UTS Library: Change & our Future is not just about Technology

@malboothhttp://www.youtube.com/watch?v=zCPPhbFgAs4

1In  this  slide  the  image  used  is  from  a  workshop  we  ran  in  the  Library  (September  2010)  for  year  7  &  9  students  so  that  they  could  tell  us  what  the  liked,  disliked  and  would  imagine  for  a  library  of  the  future  that  they  might  be  using.  Some  of  the  outcomes  from  that  workshop  are  listed  on  Slide  20.

Library3.0

2I’ve  got  no  Fme  at  Educause  to  cover  Library2.0,  so  I’m  assuming  some  knowledge  of  it  as  it  exists.  It  is  what  we  are  grappling  with  today  –  a  vast  landscape  of  compeFng  prioriFes  and  many  issues  that  seemingly  pull  us  in  different  direcFons  at  the  same  Fme.  New  values  and  opportuniFes  are  emerging,  however,  and  there  are  many  exemplars  to  follow  if  inspiraFon  is  needed.  What  remains,  however,  is  the  imperaFve  to  tailor  what  you  deliver  in  your  library  for  the  needs  of  your  community.  To  do  that  we  MUST  understand  what  your  community’s  core  business  or  prioriFes  are  and  then  stay  relevant  to  them.  

Here  is  where  I  think  we  are  heading  and  I’ve  highlighted  some  of  the  key  areas.

Sure,  some  of  the  long-­‐established  obligaFons  and  responsibiliFes  will  also  come  with  us,  but  the  challenge  is  to  decide  what  must  be  dropped  so  we  can  ramp  up  for  new  demands  and  the  new  environment  we  are  working  within.

• The challenge for an insurgent is not to try to battle the incumbent for the slot of normal. The challenge is to be edgy and remarkable and to have the market move its centre to you.

• Seth Godin

3

3The  quote  is  from  this  blog  post:

hUp://sethgodin.typepad.com/seths_blog/2011/03/kraX-­‐singles.html

LIBRARY  RETRIEVAL  SYSTEMUnderground

LEARNING  COMMONSRelocated  &  upgraded  UTS  Library

Student  vision

4By  way  of  illustraFon,  I  will  now  show  a  few  of  the  iniFaFves  we  are  taking  at  the  UTS  Library  in  order  to  set  up  our  own  future.

This  map  is  the  UTS  Campus  Redevelopment  Masterplan.  Projects  currently  underway  include  the  Student  Housing  Tower,  an  underground  MulF-­‐purpose  Sports  Hall  and  a  new  Broadway  Building  for  the  Faculty  of  Engineering  &  IT.  Building  14  will  be  a  Frank  Gehry  designed  building  for  the  Business  school  and  soon  we  kick  off  the  preparatory  work  for  the  Library  Retrieval  System  with  excavaFon  to  begin  in  2012.

The  UTS  Library  will  be  relocated  in  two  stages  from  its  current  locaFon  in  Building  5  of  the  Haymarket  Campus:Stage  1  is  the  occupaFon  and  operaFon  of  our  Library  Retrieval  System  (LRS)  to  be  installed  under  Alumni  Green.  It  will  be  operaFonal  in  2014.Stage  2  is  the  occupaFon  of  the  redeveloped  Library  building  or  Learning  Commons  in  what  is  currently  Building  2.  Currently  that  is  envisaged  for  2016.

UTS  Student  vision  film  hUp://www.youtube.com/user/UTSLibrary  From  restricted  opening  hours  -­‐>  towards  24/7  services

From book storage &

shelving deserts to better spaces for people & improved search & discovery

LRS  Movie

5(Image  taken  by  Dr  Alex  Byrne  in  the  Tampere  Public  Library,  Finland.)  Libraries  storing  all  or  most  of  their  collecFons  on  open  access  (like  this  image)  become  shelving  deserts  with  the  patrons  mostly  isolated  in  the  remaining  space  on  the  periphery  as  collecFons  conFnue  to  grow.  Occasionally  patrons  make  raids  into  the  stacks  to  hunt  for  resources,  returning  to  the  relaFve  safety  of  their  own  spaces.  

