One key element of the Columbus Metropolitan Library’s website is that it strives to encourage users to interact with the site and with the library through the site in many different ways. This desire to move beyond a site that merely provides information, to one in which users can modify and create information, is a hallmark of Library 2.0.  In particular, CML works to encourage children and teens to interact with each other and the library through their site. As with all the reviews, I will be focusing on three main issues, and will strive to:

1.  Look at what Library 2.0 tools are avaliable  or promoted on the website.
2. Review what assistance the library provides on the website to guide their patrons in actually using the tools.
3. Assess what explanations as to why users would want to use these tools, and who exactly would benefit from using them.

Library 2.0 Tools on Columbus Metropolitan Library System Website

While there are not a lot of Library 2.0 tools displayed on the front page of the CML web site, users don’t have to go far to find them integrated into the web site. Most of these tools are integrated into the website, either directly or through an outside service the library uses (such as their events calendar and the OPAC). Some of them are promoted through links to other tools that the library uses to provide services and promote the library to the community.

On the side bar of the frame that is on most of the library’s pages is a link inviting users to “Ask it” via phone, e-mail, or chat. This leads to a page that lists many ways that users can communicate with the library, including a built in chat that provides immediate response. Besides this chat, the library lists five account names for different chat services, where users can ask questions of a librarian, as well as a number that users can text questions to. These various tools invite users to interact with staff via the Internet, to extend library services beyond the physical space.

CML doesn’t just want its users to interact with the staff through their website, but with each other. They achieve this most successfully on the Kids and Teens page, which each feature sways that users can submit content, read others submissions, and comment on content. The teen page has a blog, with content relevant to teens and not just advertising teen events, that is semi-regularly updated. Teens can comment on the blog, participate in contests held on the blog, and discuss issues with each other through the blog.  Additionally, the teens have a Flickr account, where teens can upload images and comment on other users images, a space to upload stories, and a place to upload poetry. On the kids page, there are also spaces to share jokes, stories, poems, and create mad libs. Both pages offer places for users to upload reviews of books, and read other users recommendations.

While the Kids and Teens pages really embody many of the ideals of Library 2.0 participation, CML also has a page of “Power Tools” that offer external ways to interact with the library beyond the website. They want to empower their users to get the most out of their library experience, and offer several plug-ins, a power search like Salt Lake County, and a tool bar. Since the library is committed to developing more ways for users to interact with the library, they have also created a blog to allow users to track this progress and comment on their experiences using them.

The last area of Library 2.0 technology on the CML website is the RSS feeds that are available from the services the library purchase–both from their events catalog and the OPAC. Like Salt Lake County Public library, CML uses Evanced to keep track of events, and allow users to interact with the library events, including setting up RSS feeds to report on upcoming events. They also have a feature in their catalog that allows users to receive RSS feeds when new books are released that match certain search criteria.

Assistance Provided on Web Site to Use these Tools

It is interesting to note to what degree the Library 2.0 tools on the website are supported by instruction and assistance. Naturally, users can use the various means of contact to reach a librarian to ask them how they work. But how much instruction is there that would allow users to independently navigate the tools.

On the library’s “Ask Us” page there are a lot of different ways to contact the library, for the new “chat” feature there is an extensive FAQ, but for most of the rest of the tools there is little help available. For the features embedded in the Kids and Teens pages, there is little instruction, but the interfaces are extremely simple and self explanatory. Since they are embedded, it takes no special knowledge of a tool to work. Each area is labeled with the information needed to submit, and each area is clearly labelled as what to submit there.

For the library’s “Power Tools” there is an entire blog dedicated to discussing them, and explaining how they work and what their purpose is. The blog also allows users to comment on how well the tools work and seek help, though I’m not sure how many people use it for these reasons. Because the blog is hosted on an outside blog software and embedded in the CML website it didn’t always show up when I clicked on it. This made it much more difficult to assess, and must make it more difficult for users to rely on it for assistance.  

Because Evanced is provided by an outside service, the library does not provide any particular assistance on its website for navigating the calendar. Within the calendar service itself, there is little help provided by Evanced, though the areas are well labelled and navigation is fairly intuitive.

Explanation as to Why Patrons Would Want to Use the Tools

For the most part, CML assumes that their users understand why using these tools will improve their library experience, and so only have a few cursory explanations. On the “Ask Us” page, it is just assumed that users will see the advantage of instant messaging and chatting with a librarian on-line. They do provide more details as to why users should download and install the CML tool bar, by pointing out how it brings together a number of services and information into one location.

Overall assessment of the Library 2.0 tools on the Website

The Columbus Metropolitan Library has done an excellent job integrating a participatory element into their websites, particularly with the Kids and Teens pages. While they promote some Library 2.0 external technologies, they have not been as successful in integrating them into their website. For instance the blogs they host on their website frequently do not load, and while they mention their Twitter and Facebook pages, it is difficult to find the links to them on their website. Hopefully with the forthcoming changes, they will increase the visibility of these additional Library 2.0 tools.

