literacy Collections Art Literary Criticism Bibles Mathematics Biography and Autobiography Medical Body, Mind and Spirit Music Business and Economics Nature Comics and Graphic Novels Performing Arts Computers Pets Cooking Philosophy Crafts and Hobbies Photography Design Poetry Drama Political Science Education Psychology Family and Relationships Reference Fiction Religion Foreign Language Study Science Games SelfHelp Gardening Social Science Health and Fitness Sports and Recreation History Study Aids House and Home Technology and Engineering Humor Transportation Juvenile Fiction Travel Juvenile Nonfiction True Crime Language Arts and Disciplines

1 http://www.bisg.org/standards/bisac_subject/index.html


HOW CAN YOU DEFINE NEEDED COLLECTIONS? PART II

1. List the BISAC Subject Heading that you think includes the materials that are most critical to support your service response. _____________________________________

2. What specific topics would you include in this broad subject area to support your service response? In what format or formats would you acquire materials in each topic? What level of development would be appropriate for each topic (see page 19 for more information on levels of collection development)?

Topic Format Level of Collection Development

Print Media Electronic


HOW EFFECTIVELY IS YOUR SERVICE PRIORITY CURRENTLY SUPPORTED IN YOUR LIBRARY?

Service Response ____________________ Target Audience ________________

1. ACTIVITIES Use the following scale to rank the number and effectiveness of the current activities

that support your service response.

1 2 3 4 5 6 7 8 9 10 Excellent Average/Adequate Poor/Inadequate Briefly explain your ranking: _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________

2. STAFF KNOWLEDGE, SKILLS, AND ABILITIES Use the following scale to rank the knowledge, skills, and abilities of the staff in your

library in the types of activities that will be needed to support your service response.

1 2 3 4 5 6 7 8 9 10 Excellent Average/Adequate Poor/Inadequate Briefly explain your ranking:

_____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________

3. COLLECTIONS Use the following scale to rank your current print, media, and electronic collections that

support your service response.

1 2 3 4 5 6 7 8 9 10 Excellent Average/Adequate Poor/Inadequate Briefly explain your ranking: _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________


4. FACILITIES

Use the following scale to rank the space, furniture, and equipment that have been allocated in your library to support the service response.

1 2 3 4 5 6 7 8 9 10

Excellent Average/Adequate Poor/Inadequate Briefly explain your ranking:

_____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________

5. OVERALL ASSESSMENT Based on your answers to the questions above, how effective do you think your library

has been in developing services, programs, and collections that support this service priority?

1 2 3 4 5 6 7 8 9 10

Very Effective Somewhat Effective Not At All Effective Briefly explain your ranking: _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________

6. NEXT STEPS What will you do when you return to your library to improve the services, programs,

collections and facilities that support this service response? _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________


ELEARNING@PLA


`

Continued on next page


Continued from previous page


RESOURCES FOR RESULTS

BOOKS Nelson, Sandra. Implementing for Results: Your Strategic Plan in Action (Chicago: American Library Association, 2009).

Nelson, Sandra. Strategic Planning for Results (Chicago: American Library Association, 2008).

Nelson, Sandra and June Garcia. Public Library Service Responses 2007 (Chicago: American Library Association, 2007). [Digital]

Bryan, Cheryl. Managing Facilities for Results: Optimizing Space for Services (Chicago: American Library Association, 2007).

Goodrich, Jeanne and Paula Singer. Human Resources for Results: The Right Person for the Right Job. (Chicago: American Library Association, 2007).

Rubin, Rhea. Demonstrating Results: Using Outcome Measures in Public Libraries. (Chicago: American Library Association, 2006).

Mayo, Diane. Technology for Results: Developing ServiceBased Plans. (Chicago: American Library Association, 2005).

Nelson, Sandra and June Garcia. Creating Policies for Results: From Chaos to Clarity. (Chicago: American Library Association, 2003).

Mayo, Diane and Jeanne Goodrich. Staffing for Results: A Guide to Working Smarter. (Chicago: American Library Association, 2002).

Nelson, Sandra, Ellen Altman, and Diane Mayo. Managing for Results: Effective Resource Allocation for Public Libraries. (Chicago: American Library Association, 2000).

ELECTRONIC RESOURCES

COMMUNITIES OF PRACTICE A separate community of practice is available for each of the 18 service responses at http://elearnlibraries.mrooms.net. All of the communities of practice are:

Interactive

Available on demand

Reasonably priced: PLA Members, $39 each; any 3 classes for $99* ALA Members, $59; 3 for $149* Nonmembers, $79; 3 for $199* *The threeclass offer is for the same person registering for three different classes, or 3 different people from the same library registering for the same course or 3 different courses at the same time.

WORKFORMS All workforms are available at no cost on http://elearnlibraries.mrooms.net.

http://e-learnlibraries.mrooms.net/

http://e-learnlibraries.mrooms.net/

the pla service responses · 2009 spring symposium 4 garcia and nelson facility (space, furniture,...

Documents