Our  future  library  will  not  be  designed  as  a  book  storage  facility.  About  75-­‐80%  of  our  collecFon  will  be  housed  in  a  Library  Retrieval  System  like  the  one  in  this  link  hUp://www.flickr.com/photos/malbooth/4118722777/in/set-­‐72157623121781717/.From  book  storage  facility  +  a  website  -­‐>  customised  physical  spaces  &  personalised  web  services/apps  that  assist  users  to  search  for  and  find  what  they  want  and  also  to  discover  resources  they  did  not  know  about.  From  books  &  journals  -­‐>  mulFple  media  formats  &  games

UTS LRS ~950,000 items

<15 mins

Serendipity:

6(Image  taken  by  me  in  the  ASRS  of  the  University  of  Utah  Library,  Salt  Lake  City.)  The  LRS  will  take  away  the  ability  to  serendipitously  browse  the  enFre  physical  collecFon.  It  will,  however,  improve  access  to  and  delivery  of  those  items  stored  in  it.  We  will  replace  physocal  browsing  with  improved  browsing  online  of  enFre  covers  of  “virtual  shelves”,  suggesFons  and  recommendaFons  (like  Amazon  &  StumbleUpon),  an  opt-­‐in  “Genius”  like  service  that  can  list  books  you  might  be  interested  in  based  on  your  browsing  and  use  paUerns.We  are  also  looking  at  the  applicaFon  of  social  bookmarks  to  the  collecFon  (e.g.  using  something  like  Delicious  or  Diigo)  as  well  as  offering  users  the  ability  to  tag  catalogue  entries.We  are  talking  to  UTS  visual  communicaFons  staff  and  students  to  look  at  visual  ways  to  represent  the  vast  amounts  of  data  we  have  about  our  collecFons,  their  aUributes  and  their  use  in  terms  of  data-­‐visualisaFon.Recently,  during  discussions  with  a  Vis  Comm  class  serendipity  came  up  and  I  responded  (as  I  have  been  of  late)  saying  that  we  were  looking  at  things  like  the  addiFon  of  raFngs,  recommendaFons  and  folksonomies  or  tags  to  our  catalogue  search  and  also  invesFgaFng  whether  features  like  Apple’s  Genius  selecFons  or  a  feature  like  StumbleUpon  discovery  service  might  be  possible.  The  academic  responded  that  what  he  enjoys  from  browsing  are  the  accidental  discoveries,  not  necessarily  related  to  what  he  first  started  searching  for.  What  then  came  out  of  my  brain  was  that  I  was  currently  playing  around  with  Tumblr,  explaining  it  as  a  cross  between  a  blog,  TwiUer,  and  Flickr/YouTube.  I  said  that  for  me  it  provides  that  “what  was  I  looking  for  effect”  as  you  look  at  the  profiles  and  interests  of  other  users  who  have  either  liked  or  re-­‐blogged  your  posts.  The  like  or  re-­‐blog  provides  the  intersecFon  of  interests  and  then  looking  further  into  their  archive  usually  leads  to  accidental  discoveries.  I  think  we  can  incorporate  something  like  this  in  addiFon  to  more  focussed  catalogue  search  faciliFes.

RFID - moving away from transactions

htwww.flickr.com/photos/jamesbondsv/3525355541/lightbox/

Not only:• Access• Lending• Self-service• Stock-take

But also:• Tracking in-house use • Location & guidance• Smarter library• Mobile self-service?

7Primary  uses:Access,  processing  loans,  facilitaFng  self-­‐service  &  stock-­‐take.  This  is  how  RFID  is  used  in  public  libraries  today.  We  are  already  doing  much  of  this  with  our  bar-­‐codes  and  (security)  taUle-­‐tape.  

We  don’t  just  want  to  replace  what  we  already  have  with  something  newer.  We  see  the  potenFal  for  RFUD  to  do  much  more.

Unlike  public  libraries  most  of  our  resources  are  used  within  the  Library  (not  lent  out),  so  we  want  to  track  the  use  of  those  resources  using  the  RFID  tags.  It  can’t  be  done  as  efficiently  with  bar  codes.  That  will  provide  us  with  more  useful  and  reliable  data  about  what  items  are  used  more  than  others  from  our  collecFon.

