Inspiring libraries

INSPIRING LIBRARIES DESIGNING FOR CHANGE DESIGNING FOR PEOPLE DESIGNING FOR LEARNING DESIGNING EXPERIENCES BRIDGET MCKENZIE FOR UCL QATAR

RESOURCES AND CONTACT ME https://uk.pinterest.com/bridgetmck/creative-libraries-and-literacy/ https://uk.pinterest.com/bridgetmck/digital-cultural-learning/ https://uk.pinterest.com/bridgetmck/creative-apps-for-learning/

bridget.mckenzie@flowassociates.com www.flowglobal.co.uk

ABOUT THIS COURSE • We will focus on design thinking • Begin with the big picture • Open minds about what libraries can be • Each day, go more into what people need • Final day, over to you to test your learning • Will provide inspiring examples of libraries, experiences and planning tools

ABOUT ME Education Officer at Tate in 1990s, helped create Tate Modern

Then, Head of Learning at the British Library until 2006.

Set up programme based on creativity and research skills.

NOW RUN FLOW: FOR 10 YEARS

LIBRARY AS PLACE OF EXCHANGE The Silk Road exhibition at British Library stimulated programmes about exchange of culture and knowledge.

Libraries share and spread culture.

A

L T

A

I

Lake Balkash

TURKIC AND UIGHUR EMPIRES

(Ja xa r

Urumqi te s

Turfan

)

Alma Ata Issyk-Kul

da um

Tashkent

s) xu (O ria

Bukhara

T

A

Tarim Basin

Shorchuk

Kizil Kuche

Tarim

Aksu

Astana

Gaochang/ Yizhou/ Kocho Hami

LOP

DESERT

Khokand

SOGDIANA Marcanda/Afrasiab Samarkand

I

H

S

N

N

A

P

A

Kashgar

M

I

TA K L A M A K A N

R

Yarkand

Merv

Yotkan

H U S U - K H I N D

Balkh

Hadda

Ba¯miya¯ n

– GA NDH A RA

K

Gilgit A R

Miran

DESERT

Mazar-tagh

Cherchen

K H O TA N

Keriya

UN

K

U

L

N

SH

AN

Anxi

Mogao Caves

CHINESE EMPIRE

Suzhou/ Jiuquan Ganzhou/ Zhangye

T S A I D A M

N

Dandan-Uiliq Khotan

T AL

Endere

Niya

Dunhuang/ Shazhou

Lop-Nor

KRORAINA

Penjikent

Karakhoto

H E X I C O R R I D O R

Go l

ar ia

Toprak-Kala A

ARAB C A L I P H AT E

G O B I

Ili

in-

Sy r-d

Ets

Aral Sea

U Koko-Nor

Lanzhou

AK O R U M

Taxila

T I B E TA N E M P I R E

Kabul Peshawar

Indu

s

Srinagar

Lahore

ab en Ch Lhasa

j tle Su

Archaeological site H

I

M

A

L

A

Y

Dunhuang/ Shazhou

A

Ili

Settlement (with alternative names) River Silk Road route

0

200

400

© MAPS IN MINUTES™ 2003 Gulf of Oman

600

800km

IDEA: CREATE A NEEDS & OFFERS WALL

ABOUT US What do we bring to this course?

What do we hope to take away from it?

Let’s create a ‘needs and offers’ wall here

ABOUT THIS COURSE Day 1 will be: Designing for Change •

What changes affect libraries now?

•

Where do we want to get to in future?

•

What might affect our progress?

•

Using tools to plan change

ABOUT THIS COURSE Day 2 will be: Designing for People • • • •

Ways of thinking about your users Who do you most want to use your service?

What could they bring to you?

Using tools of Service Design

ABOUT THIS COURSE Day 3 will be: Designing for Learning • What is the future of learning?

• What does good learning look like?

• Using digital and creative tools

ABOUT THIS COURSE Day 4 will be: Designing Experiences • How do we know an experience is good?

• What are some good library experiences?

• Are there any limits to a library experience?

