Manitoba libraries 2 1

Volume 2 - Issue 1 June 2015

// FREE

WEST CENTRAL

STREETS

DIGITAL ARCHIVE

Preserving the Voice of Winnipeg’s Inner-City Communities

ACCESSIBILITY FOR MANITOBANS

TECH PROGRAMS FOR YOUTH AT WPL

CONSIDERING AN ONLINE MLIS?

Viewed Through A Library Lens

Create, Collaborate, Discover

What Students Need To Know

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Manitoba Library Association

Artspace Building 606-100 Arthur Street Winnipeg, MB Canada R3B 1H3 communications@mla.mb.ca

Vol 2. Issue 1 - June 2015

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Manitoba Libraries Editor Assistant Editor Copy Editors

Design & Layout

Kyle Feenstra Ruby Warren Alix-Rae Stefanko, Sarah Clark, Katherine Penner, Ruby Warren, Joshua Herter, Kyle Feenstra Kyle Feenstra, Joshua Herter, Ruby Warren

MLA Executive Camille Callison, Alix-Rae Stefanko,

Lauren McGaw, Vickie Albrecht, Kyle Feenstra,

Mayu Ishida, Sarah Clark, Katherine Penner, Kirsten Wurmann, Stefany Shirley, Keshav Mukunda, Donna Sanders, Ruby Warren

Manitoba Libraries is an open access journal for the library and archives community. We publish professional articles concerning a diverse range of current issues in librarianship, archival practices and information policy. All issues are available free of charge. The Communications Committee of the Manitoba Library Association serves as the editorial board for Manitoba Libraries.

For information regarding submission procedures, please visit www.mla.mb.ca.

Email queries may be addressed to communications@mla.mb.ca.

Manitoba Library Association Artspace Building 606-100 Arthur Street Winnipeg, MB R3B 1H3 mla.mb.ca

Manitoba Libraries (ISSN #2368-7428) Creative Commons Attribution - NonCommercial - NoDerivatives 4.0 International License.

Vol 2. Issue 1 - June 2015

EDITOR’S NOTE Volume 2, Issue 1

Technology in Libraries As we adapt to emerging technologies and a changing information landscape, library services in the future may look drastically different from what we are accustomed to today. And yet at the core of what we do as information professionals, the same fundamental roles of libraries have not changed: facilitating access to information, education, community development and cultural preservation.

This is clearly evident in the articles you will read in our second issue of Manitoba Libraries. We set out to create a technology issue but the submissions we received were really about how technologies enable libraries and archives to overcome barriers and explore creativity.

In this issue’s feature story, Brett Lougheed, University Archivist at University of Winnipeg, shares how a digital archive project has preserved an inner-city community

newspaper that helped to galvanize Winnipeg’s West End and Central neighbourhoods for years.

The value of projects of this nature cannot be underestimated.

The technology resources we offer to the communities we serve are an immense asset, especially for those marginalized by geographic distance, ability, or socioeconomic disparity.

It is our hope that this issue will inspire innovation and open discussion on how we can use technology to better serve the diverse information needs across our province.

Thanks to all the writers and editors who contributed to this issue of Manitoba Libraries!

Enjoy.

Kyle Feenstra Editor

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ACKNOWLEDGEMENTS AND IMAGE CREDITS

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Thanks to all the contributors to this issue of Manitoba Libraries. Special thanks to Blair Barkley for contributing photographs of the West Central Streets neighbourhood. A final thanks to the editorial committee for reviewing submissions and layout.

- Editor Photography Blair Barkley............................... cover, 6-9, 14-17 Kyle Feenstra .................................................. 2-3 West Central Streets ................................... 10-13 Ian Graham, Thompson Citizen ..................... 33 Flickr.com (Creative Commons) .................... 32

Features

08 The West Central St Digital Archive

Building Community Through Dig

18 Accessiblity Throug Library Lens

Moving Towards Universal Access On the Cover: A West End Winnipeg playground.

(Photo: Blair Barkley.)

41 Tech Programs for Y Winnipeg Public Lib Create, Collaborate, Discover

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gitization

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38 26 Columns 26 Student Perspectives

The Online MLIS Degree

32 Public Libraries

Service Innovation at Thompson Public Library

s

Youth at brary

38 Professional Practice

Augmented Reality

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COMMUNITY BUILDING THROUGH DIGITIZATION The West Central Streets Digital Archive Brett Lougheed University Archivist & Digital Curator University of Winnipeg Additional

by Blair Barkley Vol 2. Issue 1 - JunePhotography 2015

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ne evening, while returning home down Maryland Street in Winnipeg’s West End neighbourhood, I felt unexpectedly familiar and comfortable with my surroundings. I did not grow up in Winnipeg, so much of the city was, and still is, foreign to me. After moving to Winnipeg, I went to university, worked, lived in, and spent most of my time in the southern, more affluent, regions of the city.