We  also  see  some  potenFal  in  using  RFID  to  provide  more  helpful  locaFon  and  guidance  for  students  to  find  collecFon  items.  As  well,  the  Library  could  become  much  smarter  with  RFID  enabled  zones  and  shelves  as  well  as  mobile  self-­‐service  (eventually).We’d  like  to  explore  the  possibiliFes  currently  being  applied  and  tested  with  RFID  but  not  inside  the  library  or  academic  sector.  The  retail,  transport  and  logisFcs  industry  offer  us  some  different  applicaFons  of  RFID  technology  and  these  could  be  combined  with  the  standard  library  applicaFons  by  a  smart  systems  integrator  in  the  second  phase  of  our  RFID  deployment/implementaFon.  Some  examples  include  airport  baggage  tracking,  self-­‐service/faster  checkin  at  airports  &  DVD  rentals.

Welcoming, porous, merging digital & physical

access

Designed for desired

behaviours

8(Image  taken  by  me  in  the  Philological  Library  of  Free  University,  Berlin.)  

We  believe  that  a  sense  of  place  and  space  will  be  important  in  our  new  library.  With  less  books  on  display  that  is  easier  to  deliver  in  a  given  space.

Even  current  school  students  have  recently  reminded  us  of  the  importance  of  an  appropriately  welcoming  space  to  first  enter  for  the  Library.  They  recognised  the  criFcal  importance  of  that  space  in  reminding  you  about  the  purpose  of  the  insFtuFon  you  are  entering.  The  use  of  appropriate  orientaFon  spaces  has  been  well  recognised  in  the  museum  world  and  in  well-­‐designed  new  libraries  such  as  the  one  shown  here  in  Free  University,  Berlin.From  restricted  opening  hours  -­‐>  towards  24/7  servicesFrom  desks/counters/signs/screens/boards  -­‐>  orientaFon  spaces  

From  website  -­‐>  applicaFons  and  open  development  with  our  content/dataFrom  catalogues  -­‐>    Google,  Amazon,  iTunes  (interfaces)From  face-­‐to-­‐face  classes  -­‐>  ubiquitous  learningFrom  Library  (only  as  a  locaFon)  -­‐>  mobile  services  across  the  campus  (people  &  virtual)

From  passive  consumers  of  technology  -­‐>  acFve  trend-­‐seUers  and  explorers  through  partnerships  in  research  &  publishing

Clever  design  can  assist  us  in  designing  out  undesirable  behaviour  (like  theX,  excess  noise,  vandalism,  etc.)  and  in  encouraging  appropriate  behaviour  like  reading,  study,  collaboraFon,  self-­‐service,  reference  assistance,  etc.Some  answers  and  ideas  will  come  from  parFcipatory  design:  we  are  already  working  with  4th  year  design  students  on  projects  such  as  Designing  Out  Crime  to  explore  the  possibiliFes  offered  by  RFID  and  mobile  compuFng  plarorms  as  well  as  more  tradiFonal  soluFons  to  be  found  in  spaFal  and  furniture  design.We  believe  it  is  very  important  to  have  our  current  and  future  students  parFcipaFng  in  the  conceptual  design  stage.  As  a  university  of  technology  our  design,  engineering,  and  IT  students  and  researchers  also  have  much  to  offer  us  from  their  own  experFse.From  GATES,  DON’T!  &  SHUSH!  -­‐>  Welcome,  how  can  we  help?  &  influencing  behaviour  (theX,  vandalism,  inappropriate  behaviour/food/drink)  by  design

• It isn’t just about plugging in new (enabling) technologies and opening

up shiny new spaces.

•Our people need to be prepared and we need to develop new services.

9

9

Books & transactions people & services

We don’t want to do more of the same!10

(Image  taken  by  me  outside  UTS  Library  during  Library  Fun  Day  2011.)  Freeing  the  library  space  from  its  current  focus  on  storing  books  to  more  people  friendly  spaces  facilitates  the  delivery  of  new  services  and  funcFons  for  the  library.  Freeing  our  staff  from  transacFon  processing  means  that  we  can  provide  more  of  the  value  added  services  that  we  know  are  appreciated  by  our  clients.