One key element of the Columbus Metropolitan Library’s website is that it strives to encourage users to interact with the site and with the library through the site in many different ways. This desire to move beyond a site that merely provides information, to one in which users can modify and create information, is a hallmark of Library 2.0.  In particular, CML works to encourage children and teens to interact with each other and the library through their site. As with all the reviews, I will be focusing on three main issues, and will strive to:

1.  Look at what Library 2.0 tools are avaliable  or promoted on the website.
2. Review what assistance the library provides on the website to guide their patrons in actually using the tools.
3. Assess what explanations as to why users would want to use these tools, and who exactly would benefit from using them.

Library 2.0 Tools on Columbus Metropolitan Library System Website

While there are not a lot of Library 2.0 tools displayed on the front page of the CML web site, users don’t have to go far to find them integrated into the web site. Most of these tools are integrated into the website, either directly or through an outside service the library uses (such as their events calendar and the OPAC). Some of them are promoted through links to other tools that the library uses to provide services and promote the library to the community.

On the side bar of the frame that is on most of the library’s pages is a link inviting users to “Ask it” via phone, e-mail, or chat. This leads to a page that lists many ways that users can communicate with the library, including a built in chat that provides immediate response. Besides this chat, the library lists five account names for different chat services, where users can ask questions of a librarian, as well as a number that users can text questions to. These various tools invite users to interact with staff via the Internet, to extend library services beyond the physical space.

CML doesn’t just want its users to interact with the staff through their website, but with each other. They achieve this most successfully on the Kids and Teens page, which each feature sways that users can submit content, read others submissions, and comment on content. The teen page has a blog, with content relevant to teens and not just advertising teen events, that is semi-regularly updated. Teens can comment on the blog, participate in contests held on the blog, and discuss issues with each other through the blog.  Additionally, the teens have a Flickr account, where teens can upload images and comment on other users images, a space to upload stories, and a place to upload poetry. On the kids page, there are also spaces to share jokes, stories, poems, and create mad libs. Both pages offer places for users to upload reviews of books, and read other users recommendations.

While the Kids and Teens pages really embody many of the ideals of Library 2.0 participation, CML also has a page of “Power Tools” that offer external ways to interact with the library beyond the website. They want to empower their users to get the most out of their library experience, and offer several plug-ins, a power search like Salt Lake County, and a tool bar. Since the library is committed to developing more ways for users to interact with the library, they have also created a blog to allow users to track this progress and comment on their experiences using them.

The last area of Library 2.0 technology on the CML website is the RSS feeds that are available from the services the library purchase–both from their events catalog and the OPAC. Like Salt Lake County Public library, CML uses Evanced to keep track of events, and allow users to interact with the library events, including setting up RSS feeds to report on upcoming events. They also have a feature in their catalog that allows users to receive RSS feeds when new books are released that match certain search criteria.

Assistance Provided on Web Site to Use these Tools

It is interesting to note to what degree the Library 2.0 tools on the website are supported by instruction and assistance. Naturally, users can use the various means of contact to reach a librarian to ask them how they work. But how much instruction is there that would allow users to independently navigate the tools.

On the library’s “Ask Us” page there are a lot of different ways to contact the library, for the new “chat” feature there is an extensive FAQ, but for most of the rest of the tools there is little help available. For the features embedded in the Kids and Teens pages, there is little instruction, but the interfaces are extremely simple and self explanatory. Since they are embedded, it takes no special knowledge of a tool to work. Each area is labeled with the information needed to submit, and each area is clearly labelled as what to submit there.

For the library’s “Power Tools” there is an entire blog dedicated to discussing them, and explaining how they work and what their purpose is. The blog also allows users to comment on how well the tools work and seek help, though I’m not sure how many people use it for these reasons. Because the blog is hosted on an outside blog software and embedded in the CML website it didn’t always show up when I clicked on it. This made it much more difficult to assess, and must make it more difficult for users to rely on it for assistance.  

Because Evanced is provided by an outside service, the library does not provide any particular assistance on its website for navigating the calendar. Within the calendar service itself, there is little help provided by Evanced, though the areas are well labelled and navigation is fairly intuitive.

Explanation as to Why Patrons Would Want to Use the Tools

For the most part, CML assumes that their users understand why using these tools will improve their library experience, and so only have a few cursory explanations. On the “Ask Us” page, it is just assumed that users will see the advantage of instant messaging and chatting with a librarian on-line. They do provide more details as to why users should download and install the CML tool bar, by pointing out how it brings together a number of services and information into one location.

Overall assessment of the Library 2.0 tools on the Website

The Columbus Metropolitan Library has done an excellent job integrating a participatory element into their websites, particularly with the Kids and Teens pages. While they promote some Library 2.0 external technologies, they have not been as successful in integrating them into their website. For instance the blogs they host on their website frequently do not load, and while they mention their Twitter and Facebook pages, it is difficult to find the links to them on their website. Hopefully with the forthcoming changes, they will increase the visibility of these additional Library 2.0 tools.