Prior to my recent employment at the University of Winnipeg, my only exposure to West Central Winnipeg was through the occasional show at the West End Cultural Centre, obtaining a quote from Prairie Stained Glass following a break-in, and what were becoming all-too-frequent trips along Sherbrook and Maryland Streets to and from the Children’s Emergency room at HSC with my sickly kids in tow. The messages Winnipeggers receive about the West Central area from mainstream media are overwhelmingly negative – a hub for gang violence, prostitution, and a myriad of other social ills. And I admit that I ignorantly allowed my perception of this community to be shaped by this narrative. I had no experiences or evidence to the contrary. I often felt uncomfortable, even unsafe, while

driving through the area within the secure confines of my car – on edge and alert to any criminal activity that may potentially be happening around me. But something was different on this evening trip home. Street names were more familiar. Buildings and landmarks were more recognizable. I was less frightened of and more empathetic towards people around me.

This sense of familiarity – of connectedness – to the area can only be attributed to my having recently explored the West Central STREETS Digital Archive made available by the University of Winnipeg Archives and Records Centre. The publication has permanently and positively altered my perception of the West Central community, which was always one of the goals of this community-oriented newspaper.

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West Central STREETS defined West Central Winnipeg as the area bounded by Arlington Street, Notre Dame Avenue, Carlton Street, and Portage Avenue.

West Central STREETS was primarily distributed to homes and businesses in the West Central area - defined as the community bounded by Notre Dame Avenue to the north, Carlton Street to the east, Portage Avenue to the south, and Arlington Street to the West. The paper was certainly successful in creating a stronger sense of community amongst residents in the area and in changing perceptions amongst the limited number of people who had access to the paper. However, through its digitization and availability online, the Archives is helping to make the paper more widely available and, hopefully, assisting in the transformation of many more people’s perceptions of Winnipeg’s West Central neighbourhoods.

History of West Central STREETS The origins of West Central STREETS lie in a predecessor publication known as Inner City Voice. The scope of Inner City Voice was larger than that of West Central STREETS as it focused on stories of interest to the people living within the entire inner city core and north end of Winnipeg. When Inner City Voice folded due to financial pressures in 1995, the loss of an authentic voice for the city’s core was strongly felt. Erika Vol 2. Issue 1 - June 2015

Wiebe, a Community Development Worker for Winnipeg Child and Family Services, and Tammy Sutherland, a Volunteer Coordinator at St. Matthew’s-Maryland Community Ministry, had had a few conversations lamenting this fact. Wiebe had also noticed that the people in the area had become somewhat crestfallen and exhausted fighting the various injustices within the neighbourhood. She noticed a lack of community spirit which she defined as “connecting people, building solidarity, developing a neighbourhood identity, recognizing shared strengths, building greater understanding among people, building mutual support and respect, getting a positive ‘vibe’ going …”1 Wiebe and Sutherland believed that another community-based newspaper, this time more heavily focused on the people of West Central rather than the issues they faced, could potentially be that vehicle for building a strong, vibrant, connected community. Wiebe and Sutherland gathered together a small number of potentially interested individuals from the community to discuss the creation of the paper.

Many of West Central STREET’s long-standing goals and objectives arose out of this meeting including that the focus of the paper would be on the residents of West Central Winnipeg and in their own voices, whenever possible; the scope of the paper would be limited to the defined West Central neighbourhood; it would be written, produced, and distributed using the paid talents of local residents; and that each issue would focus on a different street in the neighbourhood. It was decided to produce an initial issue of West Central STREETS, to test the viability of its long-term production and the appetite amongst its readers for more content.

The first issue of West Central STREETS was published in October 1995 with a focus on Furby Street. The reaction amongst its readers was overwhelmingly positive. Readers were tickled to see their friends, neighbours, and familiar faces in print and they were thrilled to finally see their community painted in a positive light 1. Erika Wiebe, West Central STREETS Digital Archive: History. http:// cdm15931.contentdm.oclc.org/cdm/landingpage/collection/dc (accessed May 15, 2015).

within the media. Through advertising dollars and the continued funding provided by LITE (Local Investment Toward Employment), Bill and Shirley Loewen, and others, in addition to the hard work of everyone involved, West Central STREETS published seventy-eight issues bi-monthly (excepting the summer months) for just over fifteen years. Wiebe, Sutherland, and Tanya Lester, served as the initial editors of the paper. Wiebe would later take on the task of Coordinating Editor for the entire run of its publication; her position as Community Development Worker for the province of Manitoba was structured to include this role. The paper would later operate under a Publishing Committee and feature a Guest or Contributing Editor, a local resident who would identify a theme for a particular issue and contribute related content, as well as a Youth Editor who would contribute content from the perspective of young people growing up in West Central Winnipeg.