Sustainability

Designed for & modelling sustainable operations, procurement, travel, relationships

11Image taken by me outside the Salt Lake City Public Library.Sustainability is now an expectation for all libraries. We want to model sustainability for our university in all aspects and dimensions from our procurement to the relationships we foster within and outside the Library.We have even developed our own sustainable collections model. This can be viewed in some detail in Dr Alex Byrneʼs Designing the Library of the Future (Section 2.2). This is of course available online as a free download via UTSiResearch http://hdl.handle.net/2100/1037 Briefly, the model begins with the inner circle of High Use Materials or the most highly controlled segment of the collection including physical resources on short loan restrictions and digital resources available online through our eReadings and the Universityʼs online learning system. Next comes Priority learning and research materials or the core collection covering licensed ebooks, ejournals and other eresources central to our learning and research programs, the universityʼs own research outputs through UTSiResearch and physical items found in our open access collections (we are planning on approximately 250,000 items here).The 3rd band is Foundation learning and research materials, a broader collection assembled to support the universityʼs programs. Digital resources in this band are of a lower priority and would be sacrificed under budgetary pressures. Physical items will be stored in our LRS and accessible within 15 minutes of a request.The 4th band is Extended learning and research materials. As items age and lose relevance (excepting classic works) they may be transferred to offsite consortial storage such as the CARM repository operated by CAVAL in Victoria, but still accessible within a day. This band also includes items not owned or licensed by the Library, but available through reciprocal borrowing arrangements including the BONUS+ consortium and inter-library loans.Finally the outer band is the Global information commons comprising both the extended bibliosphere of over 160 millions books plus journals and other resources held in the worldʼs libraries as well as the open World Wide Web.

Cultural & Social hub

Image:  hUp://davidgarciastudio.blogspot.com/2009/07/archive-­‐series.html

From service provider to cultural, learning & community hub

Culture is activity of thought, and receptiveness

to beauty and human feeling. Scraps of

information have nothing to do with it. A merely

well-informed man is the most useless bore on

God's earth. Alfred North Whitehead

12From  mere  service  provider  -­‐>  cultural,  learning  &  community  hubOur  library  will  serve  as  a  cultural  &  learning  hub  within  our  university.

British Library: Business & IP Centre

http://www.flickr.com/photos/malbooth/sets/72157625026319281/with/5075774661/

13(Image  taken  by  me  in  the  BriFsh  Library  in  the  lounge  &  networking  area  outside  the  BIPC  reading  room.)

The  BriFsh  Library:  NOT  a  museum  of  the  book.

Business  and  Intellectual  Property  Centre.  This  is  impressive  new  business  for  the  BriFsh  Library  and  an  example  of  seeing  an  opportunity  and  grasping  it  with  both  hands.  They’ve  developed  great  partnerships  with  the  business  of  the  City  and  now  librarians  in  this  centre  help  people  starFng  up  new  businesses.  I  believe  this  is  the  kind  of  thing  all  of  us  need  to  learn  how  to  do  in  our  own  communiFes.

hUp://www.bl.uk/bipc/index.html

On  the  far  wall  you  can  see  examples  of  success  stories  encouraged  as  businesses  by  this  centre.

For  UTS  I  see  this  as  a  model  we  might  use  somewhere  in  our  new  Learning  Commons,  probably  targeted  at  our  research  community,  perhaps  to  link  industry  experts  with  researchers  or  others  from  URS  starFng  businesses  or  seeking  help  geung  invenFons  and  prototypes  off  the  ground.

It  might  also  be  a  useful  industry  mentoring  centre  for  post-­‐grad  students.

We  could  even  use  the  model  to  assist  academics  and  researchers  with  e-­‐publishing  and  in  order  to  understand  Copyright  beUer  (in  he  way  BIPC  does  much  the  same  thing  with  IP  and  Patents  law).