• Using tools to design experiences

ABOUT THIS COURSE Day 5 will be: Putting learning to the test • Choose your tools • Decide on a target user group • Plan an offer to bring them closer • Design an experience to make it attractive • Draw it, use colour • Write it up as your test for the week

DAY 1: DESIGNING FOR CHANGE • Where are we now? What changes will affect us?

• Where do we want to get to?

• Using tools to understand, plan and make change

CHANGING WORLD CHANGING LIBRARIES

WHERE ARE WE NOW? STEEPLE FACTORS Common factors that drive change: • Society • Technology • Economy • Environment • Politics • Law • Ethics

STEEPLE FACTORS Common factors that drive change: Society

(demographics, lifestyles, culture…)

Technology (new systems, tools, products…)

Economy

(spending power, employment, inflation…)

Environment Politics Law Ethics

(resource security, climate, biodiversity…)

(power, policies, public investment…)

(regulations, limits, rights…) (values, attitudes, beliefs…)

FACING THE FUTURE: STEEPLE FOR LIBRARIES Work in pairs, what are the STEEPLE factors that challenge and change your libraries today?

Society ‫المجتمع‬ Technology ‫تكنولوجيا‬ Economy ‫اقتصاد‬ Environment ‫بيئة‬ Politics ‫سياسة‬ Law ‫القانون‬ Ethics ‫أخلاق‬

This is your STEEPLE analysis about the Qatar context for libraries. In the next slides, I look at some factors elsewhere in the world, mostly in USA and UK

LIBRARIES LEAD CHANGE: SOCIETY Harold Washington Library Center Maker Lab – help people develop skills for work

LIBRARIES LEAD CHANGE: TECH Bexar County BiblioTech, bookless library, San Antonio, Texas

LIBRARIES LEAD CHANGE: ECONOMY

LIBRARIES LEAD CHANGE: ENVIRONMENT

Bobst Library, New York University during Hurricane Sandy

LIBRARIES LEAD CHANGE: POLITICS

Square Head Library building in Nice, France.

Symbolic of belief in libraries

LIBRARIES LEAD CHANGE: LAW

CILIP & LACA manifesto for fair and balanced copyright framework.

Respects rights of copyright owners while placing equal value on users’ liberties.

LIBRARIES LEAD CHANGE: ETHICS

Serve needs of people. Open access to information without censorship or inequality.

HERE ARE FIVE TOOLS YOU CAN USE TO PLAN FOR CHANGE

Ask why 5 times.

Spend lots of time defining purpose.

MATRIX OF CHANGE Evolutionary change is ideal to aim for.

Revolutionary can be too far.

Incremental change should happen anyway.

TIMELINE OF CHANGE Make a timeline showing how your library might help your users to reach their full potential, and how this will impact on the library. Look far into the future – for example, 20 years from now. Imagine particular individuals in the future.

What needs to change in your library now?

How can we prepare people for a different future?

What impact will this have for your library in 2035?

2016

How would new users first get involved?

2036 What new skills and knowledge will they need to learn?

What work will people do in the future? How will this change your services?

What might someone have achieved in 20 years by using your service?

VISUALISE FUTURE SCENARIOS

THEORY OF CHANGE LOGIC MODEL Inputs Resources: Budget Location Materials Staff Planned activities: Workshops Training Digital services

Outputs Distinct and measurable results: Numbers of events or resources you provided.

Numbers of take-up e.g. participants, sales, webhits.

Outcomes Short & medium term qualitative changes: For users: New learning, capacities or attitudes For provider & partners: Resources, reach, changes in process.

Assumptions and external factors (e.g. social context, funding)

Impacts Longer term and wider change: Impacts on culture, society, environment, economy.

How do the outcomes affect the users & partners in longer term, or reach more widely?

STATE OF FLOW: CHANGE IS CHALLENGING, BUT MOTIVATES IF YOU’RE COMFORTABLE AND SKILLED

WHERE DO YOU WANT TO GET TO?

• How are you motivated by change?

• What change would you love to make?