The paper would maintain a relatively consistent format throughout its existence.

Common features of the paper were

community interest stories about individuals and the issues they faced living in West Central (ex. crime and justice, welfare, housing, economic development); profiles of local businesses and government agencies; interviews with individuals on a variety of socio-economic topics; readers’ comments, letters to the editor, and other talkback features; local advertising; a quasi-classifieds section with a listing of jobs and skills available in the neighbourhood; and an events calendar. The paper would also occasionally include editorial cartoons, reviews of books or plays, and an annual writing contest where readers would submit poetry or short stories in the hopes of being selected as the winning entry in a number of age groups. The paper would highlight the unique perspectives of segments of society that were marginalized within mainstream media: sex trade workers, gang members and their parents, homeless and disabled people. The paper also reflected the multi-cultural population of the area featuring articles written by members of various ethnicities including Indigenous, Filipino, African,

(Left) Erika Wiebe, West Central STREETS Coordinating Editor (West Central STREETS, Vol. 12, No. 2). (Right) The first issue of West Central STREETS published October 1995.

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and Indian residents. West Central STREETS consistently highlighted issues of importance to its targeted audience – issues that may or may not have received coverage in mainstream media outlets. On those occasions when an issue may have also received wider media coverage, West Central STREETS consistently presented a refreshing counter-point to the persistent viewpoint presented elsewhere.

Feedback printed in the paper created the impression that West Central STREETS was wildly successful in its intended goal of building a close-knit community.

Despite its tremendous successes, the paper’s run came to an end in January 2011. There were many contributing factors to the paper’s demise. Wiebe’s professional responsibilities shifted in 2010 meaning that she would no longer be able to contribute to the paper’s publication in her professional capacity. In addition, the paper began to operate under financial constraints when it no longer qualified for LITE funding. These two factors made it

Walter ‘Zoohky’ Zielke Reusch, one of the many interesting personalities profiled in West Central STREETS (West Central STREETS, Vol. 7, No. 4)

extremely difficult to continue publication of the paper in its long-standing format. The likelihood of other local organizations taking over the publication of the paper was low considering the heavy workloads many of them already faced. The Publishing Committee felt as though they had reached their goals with the publication and that perhaps West Central STREETS was no longer needed to bring the community together. People could still share stories with the goal of building a closer-knit community through other venues such as blogs, social media, and the Inner City Voices radio program on CKUW-FM. In the end, it was decided to put the paper to rest. Following cessation of publication, Wiebe received countless comments from West Central residents about how the paper had positively impacted them personally and the community as a whole. The loss of the paper was mourned, but its successes were celebrated within the community for years to come.

West Central STREETS Digital Archive When University of Winnipeg Archivist, Gabrielle Prefontaine, read about the paper ending its long publication run, she saw an opportunity to keep West Central STREETS alive in the hearts and minds of its readers, introduce the paper to new audiences, and simultaneously build capacity within the University of Winnipeg Archives. She thought all of this could be achieved through the digitization of the paper and the publication of a West Central STREETS Digital Archive online.

In 2011, the University of Winnipeg Archives was investigating ways in which it could build a robust digitization program.

Library administration had recently authorized the purchase of CONTENTdm, digital collection management software produced

by OCLC, which would store and provide access to the Archive’s digital assets. The Archives was looking for a test project to determine its digitization capabilities and to give CONTENTdm a trial run. The digitization of West Central STREETS seemed like a good test subject as it was finite in its scope and was textual in nature, allowing for its digitization to occur in-house using campus facilities and equipment. With this project, it was hoped that Library and Archives staff would develop the capacity inhouse to create further digital collections and build the University of Winnipeg Archives’ presence online. In addition, the content within the pages of West Central STREETS naturally aligned itself with the collection mandate of the Archives, which is to “document the history of the University of Winnipeg, the local community, as well as aspects of Manitoba history relevant to research at the University of Winnipeg, including social justice and human rights.”2 West Central STREETS certainly fit this bill.