Another  example  in  London  are  the  Idea  Stores  in  East  London  –  deeply  relevant  and  connected  to  their  communiFes,  providing  what  they  need.  hUp://www.ideastore.co.uk/

What our students wantMobile check out

24/7 operations

Natural light

Inspirational & quiet spaces

Book history

Customisable spaces

Comfy chairs

Participation

14We  have  become  aware  of  these  needs  through  a  number  of  small  but  useful  iniFaFves:.    using  Wallwisher  soXware  on  a  spare  large  TV  screen  with  a  keyboard  in  our  front  stair  well  to  facilitate  a  regular  engaging  conversaFon  with  those  using  our  current  Library.  Moving  from  a  culture  of  complaint  in  an  old  corporate  complaint  book  to  one  of  conversaFon  with  real  people  in  the  Library.    by  fully  parFcipaFng  with  academics,  researchers  and  students  as  a  “client”  on  some  of  their  research  projects  into  library  services  and  spaces,  and.    by  geung  to  know  some  local  co-­‐designers/design  thinkers  who  understand  the  reality  of  community  engagement  and  its  potenFal  to  deliver  outcomes  that  synthesise  organically  the  perspecFves  of  all  people  involved  in  or  touched  by  a  project.

Art Atriums

Natural light RandomnessComfy chairs

Decent ceilings Grand entry area

Thematic identityGreenery & waterMeaningful signage Intuitive technology

Gaming/media spacesObvious sustainability

Curved & open spaces

Future students want

15(Image  taken  by  me  in  the  Philological  Library  of  Free  University,  Berlin.)These  points  are  what  the  year  7  &  9  students  told  us  they  wanted  in  a  university  library  of  the  future  aXer  a  half  day  informal  workshop  in  our  current  library  in  September  of  2010.Extended  learning  means  the  opportunity  to  learn  beyond  the  set  curriculum.What  can  we  do  to  provide  randomness  in  our  libraries.  Everything  we  do  is  about  (mostly  outdated  ontologies  and  structures!Gaming  &  media  spaces  are  probably  essenFal  now.  A  library  without  them  in  the  future  will  be  irrelevant.OrientaFon  spaces  have  a  significant  effect,  more  significant  than  any  signage,  on  the  behaviour  of  those  entering.  It  is  expected  by  our  clients.Water  features,  greenery  and  natural  light  are  probably  things  we  would  wish  to  see  ourselves.Future  students  will  expect  all  technology  that  we  provide  to  be  intuiFve.  If  it  isn’t  it  won’t  be  used.Signage  can  be  over-­‐done,  and  to  be  effecFve  it  must  be  meaningful.Our  future  students  expect  like-­‐books  to  have  some  kind  of  themaFc  idenFty  that  gives  users/readers  a  clue  about  their  content.I  didn’t  really  understand  why  students  said  they  liked  the  curved  spaces  in  the  UTS  Library  unFl  I  saw  those  of  the  Philological  Library  in  Berlin’s  Free  University.Library  spaces  and  services  must  learn  to  be  customisable  and  personalised.  Maybe  we  are  too  precious  about  those  spaces  and  don’t  understand  their  true  potenFal.We  want  our  future  library  to  be  a  social  hub,  but  it  also  must  provide  exposure  to  culture,  so  the  use  of  art  within  the  library  will  be  criFcal.Our  sustainability  iniFaFves  must  be  visible  and  demonstrate  our  progress  (or  not)  in  all  dimensions/facets.Comfy  chairs  are  essenFal  because  patrons  simply  will  not  spend  every  hour  in  a  library  awake.“Lack  of  rules”  perhaps  indicates  that  we  sFll  have  too  many  rules,  or  too  many  signs  indicaFng  the  rules.  Perhaps  there  are  other  ways  to  influence  and  encourage  behaviour  besides  rules.

• But:

• It isn’t the consumers’ job to know what they want.

• Steve Jobs

• There is more to it than that.