You said: Integration and collaboration of libraries To help create leaders of tomorrow To raise awareness of libraries, to open their doors and attract more users To build knowledge of Arabic culture

DAY 2: DESIGNING FOR PEOPLE • Ways of thinking about your users • Who do you most want to use your service?

• What could they bring to you?

• Using tools of Service Design

DESIGN THINKING

LISTENING TO PEOPLE

Ideas Stores in Tower Hamlets, East London. They listened to young people.

Now more informal, more used for studying and other activities.

Comfortable, compared to other libraries.

MATRIX OF CHANGE: AIM FOR EVOLUTION With new users, you can slightly change your existing offer, but it will be better if you create a new offer for them.

THINKING ABOUT PEOPLE Ruler, Prime Minister

Higher

Scholars Close

Far

Lower

Your child

WHO DO YOU WANT TO BRING CLOSER? Higher ????

Close

Far

????

Lower

YOU WANT TO BRING CLOSER‌ Bring influential people closer to increase your power.

Bring disadvantaged, younger, or less educated people closer to increase their power.

CLOSER CAN MEAN…NEW USERS BEING LEADERS OF NEW OFFERS

PARTICIPATORY MANAGEMENT Santa Cruz Museum of Art & History worked with user groups to devise this Logic Model to show their mission and approach

REMINDER OF A TYPICAL LOGIC MODEL Inputs Resources: Budget Location Materials Staff Planned activities: Workshops Training Digital services

Outputs Distinct and measurable results: Numbers of events or resources you provided.

Numbers of take-up e.g. participants, sales, webhits.

Outcomes Short & medium term qualitative changes: For users: New learning, capacities or attitudes For provider & partners: Resources, reach, changes in process.

Impacts Longer term and wider change: Impacts on culture, society, environment, economy.

How do the outcomes affect the users & partners in longer term, or reach more widely?

Assumptions and external factors (e.g. demographics, social context, funding)

WHO

AND WHY?

SERVICE DESIGN PERSONAS

These tools can be used at each stage of planning a new service. Start with vision. Then know your users by creating a Persona. Then plan your service in place and time. Then create a blueprint.

We’re focusing today on Personas.

EXAMPLE PERSONA Basic facts Goals Motivations Likes Dislikes Daily routines

TASK: CREATE A PERSONA A type of person you would like to bring closer Imagine a real person of this type Draw what they look like Name, age, where they live, what they do What do they hope to achieve?

What inspires and motivates them?

What do they like and dislike?

What is a typical day?

WHY WORK WITH PEOPLE? THE FUTURE LIBRARY IS A PLATFORM Society, education and work are changing. Libraries need to help people be self-driven: • Self-managed learners • Authors, designers and makers • Innovators of technology • Social change makers • Entrepreneurs Work with people to support them as they make their futures

WHY WORK WITH YOUNG PEOPLE? THEY ARE YOUR FUTURE USERS! It is young people's right to be involved and have their voice heard in decisions that will impact on them.

This right is enshrined in the UN Convention of the Rights of the Child: Article 12 (Respect for the views of the child): When adults are making decisions that affect children, children have the right to say what they think should happen and have their opinions taken into account.

THE UNI PROJECT: POP-UP LIBRARY

BUILD AN APPETITE FOR CULTURE

Flow’s sister company in India set out to help cultural organisations reach people. But, we realised we first had a build an appetite for museums and heritage as an educational resource, so we run culture labs and curriculum change programmes in schools.

WHY WORK WITH ARTISTS?

Susan Coolen, artist in residence at Ayr Library, Ontario. Creates art from animals and other inspirations she finds in the books. Installations and poems encourage people to explore the shelves.

WHY WORK WITH ENTREPRENEURS? Jeff Goldenson co-ran and operated Labrary, a 37-day design experiment occupying a vacant store near Harvard.

WHY WORK WITH SCIENTISTS?

LIBRARY & BOTANIC GARDEN

Biblioteca Vasconcelas, Mexico. Garden for research, links to library programmes

Building inspired by roots of plant reaching deep into soil

WHY WORK WITH EACH OTHER?