Library is a collection of information, sources, resources, books and services, and the building in which these collections are housed. The term “library” can mean the collection, the building that houses such a collection, or both. Modern libraries are now being redefined as places to get unrestricted access to information in many formats and sources. In addition to that, they also provide services of professionals such as specialists and librarians.

TYPES of LIBRARIES

Libraries can be classified into categories by some of the following methods;

1. By the entity they support; e.g. public libraries, school libraries, etc.
2. By the document they hold; e.g. Digital libraries, tool libraries, etc.
3. By the subjects of the documents they hold; e.g. Law libraries, fine art libraries,
4. By users they serve
5. By professional divisions

LIBRARY MANAGEMENT

The task of library managers include some of the following

1. The planning of which materials the library should acquire
2. Classification of the acquired materials
3. Preservation of materials
4. The de-accessioning of materials
5. Developing and administering library computer systems.

Academic and public library

The purpose of an academic library is to support teaching and research of a college or university. A public library on the other and house popular best-sellers, self-help books, repairs manuals and the likes. Public libraries rarely have scholar books and journals in their collections.

Online Libraries

Online libraries serves both public and academic purpose.

The library of congress is the oldest library in America; it is the world largest library and has in its collection millions of books, recordings, photographs, maps, manuscripts and many more. Library of congress is an agency of the legislative branch of U.S. government.
Questia Online Library

The library of congress was established by the act of congress in 1800, by President John Adams when he signed a bill providing for the transfer of the seat of government from Philadelphia to Washington. The philosophy behind the comprehensive collecting policies of library of congress is the retired President Thomas Jefferson’s concept of universality, that all subjects are important to the library of America Legislature. The library of Congress building opened its doors to the public on November 1, 1897.
Library of congress have in its collection more than 130 million items, that includes more than 29 million cataloged books and 460 languages printed materials; over 58 million manuscripts; the largest North America rare book collection and the largest collection of legal materials, firms, maps, sheet music and sound recordings in the world.

Need a Free Online library with similar collection click on the banner for free access.

•  What pathways are available for accessing the databases?
• What type of assistance is available to explain or guide the use of the databases?
• What explanations/tools are available to determine which database to use, particularly for those looking for materials for Children?

 Pathways for Accessing Databases:

 From the main CML homepage there are two primary access points to the subscription databases they provide, first a quick search box and second a link to their databases listed under “Reference.”The quick search box is virtually identical to that search tool provided by the Salt Lake County Library system. Once users have established proxy access to the catalog through putting in their library card number and pin number, users can search many databases at once as well as searching the catalog. This search box appears on the front page of the website, and on the sidebar of the webpage on most pages, but is not heavily promoted elsewhere in the library, either by employees such as myself or by instructions on how to search databases.

The primary tool for accessing the databases at CML is the main reference page. It contains various sections, some of which overlap. The first section of the page entitled “Premium Resources” focuses just on those subscription resources. It provides a drop down menu listing all subscription databases by name and then by subject area groupings, as well as a list of databases with descriptions of their content. There is also a link to a list of electronic journals that are accessible from various subscriptions.

The next major section combines subscription databases with other resources on subject specific pages that they created. These pages bring together suggested books, websites, and subscription databases. The first section features the “Popular Topics” which have substantially more information directing people towards the information they might need. Rather then focusing on usability issues, these pages focus on directing users to information resources for specific needs. 

On the sidebar of this page, the library has a rotating display of three ”Featured Resources.” One is usually a subscription database–such as World Book Online, another is a link to a resource page–such as the Ready to Readpage, and the last is a link to a database that CML runs, such as their Columbus (Ohio) News Index Obituary Search. These change periodically to feature different resources, so are not a reliable pathway to any given resource.

Another location for users to access subscription databases is through the Teen’s and Kid’shomework pages. These pages contain some lists of web sites and subscription databases broken down by topic area and rough age group. The Kid’s page also has links to the TumbleBooks, which is a subscription database that allows users to read full texts of books and play educational games. 

Assistance in Using the Databases:

One of the main ways that CML attempts to help users with their databases is through helping them select which one best matches their information need. This is done through the subject specific pages on the main reference page. Users are pointed to those databases that have specific information that matches their needs. However, there is less attention paid to how to actually navigate either their general search tool, or the specific databases they subscribe to. In part this might be because with so many databases it can be overwhelming to try to illustrate how to use all of them.