16

16

Synthesis in design:bringing observation, imagination, intuition & empathy together

Co-designed service model

17From  “Lending”  “Research  Help  Desk”  “Access”  “Security”  “IT”  “InformaFon  literacy”  -­‐>  triage  HELP  &  expert  consultanciesWe  like  the  Apple  model  that  is  more  generic  and  helpful  than  ours  is  at  present.Jane  Fulton  Suri  from  IDEO  suggested  bringing  observaFon,  intuiFon,  empathy  &  imaginaFon  together  to  make  an  empathic  economy  in  a  presentaFon  for  the  Business  InnovaFon  Factory-­‐2  (2006)  event:  Finding  inspiraFon  Through  the  Power  of  ObservaFon.  See  hUp://www.businessinnovaFonfactory.com/iss/video/bif2-­‐jane-­‐fulton%20suri  Is  our  process  more  like  that  of  Social  InnovaFon?  See  also  hUp://www.nesta.org.uk/library/documents/Social_Innovator_020310.pdf  

Social media: not just about web metrics!

Create, curate & manage content

Creating a sense of community

Corporate to personal voice

Networking & promotion

New & improved services

Explore, share & experiment

Improved understanding of ICT issues

18Before  we  get  to  designing  our  future  library,  we  are  implemenFng  two  other  major  enabling  technology  iniFaFves  that  take  the  focus  away  from  books  and  transacFons.  Currently  we  are  busy  with  a  large  team  of  designers  working  on  an  underground  Library  Retrieval  System  that  will  store  and  retrieve  for  our  clients  about  80%  of  our  collecFons  of  books  and  journals.  That  will  squarely  refocus  the  library  itself  on  PEOPLE.  We  are  also  busy  implemenFng  RFID  technology  that  will  assist  us  to  take  our  focus  away  from  transacFons  and  onto  the  provision  of  more  value-­‐added  services  (e.g.  improved  and  extended  services  for  our  researchers).  These  two  iniFaFves  will  be  implemented  between  2011  and  2014,  but  there  is  also  much  to  do  to  reshape  the  library  and  our  services  so  that  we  can  maximise  the  potenFal  of  those  technologies  and  that  is  where  social  media  comes  in.

UTS  LIBRARY  &  SOCIAL  MEDIA/NETWORKS

At  UTS  Library  we  started  playing  around  (literally  playing  around)  with  social  media  in  2009.  Staff  at  all  levels  were  encouraged  to  try  some  new  plarorms  and  to  produce  content  for  them.  We  also  started  seung  up  a  presence  and  creaFng  a  sense  of  community  in  a  few  selected  social  networks.  These  things  take  a  while.  They  don't  happen  overnight  and  I  think  you  can  make  the  mistake  of  killing  it  all  off  too  soon  by  over  analysing  it  before  it  has  had  the  chance  to  grow  and  evolve.  We've  been  paFent.

 

THE  REAL  BENEFITS

In  my  view,  however,  the  real  benefit  of  encouraging  these  relaFvely  new  iniFaFves  has  been  internal.  Dipping  our  toes  into  social  media  has  been  a  bit  of  a  cultural  fire-­‐starter  for  us.  We  cannot  hope  to  move  into  a  brave  new  library  world  without  some  drasFc  changes  in  our  own  culture  and  our  autudes  towards  exploring  new  ideas  and  services.  Social  media  has  helped  us  with  both.  It  has  also  helped  reposiFon  our  "persona"  from  a  corporate  voice  to  a  more  personal  voice  (which  is  another  thing  I  saw  menFoned  at  Edge  2011  last  night)  and  that  is  necessary  because  we  cannot  be  all  about  people  if  that  is  just  on  the  outside.  The  focus  on  people  also  has  to  happen  on  the  inside.

Playing  with  social  media  has  encouraged  our  people  to  learn  about  new  plarorms  and  about  creaFng  content  for  them.  Those  skills  in  both  exploraFon  of  new  or  emerging  technologies  and  content  producFon  are  invaluable.  They've  also  gained  confidence  in  their  wriFng  and  presentaFon  skills  and  learned  how  to  "network"  more  effecFvely  (which  is  criFcal  for  liaison  on  campus).  All  of  this  has  helped  us  promote  our  services  and  our  people  and  now  more  than  ever  we  are  in  demand  on  campus  and  elsewhere.