DIFFERENT PEOPLE WANT DIFFERENT THINGS IN DIFFERENT PLACES AT DIFFERENT TIMES BUT SOME NEEDS COLLIDE GO BEYOND WANTS

DAY 3: DESIGNING FOR LEARNING • What does good learning look like?

• Creating learning journeys • Using digital and creative tools

WHAT IS GOOD LEARNING? Finding things out?

(Skills + Information = Knowledge) OR Thinking things through?

(Experience + Reflection = Understanding) MAYBE IT IS BOTH. BUT UNDERSTANDING IS DEEPER THAN KNOWLEDGE

DON’T JUST ASK WHAT PEOPLE WANT SHOW THEM WHAT THEY NEED HELP THEM FIND OUT AND THINK FOR THEMSELVES

GOOD LEARNING OFFERS MEET REAL NEEDS • Create self-driven learners • Put deep roots into heritage (Don’t reinvent the wheel) • Look to the future (Skills for a changing world) • Support people to be active citizens

AUTONOMY (FREEDOM), MASTERY (FLOW) AND PURPOSE (WHY) Dan Pink explains in this video that: When the task is very simple or mechanical, people learn well when there are money rewards When the task involves thinking or is creative, people actually perform worse when there are money rewards https://www.thersa.org/discover/videos/rsa-animate/2010/04/ rsa-animate---drive/ He says we need: Autonomy, Mastery and Purpose to learn – especially in today’s complex world.

WHAT IS A GROWTH MINDSET?

SKILLS OF FUTURE LEADERS 1. The maker instinct (creative, constructive) 2. Clarity (focus, timely decisions) 3. Able to flip dilemmas (not just problems) 4. Immersive learning (learn by experience) 5. Bio-empathy (stewardship of nature) 6. Constructive depolarisation (defuse conflict) 7. Quiet transparency (open, generous) 8. Smart-mob organising (urgency, influence) 9. Commons-creating (cooperative, generative)

LIBRARIES WITHOUT BORDERS: IDEAS BOX Wifi, computers and tablets, educational resources and books, a movie theatre contents on the rights of asylum seekers

LEADERS OF THEIR OWN LEARNING

Young people as active citizens and leaders of their own learning

LEARNING IS NOT FILLING A BUCKET We forget 90% of what we learn in a month We have to keep re-learning: practice, reflect, reinforce We process visuals 60,000 times faster than we process text

CHALLENGE + COMFORT

IMPORTANCE OF WONDER AND CURIOSITY

Abu Yahya Zakariya’ ibn Muhammad al-Qazwini, Marvels of Things Created and Miraculous Aspects of Things Existing, ca. 1203-1283 CE.

AND IMMERSION IN STORY WORLDS, QUESTS AND GAMES

QUICK HIT OR LONG GAME? • If we forget 90%, we need a chance to return, try again after failing, read again after forgetting.

• How can learners feel more comfortable with people, places and content?

• See learners as on first steps of a ladder, climbing up to be advocates, experts and leaders • ‘QUICK HITS’ or bursts of learning can trigger big change, but you should support a continued process.

• Remind, reinforce, return…

CHILDREN’S BOOK MUSEUM, HOLLAND Papiria exhibition made from old books, children can be free to explore, play games, read and think about books and paper

A learning journey for young people, using the internet to hook teens into culture: From unaware to empowered

PLAN FOR A LEARNING JOURNEY 1. Create conditions for creative, comfortable, challenging learning 2. Evaluate activities and experiences: what learning is happening?

3. Help learners to continue improving or learning

TASK: LEARNING JOURNEY FOR YOUR PERSONA

Prepare, set the scene

Sparks of learning

The fire of learning keeps burning

Tea time‌ Let’s read the picture.

What clues can you find?

The importance of visual literacy.

Libraries can promote multiple literacies, not just reading words.