2. University of Winnipeg Archives and Records Centre – About Us. http://archives.uwinnipeg.ca/about-us. html (accessed May 17, 2015)

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Prefontaine made contact with Wiebe, who was a willing digitization test subject, and an agreement was reached for the Archives to create a digital archive of West Central STREETS and to have the scanned copies of the paper freely available on the Archives’ website. The Archives was offering the paper a second life of sorts and as such, Wiebe was extremely cooperative and provided much assistance in the creation of the digital archive.

Wiebe donated several copies of every issue of STREETS to the Archives for digitization and permanent retention and copyright was transferred to the University. Archives staff scanned the first five volumes of the paper as PDF files using the large format scanners in the University’s Physical Plant. Existing PDFs of the remaining issues were provided to the Archives for inclusion in the digital archive. Each of the PDFs underwent Optical Character Recognition, or OCR, which meant that every word of the paper would be fully searchable once made available online.

The PDFs were then ingested, or uploaded, to CONTENTdm where additional metadata tags (title, date) were added for each issue. Wiebe wrote an essay about the paper and its importance to the community, which was used as the text for the landing page for the digital collection.

The result was that all seventy-eight issues of West Central STREETS, plus a handful of other related documents to provide some context about the collection, were made available online for research.3 Within the system, issues are sorted by volumes and can be easily browsed chronologically. In addition, users can perform simple keyword or advanced searches of the collection by full text or by the fields utilized in the standardized Dublin Core metadata used to describe the contents.4 Users select the thumbnail of the issue they want to view and are presented with an embedded PDF viewer that allows the user to view the page at his or her desired magnification; to toggle between pages of an issue; to view the metadata for a given 3. University of Winnipeg Archives and Records Centre – About Us. http:// archives.uwinnipeg.ca/about-us.html (accessed May 17, 2015). Volume 6, Number 1 was erroneously omitted from the digital collection. It was added at a later date.

4. Although many fields are searchable, only a few were populated with data at the initial time of ingest. Further metadata fields may be populated at a later date to improve discoverability.

A screen shot of the first page of Vol. 1, No. 1 of West Central STREETS from the West Central STREETS Digital Archive.

Visible is the embedded PDF viewer, thumbnails of each page of the issue, and the issue’s metadata.

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page or issue; and to download the issue. CONTENTdm also allows users to add their own tags or comments to descriptions.

These features allow readers of West Central STREETS unprecedented access to the newspaper. Every issue is now available at their fingertips. The entire paper can be easily referenced for a particular article, common themes, etc.

Photographs within the paper can be viewed in greater detail.

Users can download issues for their own use or reuse. And the tagging and commentary features add a participatory archiving element that seems extremely appropriate to this community-oriented resource. For example, users can easily express their own viewpoints about a given article, or clarify any inaccuracies that were originally printed in the paper, through the commentary feature. West Central STREETS was always intended to be a paper produced by the residents of West Central for the residents of West Central. The features enhancing the West Central STREETS Digital Archive ensure that this principle remains adhered to.

Often the perceptions we have about a community are based on how it is represented in media. Over the years unfavourable representations of the West Central neighbourhoods have contributed to the notion that Winnipeg’s inner city is unsafe and an undesireable place to live. Contrary to popular opinion, those who live in West Central Winnipeg view it quite differently.

They tend to see their neighbourhood as a community defined by creativity, interconnecteded, deep heritage, and cultural diversity. To accompany this issue we asked West End artist and photographer, Blair Barkley, to share his view of his neighbourhood through a series of photos.

You can view additional work by Barkley at his website, www.anonymousb.com.

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During its existence, West Central STREETS engaged a community in strengthening its ties with one another through shared storytelling.

Through its digitization and availability online, it is the hope of the University of Winnipeg Archives that these community ties may be strengthened in much the same way, and that the prevailing perception of this area within the minds of many may be altered if exposed to the first-person narrative written within its pages.

The West Central STREETS Digital Archive can be accessed at: http://digitalcollections.uwinnipeg.ca/cdm/ landingpage/collection/dc.

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Vol 2. Issue 1 - June 2015

ACCESSIBILITY THROUGH A LIBRARY LENS MOVING TOWARDS UNIVERSAL ACCESS Leslie Corbay Library Accessibility Consultant Public Library Services Branch

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n December of 2013, Manitoba passed the Accessibility for Manitobans Act (AMA). The new statute sets out the legislative and regulatory framework that private and public sector organizations must follow in order to prevent and remove barriers to access for persons with disabilities. A requirement under the Act is that organizations must produce a biannual accessibility plan, completed in consultation with community organizations and self-advocates.