Our  social  media  experiments  have  already  led  to  the  development  of  improved  and  new  services  for  students  and  researchers  at  UTS  all  through  establishing  a  culture  of  fun,  playfulness  and  a  willingness  to  try  new  things.  They  have  really  helped  our  people  in  the  ways  they  use  and  help  others  to  use  our  discovery  layer  and  our  website  and  that  has  also  helped  us  to  understand  how  we  should  improve  that  layer  with  the  addiFon  of  new  features  and  services.  There  is  a  real  momentum  of  openness,  sharing  and  experimentaFon  that  has  developed  accordingly.

I  may  be  wrong,  but  I  also  thin  that  the  possibiliFes  revealed  by  using  social  media  have  assisted  some  of  our  staff  to  understand  what  old  services  or  processes  to  abandon  (or  replace).  AXer  all,  you  can’t  be  good  at  everything!

 

THE  POWER  OF  TRUST

Underlying  this  has  been  a  strong  culture  of  trust  at  all  levels  of  management  and  leadership  in  this  library.  We  didn't  issue  a  27  page  set  of  principles  and  rules  for  the  use  of  social  media.  We  simply  referred  to  the  exisFng  UTS  code  of  conduct  for  all  staff  and  explained  that  for  pracFcal  reasons  we  would  concentrate  our  efforts  on  an  agreed  set  of  plarorms:  all  the  usual  suspects.  Everyone  was  treated  like  an  adult  and  trusted  to  get  on  with  it.

What works for us Be more active, learn by doing

Look for possibilities, not problems

Model & recognise desired behaviours

Contribute & stay relevant to our community

Identify & encourage talent, not qualifications

Encourage risk taking & exploration

More inclusive, less hierarchical

Trust, trust, trust!

19A  final  set  of  reminders,  many  of  which  hark  back  to  that  earlier  Wordle  about  Library3.0.

These  are  just  a  few  of  the  things  we  are  trying  and  finding  useful  at  UTS  Library.  They  may  not  all  work  for  you,  but  they  seem  to  be  working  for  us.  (I  don’t  think  these  points  provide  a  prescrip2ve  framework  for  all  by  any  means!)You  need  to  manage  the  distress  that  might  result  from  change  and  chaos,  but  it  isn't  always  best  managed  by  the  full  change  management  train-­‐wreck  process!It  isn't  just  about  plugging  some  new  technology  in  and  geung  it  to  do  more  of  the  same  or  replace  an  old  process  (you  may  not  want  to  do  that  old  stuff  now  anyway).  It  is  about  

how  you  maximise  the  potenFal  from  a  new  technology  and  your  staff  and  keep  the  momentum  going  and  evolving

o    Be  more  acFve  (less  passive  as  a  library  and  allow  people  to  learn  by  doing  (i.e.  make  some  mistakes)  &  supporFng  them

o    Model  the  behaviours  you  want  to  see  (yourself)!  And  then  publicly  recognise  others  who  are  headed  in  the  right  direcFon

o    Even  academic  libraries    must  make  a  visible  contribuFon  and  stay  relevant  to  their  communiFes.  Maybe  we  can  learn  from  public  libraries  in  this  respect?

o    Break  a  few  old  rules  and  you’ll  find  out  that  the  sky  doesn't  always  fall  in  &  someFmes  you  don't  get  caught  because  nobody  really  cares

o    Encourage  staff  to  take  risks  and  explore  new  things  (without  seeking  permission)

o    Trust  people  to  do  their  own  jobs  &  allow  them  to  get  on  with  it

o    IdenFfy  and  encourage  talent,  not  qualificaFons

o    It  has  certainly  been  very  rewarding  to  stand  back  and  see  stuff  like  UTS  Research  Week  and  Fun  Day  just  happen  and  conFnue  to  evolve  without  any  huge  investments,  

consultants,  or  change  management  processes.  It  is  almost  “organic”.  We’ve  not  aimed  at  perfecFon  because  it  isn’t  possible,  but  both  were  delivered  really  well  and  if  anything  

didn’t  go  according  to  plan,  who  really  cares  anyway.

20