DIGITAL WORLD IS CHANGING TEACHING AND LEARNING HABITS

SELF-DRIVEN LEARNERS The O-Watch invented by 8 year old Omkar Govil-Nair

SCALING UP, REACHING OUT 500 million children in the World’s Largest Lesson https://www.tes.com/ worldslargestlesson/

DIGITAL WORLD MAKES US RETHINK LITERACY

The Digital Literacies, Doug Belshaw NOTE: There is nothing to do with technology here

OPEN YOUR COLLECTIONS FOR CREATIVITY Rijksmuseum online studio Dress inspired by a painting in the collection, using high res image of it https:// www.rijksmus eum.nl/en/ rijksstudio

GOING WHERE YOUTH ARE: WORKING WITH THE DIGITAL WORLD

We can put into the digital world…

Your assets, ideas, expertise

We can get out of digital world…

More reach, more impact, more support

DAY 4: DESIGNING EXPERIENCES • How do we know an experience is good?

• What are some good library experiences?

• Are there any limits to a library experience?

• Using tools to design experiences

LEARNING IS EMOTIONAL

WHAT IS EXPERIENCE DESIGN? Experience: ‘An event or occurrence which leaves an impression on someone’.

Oxford English Dictionary

Designing an experience is about creating change.

An experience happens internally in someone’s mind as they engage with an external stimulus, such as an event, activity, social situation or place.

WHAT IS EXPERIENCE DESIGN? An experience is something that happens to us, triggers a feeling and leaves a memory.

Great storytelling also creates change, by triggering feelings that cause our brains to react to imagined emotions in the same way.

A place or organisation can tell a story.

Experience begins outside, before meeting a book or a library.

Create a big meeting!

Or could this be intimidating for some?

SOME TOOLS OF EXPERIENCE DESIGN

INVITE PEOPLE TO TALK

EMPATHY MAP

OR…

EVALUATION IS TOOL FOR THINKING: PLAN, DO, REFLECT

GOOD EVALUATION: VISIBLE, PARTICIPATORY, ONGOING

COMMENTS IN THE ELEVATOR AS VISITORS LEAVE

EXPERIENCE SAFARIS

EXPERIENCE SAFARIS

BARRIER ANALYSIS Some factors that stop people feeling comfortable and inspired Intellectual barriers: They feel it is too difficult. They feel afraid of looking stupid.

They feel confused.

Emotional barriers: They feel awkward, unwelcome or frustrated.

Physical and sensory barriers: They feel unsafe. They cannot see or hear very well. They are unable to achieve what they need to do

TASK: GO ON AN EXPERIENCE SAFARI • Think as your persona • Let’s go to the MIA library • Gain: Think of one thing they want to achieve (e.g. to ask a question, to find a book, or simply to step through the door) • Pain: Think of one thing that is a barrier for them (e.g. steps, security, the building…)

• Note how your persona feels at different points as they explore • Use faces: smily, sad, confused, neutral etc

SOME IDEAS FOR CREATING EXPERIENCES TO LIFT BARRIERS

OPEN AIR LIBRARY IN MAGDEBURG, CHILDREN HANG OUT

PLAYING WITH WHAT A LIBRARY IS: IDEA BOXES. E.G. BOOKS CONCEALED IN COLOUR

BE OPEN LATE WHEN PEOPLE ARE FREE, PUT ON A PARTY

SURPRISING EVENTS

MUSEUM OF INNOCENCE A novel made real through Orhan Pamuk’s collection of objects. Museum that brings a book to life and the atmosphere of old Istanbul.

WORK WITH SPATIAL DESIGNERS

Design company Taller 6A has renovated a library inside an old building in Mexico City, adding a bookshop. Look at the objects under the glass floor.

ADVENTURE AREA, HEILBRONN LIBRARY

WELLCOME LIBRARY, LONDON Books mixed with art and science objects.

A staircase to sit on.

Lounge areas for talks and workshops.

BIOLOUNGE AT COLORADO MUSEUM OF NATURAL HISTORY

STACKED STUDY CARREL, GRINNELL COLLEGE LIBRARY

CULTURE CAMPUS IN UTRECHT

DAY 5: REFLECTING AND DOING • How might a consultant advise you?

• A reminder of the tools we have looked at and used • Over the past 4 days, what has inspired you most?