As part of CML’s attempts to focus on subject specific information rather then focusing on specific tools, they do offer tutorials and FAQs to answer general questions. These are located on the sidebar in drop down menus, and cover both information on how to find materials using databases and the physical library. The answers to frequently asked questions deal with such issues as:  “How to find an article,”  “How to research a topic,” and “How do I download digital books.”  These are very short answers, providing more information then instruction, for instance they answer the question of “What are Premium Resources?” like this

The Premium Resources are online reference sites that the library subscribes to for customers to use both in the library and at home. Databases range in subject area from literature to magazine indexes to encyclopedic entries. They can be accessed with your library card number and PIN. Some databases can only be accessed from within our locations.

While it does let users know they need a library card number and pin, it does not actually provide any assistance beyond that.  In addition to these FAQ, they also offer some simple tutorials. Like the FAQs and the reference page, these are designed to show how to use ALL the resources, including the online databases, to find information. The tutorials cover such topics as Family History, researching an artist or antique, as well as various business topics.

Database Choice—Descriptions and Age Appropriateness:

Interestingly, while CML’s databases tend to be organized around helping users find those that will best answer their information needs, they don’t have a lot of information about sources for students or age levels. While they have a list of premium resources for Homework Help, it is not promoted, and is not linked from either of the pages.

The two homework pages in the kids and teens areas have a few subscription databases represented, a small number from the total group. On the kids’ homework page, there are three subscription databases mentioned: Litfinder, Culture Grams, and the World Book Encyclopedia for kids. Perhaps these are the only ones they feel are appropriate for younger kids, though there is no link to the Searchasurus tool available through their EBSCO subscription. The teen homework page has more links to databases than the kids’, but the descriptions are exactly the same as those given on the general page.

Overall Review of Database Accessibility:

One of the strengths of the subscription databases offered by the Columbus Metropolitan Library is that they are well integrated into the other subject related offerings and recommended websites, both through tutorials and through subject specific pages. They also address the unique information needs of certain groups–the exception is children and teens. Yes the two groups have their own pages, but the sections specifically addressing information needs are very weak. Hopefully, this will be resolved with the creation of a homework help page, to complement the Homework Help Centers the library offers at many of its locations.

•  What pathways are available for accessing the databases?
• What type of assistance is available to explain or guide the use of the databases?
• What explanations/tools are available to determine which database to use, particularly for those looking for materials for Children?

 Pathways for Accessing Databases:

 From the main CML homepage there are two primary access points to the subscription databases they provide, first a quick search box and second a link to their databases listed under “Reference.”The quick search box is virtually identical to that search tool provided by the Salt Lake County Library system. Once users have established proxy access to the catalog through putting in their library card number and pin number, users can search many databases at once as well as searching the catalog. This search box appears on the front page of the website, and on the sidebar of the webpage on most pages, but is not heavily promoted elsewhere in the library, either by employees such as myself or by instructions on how to search databases.

The primary tool for accessing the databases at CML is the main reference page. It contains various sections, some of which overlap. The first section of the page entitled “Premium Resources” focuses just on those subscription resources. It provides a drop down menu listing all subscription databases by name and then by subject area groupings, as well as a list of databases with descriptions of their content. There is also a link to a list of electronic journals that are accessible from various subscriptions.

The next major section combines subscription databases with other resources on subject specific pages that they created. These pages bring together suggested books, websites, and subscription databases. The first section features the “Popular Topics” which have substantially more information directing people towards the information they might need. Rather then focusing on usability issues, these pages focus on directing users to information resources for specific needs. 

On the sidebar of this page, the library has a rotating display of three ”Featured Resources.” One is usually a subscription database–such as World Book Online, another is a link to a resource page–such as the Ready to Readpage, and the last is a link to a database that CML runs, such as their Columbus (Ohio) News Index Obituary Search. These change periodically to feature different resources, so are not a reliable pathway to any given resource.

Another location for users to access subscription databases is through the Teen’s and Kid’shomework pages. These pages contain some lists of web sites and subscription databases broken down by topic area and rough age group. The Kid’s page also has links to the TumbleBooks, which is a subscription database that allows users to read full texts of books and play educational games. 

Assistance in Using the Databases:

One of the main ways that CML attempts to help users with their databases is through helping them select which one best matches their information need. This is done through the subject specific pages on the main reference page. Users are pointed to those databases that have specific information that matches their needs. However, there is less attention paid to how to actually navigate either their general search tool, or the specific databases they subscribe to. In part this might be because with so many databases it can be overwhelming to try to illustrate how to use all of them.

As part of CML’s attempts to focus on subject specific information rather then focusing on specific tools, they do offer tutorials and FAQs to answer general questions. These are located on the sidebar in drop down menus, and cover both information on how to find materials using databases and the physical library. The answers to frequently asked questions deal with such issues as:  “How to find an article,”  “How to research a topic,” and “How do I download digital books.”  These are very short answers, providing more information then instruction, for instance they answer the question of “What are Premium Resources?” like this

The Premium Resources are online reference sites that the library subscribes to for customers to use both in the library and at home. Databases range in subject area from literature to magazine indexes to encyclopedic entries. They can be accessed with your library card number and PIN. Some databases can only be accessed from within our locations.

While it does let users know they need a library card number and pin, it does not actually provide any assistance beyond that.  In addition to these FAQ, they also offer some simple tutorials. Like the FAQs and the reference page, these are designed to show how to use ALL the resources, including the online databases, to find information. The tutorials cover such topics as Family History, researching an artist or antique, as well as various business topics.

Database Choice—Descriptions and Age Appropriateness:

Interestingly, while CML’s databases tend to be organized around helping users find those that will best answer their information needs, they don’t have a lot of information about sources for students or age levels. While they have a list of premium resources for Homework Help, it is not promoted, and is not linked from either of the pages.

The two homework pages in the kids and teens areas have a few subscription databases represented, a small number from the total group. On the kids’ homework page, there are three subscription databases mentioned: Litfinder, Culture Grams, and the World Book Encyclopedia for kids. Perhaps these are the only ones they feel are appropriate for younger kids, though there is no link to the Searchasurus tool available through their EBSCO subscription. The teen homework page has more links to databases than the kids’, but the descriptions are exactly the same as those given on the general page.

Overall Review of Database Accessibility:

One of the strengths of the subscription databases offered by the Columbus Metropolitan Library is that they are well integrated into the other subject related offerings and recommended websites, both through tutorials and through subject specific pages. They also address the unique information needs of certain groups–the exception is children and teens. Yes the two groups have their own pages, but the sections specifically addressing information needs are very weak. Hopefully, this will be resolved with the creation of a homework help page, to complement the Homework Help Centers the library offers at many of its locations.

The first software tool I tried was Debut . A very quick and easy download, it took a matter of seconds to download and install. It has a very intuitive interface, and I was able to begin recording right away. There is a little quirk I’ve not been able to figure out a way around. You can set the size of the screen capture, but you can’t set a delay for starting recorrding. And without editing capabilities, I can’t seem to figure out how to erase the first moments when the recording program shows up. Regardless, I’ve made a sample video using Columbus Metropolitan Library’s new Kids’ Catalog.

Original Video – More videos at TinyPic

The next one I tried was Webinaria, which has the added advantage of hosting the files in flash format. It also has some basic editing features built in. The problem I had with the software was that it didn’t seem to work the way it was supposed to. Every time I tried to convert the files to Flash it crashed the program, and while it allowed you to insert text in the video it didn’t have a way to save the file besides converting it to flash which didn’t work. Fortunatly, I had another software tool on my computer to convert the video to flash, otherwise the file was WAY too big to be hosted anywhere.

Here is the Webinaria video I made, also for the CML Kids’ Catalog.
The Webinaria website offers a link to embed the video, but I’ve not been able to get it to work, so I included the direct link.

The first software tool I tried was Debut . A very quick and easy download, it took a matter of seconds to download and install. It has a very intuitive interface, and I was able to begin recording right away. There is a little quirk I’ve not been able to figure out a way around. You can set the size of the screen capture, but you can’t set a delay for starting recorrding. And without editing capabilities, I can’t seem to figure out how to erase the first moments when the recording program shows up. Regardless, I’ve made a sample video using Columbus Metropolitan Library’s new Kids’ Catalog.

Original Video – More videos at TinyPic

The next one I tried was Webinaria, which has the added advantage of hosting the files in flash format. It also has some basic editing features built in. The problem I had with the software was that it didn’t seem to work the way it was supposed to. Every time I tried to convert the files to Flash it crashed the program, and while it allowed you to insert text in the video it didn’t have a way to save the file besides converting it to flash which didn’t work. Fortunatly, I had another software tool on my computer to convert the video to flash, otherwise the file was WAY too big to be hosted anywhere.

Here is the Webinaria video I made, also for the CML Kids’ Catalog.
The Webinaria website offers a link to embed the video, but I’ve not been able to get it to work, so I included the direct link.

Online Public Access Catalogs all really have the same aim, to help users discover items that fulfill their information needs. Even though many systems pile features on top and around this purpose, perhaps to facilitate discovery, the basic purpose of the OPAC remains the same. After reviewing four systems it is obvious that there are a lot of factors that go into the intuitiveness of a catalog. Some OPACs have a lot of features, but no assistance for how to use them, others have lots of instruction for multiple features, but they don’t work how they are supposed to, which lessens their overall usefulness. The question isn’t if they work—because with enough time and effort it is possible to find materials through all the catalogs—but how well they work for users independently accessing them.

Many libraries rely on in-person staff instruction to guide users in discovering the features of their OPAC, neglecting those users who either access the OPAC from the internet or prefer not to ask for help. Even those libraries whose OPACs have instruction may not be able to reach those with specific needs, or reach children, who may not understand the terminology used in some catalogs (such as UAPL’s OPAC). There really isn’t one solution to make all of these OPAC’s more accessible for parents, teachers, and children, as each of those reviewed had different issues. Certainly catalogs like CML’s and the UAPL that had almost no instruction could integrate more directly into their interfaces, and those like Salt Lake County Libraries could make their instructions more obvious.