• Design an experience • Write it up as your test

SOME SUGGESTIONS Focus on the why: Create leaders of tomorrow, a post-carbon knowledge economy

SOME SUGGESTIONS Create a society that appreciates culture: - Arabic culture - And diverse, global cultures Collaborate on outreach schemes, a pop-up park library, sending books to new babies, a shared website, an award or competition…

SOME SUGGESTIONS The ‘innovation space’ lies between: - what people have in common and how they are unique - Between what most people want and what many different people need See the blueprint in the next slide

Individual needs

Look here

Basic needs for all

CREATING PERSONAS HELPS UNDERSTAND HOW PEOPLE ARE BOTH LIKE OTHERS AND UNIQUE

SOME SUGGESTIONS Use what is popular and contemporary to attract young people to what is serious, meaningful and historic Use digital tools in a creative way: - Create a game or quest - Create a buzz - Let people share their stories and ideas with you - Have two-way conversations

WHAT HAS INSPIRED YOU THIS WEEK? Tools?

Examples?

Other people?

Ideas for action?

Now, a reminder of the tools we have used this week‌

TOOL: STEEPLE FACTORS Use this to map the big picture, of the wider world you work in.

Common factors that drive change: Society

(demographics, lifestyles, culture…)

Technology (new systems, tools, products…)

Economy (spending power, employment, inflation…)

Environment (resource security, climate, biodiversity…)

Politics (power, policies, public investment…)

Law (regulations, limits, rights…)

Ethics

(values, attitudes, beliefs…)

TOOL

TOOL: MATRIX OF CHANGE

TOOL: TIMELINE OF CHANGE Make a timeline showing how your library might help your users to reach their full potential, and how this will impact on the library.

What needs to change in your library now?

How can we prepare people for a different future?

What impact will this have for your library in 2035?

2016

How would new users first get involved?

2036 What new skills and knowledge will they need to learn?

What work will people do in the future? How will this change your services?

What might someone have achieved in 20 years by using your service?

TOOL: VISUALISE FUTURE SCENARIOS

TOOL: THEORY OF CHANGE LOGIC MODEL Inputs Resources: Budget Location Materials Staff Planned activities: Workshops Training Digital services

Outputs Distinct and measurable results: Numbers of events or resources you provided.

Numbers of take-up e.g. participants, sales, webhits.

Outcomes Short & medium term qualitative changes: For users: New learning, capacities or attitudes For provider & partners: Resources, reach, changes in process.

Assumptions and external factors (e.g. social context, funding)

Impacts Longer term and wider change: Impacts on culture, society, environment, economy.

How do the outcomes affect the users & partners in longer term, or reach more widely?

THINKING ABOUT PEOPLE Ruler, Prime Minister

Higher

Scholars Close

Far

Lower

Your child

TOOLS OF SERVICE DESIGN

ESPECIALLY PERSONAS Basic facts Goals Motivations Likes Dislikes Daily routines

TOOL: PLAN A LEARNING JOURNEY 1. Create conditions for creative, comfortable, challenging learning 2. Evaluate activities and experiences: what learning is happening?

3. Help learners to continue improving or learning

EMPATHY MAP

EXPERIENCE SAFARIS

KNOWING THE BARRIERS Barriers will stop people from using the service, or achieving what they need to do.

If you know how these barriers affect different groups of people you can make sure you avoid them in the future.

‘Sabotage’ is a good way to do a ‘risk assessment’ before making a change or setting up a project.

SABOTAGE !

How could you make sure your experience completely fails?

1. Intellectual barriers: How could you make your user feel it is too difficult?

2. Emotional barriers: What would make them feel awkward, unwelcome or unhappy?

3. Physical barriers: What would make them unsafe and unable to achieve what they need to do?

YOUR LEARNING PUT TO THE TEST • Work with colleagues (or alone if needed) • Choose any tools you could use in the research process • Based on the persona you chose, or another one if you need to, think of the new user group you want to bring closer • Imagine the change that will happen to them if they come closer • To make your service attractive to them, design a great experience • Use colour, draw it, show how it will help people feel and think • Sabotage it to stress test it • Finally, write up the process as your test