In conducting this first review, I understand that many of these OPACs are purchased from outside distributors, and that the individual libraries may not have the ability to add or modify them to integrate more instruction. Perhaps, instead of cramming instructional tools onto the search interfaces, some of these libraries might provide electronic tutorials to guide users in the catalog. Instructional videos are quick and easy to make, and can bring together written and oral instruction together to better reach both children and adults. In my next post, I will discuss the technology and process of creating an instructional video to demonstrate how to use the CML catalog to find materials for children.

Online Public Access Catalogs all really have the same aim, to help users discover items that fulfill their information needs. Even though many systems pile features on top and around this purpose, perhaps to facilitate discovery, the basic purpose of the OPAC remains the same. After reviewing four systems it is obvious that there are a lot of factors that go into the intuitiveness of a catalog. Some OPACs have a lot of features, but no assistance for how to use them, others have lots of instruction for multiple features, but they don’t work how they are supposed to, which lessens their overall usefulness. The question isn’t if they work—because with enough time and effort it is possible to find materials through all the catalogs—but how well they work for users independently accessing them.

Many libraries rely on in-person staff instruction to guide users in discovering the features of their OPAC, neglecting those users who either access the OPAC from the internet or prefer not to ask for help. Even those libraries whose OPACs have instruction may not be able to reach those with specific needs, or reach children, who may not understand the terminology used in some catalogs (such as UAPL’s OPAC). There really isn’t one solution to make all of these OPAC’s more accessible for parents, teachers, and children, as each of those reviewed had different issues. Certainly catalogs like CML’s and the UAPL that had almost no instruction could integrate more directly into their interfaces, and those like Salt Lake County Libraries could make their instructions more obvious.

In conducting this first review, I understand that many of these OPACs are purchased from outside distributors, and that the individual libraries may not have the ability to add or modify them to integrate more instruction. Perhaps, instead of cramming instructional tools onto the search interfaces, some of these libraries might provide electronic tutorials to guide users in the catalog. Instructional videos are quick and easy to make, and can bring together written and oral instruction together to better reach both children and adults. In my next post, I will discuss the technology and process of creating an instructional video to demonstrate how to use the CML catalog to find materials for children.

1. What tools and interfaces are available for accessing the catalog?
2. What type of assistance is available to explain or guide the use of the catalog?
3. What explanations are available to evaluate the results of using the catalog, particularly for those looking for materials for Children?

Tools and Interfaces Available for Accessing the Catalog

While there are at least five different interfaces for the CML OPAC, most of the tools available for searching the catalog are the same wherever the search is conducted.

The first interface is the one on the front page, which allows users to search either databases (called Premium Resources) or the Catalog. Users can conduct a search of the OPAC from here based on Author, Title or Keyword.

Perhaps the most frequently used is the interface reached by hitting “catalog” at the top of all website pages (it is the search interface displayed on the catalog stations at the library). It is a basic search, with just one box for a general keyword search. Under the keyword search are links to the advance search, and a portable search interface that can be accessed via portable devices such as blackberries or iPhones. (it is the same as the basic search interface, except with out the graphics)

The next most common interface is the advanced search, which offers users the chance to specify the keyword searches to particular fields. So if users know part of a title or the author’s name, they can use the Advanced Search to narrow it down. There are seven spaces to search Title, Author, Subject, ISBN/ISSN, call number, Publisher, or publication year. It is also possible to select a specific format, such as DVDs, Large Print or just Books.

Recently the library has launched a new search interface, a Kid’s Catalog. It is accessible from a link on the basic catalog interface and from the kid’s page on their website. The Kid’s Catalog features two interfaces that are roughly identical to the basic search and advanced search of the general catalog. In the advanced search, however, there are only four categories to search in (Title, Author, Subject, and Call Number) and a format limitation. This catalog basically adds a limit to all searches, restricting results to items listed as juvenile in certain places in the MARC field.

Assistance Available to Explain or Guide the Use of the Catalog

CML’s OPAC provides a very limited degree of assistance for users searching in their catalog. The search interface is provided by Aquabrowser, which offers a small introduction on searching from the results page. Clicking on HELP at the top of the results screen brings up a short document with a few tips on some of the special features, such as the display cloud that appears to offer alternative word choices. The only interface with additional directions is the mobile interface, which has more detailed written descriptions of how to conduct a search.

Assistance in Evaluating Search Results

1. What tools and interfaces are available for accessing the catalog?
2. What type of assistance is available to explain or guide the use of the catalog?
3. What explanations are available to evaluate the results of using the catalog, particularly for those looking for materials for Children?

Tools and Interfaces Available for Accessing the Catalog

While there are at least five different interfaces for the CML OPAC, most of the tools available for searching the catalog are the same wherever the search is conducted.

The first interface is the one on the front page, which allows users to search either databases (called Premium Resources) or the Catalog. Users can conduct a search of the OPAC from here based on Author, Title or Keyword.

Perhaps the most frequently used is the interface reached by hitting “catalog” at the top of all website pages (it is the search interface displayed on the catalog stations at the library). It is a basic search, with just one box for a general keyword search. Under the keyword search are links to the advance search, and a portable search interface that can be accessed via portable devices such as blackberries or iPhones. (it is the same as the basic search interface, except with out the graphics)

The next most common interface is the advanced search, which offers users the chance to specify the keyword searches to particular fields. So if users know part of a title or the author’s name, they can use the Advanced Search to narrow it down. There are seven spaces to search Title, Author, Subject, ISBN/ISSN, call number, Publisher, or publication year. It is also possible to select a specific format, such as DVDs, Large Print or just Books.

Recently the library has launched a new search interface, a Kid’s Catalog. It is accessible from a link on the basic catalog interface and from the kid’s page on their website. The Kid’s Catalog features two interfaces that are roughly identical to the basic search and advanced search of the general catalog. In the advanced search, however, there are only four categories to search in (Title, Author, Subject, and Call Number) and a format limitation. This catalog basically adds a limit to all searches, restricting results to items listed as juvenile in certain places in the MARC field.

Assistance Available to Explain or Guide the Use of the Catalog

CML’s OPAC provides a very limited degree of assistance for users searching in their catalog. The search interface is provided by Aquabrowser, which offers a small introduction on searching from the results page. Clicking on HELP at the top of the results screen brings up a short document with a few tips on some of the special features, such as the display cloud that appears to offer alternative word choices. The only interface with additional directions is the mobile interface, which has more detailed written descriptions of how to conduct a search.

Assistance in Evaluating Search Results

The Columbus Metropolitan Library is probably the most familiar to me of all of the libraries in my study, because for the past two years I have worked in various capacities in the system. While this gives me more familiarity with the resources available to patrons, this study provides a unique opportunity to observe how patrons interact with our website when we are not there to show them all of the features and tools that we offer. Every day I show people how to use the website and databases, but in this project I aim to see how easy it is for patrons to figure out without hands on help.

The largest system in my study, the Columbus Metropolitan Library serves a population of just under a million residents in Franklin County, Ohio, through 20 branch locations and one main library. They have an annual circulation of around 15 million, and subscribe to over 53 “premium resources” .

Like the two Utah systems, CML and WPL both share resources from the State Library, which provides subscriptions to public, school, and academic libraries. In addition, CML participates in the Mid-Ohio Digital Initative (MOLDI), a subscription service in association with other local libraries.

While I know many of the resources available to library patrons, since I show them to patrons all the time, my review of the electronic services the library provides here is more aimed at how easily these resources can be found by non-librarians and in what ways the electronic services can be made more accessible particularly to children and their parents.

The largest system in my study, the Columbus Metropolitan Library serves a population of just under a million residents in Franklin County, Ohio, through 20 branch locations and one main library. They have an annual circulation of around 15 million, and subscribe to over 53 “premium resources” .

Like the two Utah systems, CML and WPL both share resources from the State Library, which provides subscriptions to public, school, and academic libraries. In addition, CML participates in the Mid-Ohio Digital Initative (MOLDI), a subscription service in association with other local libraries.

While I know many of the resources available to library patrons, since I show them to patrons all the time, my review of the electronic services the library provides here is more aimed at how easily these resources can be found by non-librarians and in what ways the electronic services can be made more accessible particularly to children and their parents.

In short, imagine if all of the storybook characters you knew as a kid actually existed somewhere in other worlds / dimensions.  Now image that a great war brought about by an unknown figure called only “the adversary” has occurred and many of these familiar childhood characters have become refugees slipping through a dimensional gate and hiding on our Earth for centuries.  This war is still going on and the enemy is slowly advancing seizing more and more worlds.  The fable population who managed to escape to the “mundy” Earth did their best to rebuild a society (a place they call Fabletown) and to block all gates that the enemy could use to advance on Earth.  This is where the series begins.  All the familiar characters are here, such as Snow White, Prince Charming, the Frog Prince, etc.  Since I do not want to offer any spoilers here, I’ll leave it at that other than to say that it would not be much of a story if the fables had actually managed to cut off all threat from the adversary. 

The series is worth the read one time just as a totally different take on the whole fairy and folk tales themes.  But beyond that, it is just a really good story in my opinion.  Great characters with a strong consistent theme delivered well can never go wrong.  For a little more detail see the Wikipedia entry here on Fables.

If you are local to Columbus and want to reserve any of the titles in this series, go to the CML catalog page, type “fables” (without the quotes), and then scroll down the right side to the “Series” section, click the link that reads “Fables (11).”  This will bring up all of the titles in the series.  The order of the series is this:

Fables: Legends in Exile
Fables: Animal Farm
Fables: Storybook Love
Fables: March of the Wooden Soldiers
Fables: The Mean Seasons
Fables: Homelands
Fables: Arabian Nights (and Days)
Fables: Wolves
Fables: Sons of Empire
Fables: The Good Prince

And if you are local to Columbus and do not have a library card, for the love of Mike, go to the CML website or your closest library location right this second and get one!  Be sure to read over the library card page above before coming in so you have everything you need to get a card right then.  If the only “what’s in your wallet®” is something that causes you to spend more money you need a better card that will get you access to everything from entertainment to knowledge for absolutely zero costs.

1001 Nights of Snowfall is a stand alone read, though I would recommend reading it around the same time you read Fables: Arabian Nights (and Days).

And according to the Wikipedia article Fables: War and Pieces is due out November 19 of this year.  I will definitely be watching and hoping that whoever added that date had the right information.

So what am I going to write about here? Haven’t got a clue yet. Probably it will end up being a hodge-podge of assorted things that are of interest to me and very few others. When opportunity presents itself, I’ll add a bit here and there. Though honestly on some days that is just not going to happen. Overall, I am a SF geek, enjoy science and tech reading, I am deeply amused by conspiracy theories (could you tell?), reading is high on the list of course, and computers are a part of my everyday existence (more so than television actually). On a practical level my job is in customer service so I spend a significant amount of time reading on that topic and the topic of improving business performance as well. Likely these will end up being topics for me. Interesting? Stop back by and check me out again then after I’ve had a chance to post a few things.

Other than that, for now I’ll merely take this opportunity to point out that what you saw was Venus. You probably thought it was something else, but rest assured, it was Venus.

This week the munchkin and I went to the main branch of the Columbus Metropolitan Library. If you haven’t been to the main branch with kids, it is worth a visit.

The children’s area of the main branch is located on the library’s first floor. It has a large selection of books, much bigger than our local branch.

In addition to all the books, it has a play area for children 0 to 6 years old. The play area has puzzles, a toy kitchen, dress-up clothes, and a puppet show area.

Small tables with crayons and paper were set up around the childen’s area for the kids to color. Also, around the play area are computers with games. In the middle of the room is a tree to climb on. 

The library staff was friendly and helpful. When we arrived at the library, the staff had a craft set up for the children.

The library’s website lists events for all the locations. The main branch offers more programs for younger children than the local branches. 

Location: 96 S. Grant Ave., Columbus, Ohio 43215.

Parking: The main branch has a parking garage attached to the library. The first hour of parking is free.

Hours: Monday – Thursday 9 a.m. to 9 p.m. Friday – Saturday 9 a.m. to 6 p.m. Sunday 1 p.m. to 5 p.m. 

[Photo Credit: Library]

Usually I don’t like music specifically for kids. Groups like the Wiggles and Barney are the worst. I have no idea why kids like them. I know I’m not their target audience, but still, parents have to listen to the kids music too.

Usually, My daughter and I listen to Bob Marley, Dave Matthews Band, or whatever else is on my computer. However, recently I did find a kids CD we both like – “For the Kids.” 

The album features music by Cake, Barenaked Ladies, Sarah McLachlan, Tom Waits and others. Our favorite song is “Hoppity Song” by Jonn Ondrasik. Every time we got in the car this weekend, the pumpkin said “Hop, hop,” and we listened to the song again. My favorite song is “Have a Little Fun with Me” by Glen Phillips, from Toad the Wet Sprocket.

We borrowed the album from the Columbus Metropolitan Library. There is also “For the Kids Too” and “For the Kids Three.” We have not listened to those yet, we’re still listening to the “Hoppity Song.”  

[Photo Credit: CD]

At our local branch of the library, there are two long shelves that are usually filled with board books (we only read board books because someone has a tendency to tear the pages of regular books – I won’t name names here). Since the summer reading program began, the two shelves are only about a quarter filled. Which means Columbus is reading this summer! 

This got me thinking about pumpkin’s favorite books…because I was wondering, can I count the same book more than once for the contest since she makes me read them ten times a day? (I decided to only count each book once, regardless of how many times I have read it that day.) Here is a list of some of her current favorites:

The Very Hungry Caterpillar by Eric Carle
Amazing Baby: Night-Night, Baby! by A. Wood 
Time for Bed by Mem Fox and Jane Dyer
Good Night Gorilla by Peggy Rathmann 
That’s Not My Puppy: Its Coat Is Too Hairy by Fiona Watt and Rachel Wells
One Fish Two Fish Red Fish Blue Fish by Dr. Seuss and Theodor Seuss Geisel 
The Going to Bed Book and Barnyard Dance by Sandra Boynton 
Ten Little Ladybugs by Melanie Gerth and Laura Huliska-Beith 
You’re My Little Love Bug by Heidi R. Weimer 

What is your little one’s favorite book?

[Photo Credit: Book]