Manitoba is committed to ensuring that municipal and regional public libraries will be able to respond to the requirement to develop local policy that will support the transition to universal access. The Public Library Services Branch has undertaken several focus groups to gather feedback from community members and libraries. During these focus groups, participants identified barriers to library access and possible solutions to removing those barriers.

Focus groups were organized at the Western Manitoba Regional Library in Brandon, Manitoba and at the Millennium and Henderson Branches of Winnipeg Public Library. In attendance were members of Manitoba’s library community as well as advocates from Manitoba’s disability communities. The following is an initial report on the focus group process and findings. As the regulations are put forward, the information contained in this report is intended to start conversations across mla.mb.ca

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the public library sector to develop local policy, and remove barriers to library access using a communityled library development approach.

Philosophy

The method utilized during the focus groups was influenced by two leading principles in community and library development: asset-based community development and community-led librarianship: • Asset-based community development identifies and leverages all aspects of a community, from the built environment to volunteerism (Fuller et. al, n.d.), as part of a process of strategic planning, community or organizational development (Ibid). This approach can be essential for libraries where resources appear limited.

• Community-led librarianship is a leading principle of modern libraries to ensure that service delivery practices meet local needs.

Community-led librarians not only consult directly with consumers, but focus on involving

community members in service planning (Human Resources and Development Canada, n.d.).

Community-led librarianship was selected as an important component of the focus group dialog because it creates an opportunity to build strong partnerships with community organizations and to collaborate on solutions to the barriers identified by focus group participants.

Method

Working in small groups, participants were asked to respond to critical questions1 which identified barriers to library access, and to take a tour of the library to identify barriers specific to a branch facility.

The questions were written on large pieces of paper to facilitate a collaborative approach to authoring responses. Responses to the questions varied widely, reflecting different levels of experience and involvement in accessing library services, the level of library use, and the representation of community members in the groups. Responses have been condensed to identify key themes.

1. Approach adapted from: United Way of Washington (n.d.).

Question 1: Do you use a Library? If yes, why? / If no, why?

The primary role of the first question was to act as an ice breaker and start discussion. For participants that answered “yes,” the following themes emerged:

• Access to items for entertainment and research • Access to technology, computers and Wifi • Libraries are a free service and the purchase of books, CDs and DVDs can be expensive • Services, programs and meeting spaces • Library staff act as community connections for patrons

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For participants that answered “no,” the following themes emerged:

• • • • • • •

Not able to get to the library i.e. transportation* Lack of confidence in using the library Expectations of how to behave in a library i.e. interacting with staff and other patrons Lack of awareness of programs and services* Using a library is a multisensory experience; some can experience sensory overload Policies i.e. hours of operation and fines* Language barriers i.e. American Sign Language

*Also identified in: Maguire, P. & Winton, L. (2014).

Question 2: What programs or services does your library currently have to provide services to persons with a disability?

Themes within this section varied widely, from accessible physical spaces and customer services practices to connections with community members and organizations. Examples include:

• • • • • • •

The National Network for Equitable Library Service (NNELS) The Centre for Equitable Library Access (CELA) Large print and audio book collections (Compact Disk and Overdrive) Special Services Connections with community members / organizations Home delivery services Renovations to facilities

As part of an asset-based planning process, librarians and library boards can leverage and extend these resources to support the transition to universal access principles.

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Question 3: What barriers to library access can you identify?

Following the first and second questions, participants took a tour of the library, and returned to answer the third question. Several themes emerged: General • Not every patron, nor every library has the right assistive devices or assistive technology to access library services • Not having a greeter to facilitate library access • Not having customer service training for staff regarding disabilities • Not having staff or volunteers available that know American Sign Language • Having access to technology from home, but without having library websites or digital services that are accessible • Requirement for photo identification to obtain a library card* Collections • • • •

Integrate large print collection with the rest of the collection Item labels need to be more consistent with a larger font and more contrast Location of the paperback spinner collections Collections could be moved to improve access and inclusion i.e. Juvenile Braille and Large Print collections are not conveniently located • Persons with low vision cannot pickup an item on hold on their own • Oversized books stick out from shelves • The use of the highest and lowest shelves Signage & Communication Systems • Lack of appropriate signage including the use of Braille and Clear Print Guidelines • Public Announcement System Built Environment • • • • • • • • • • •

Not all branches and furniture meet universal design standard Not every library has a ramp Some accessible entrances are closed Space between aisles can be either too large or too small The placement of furniture Flooring needs more contrast/texture when transitioning between areas of the library Stairs need a coloured edge Transition strips between flooring of different heights Glare through windows on bright days Lack of visual alarms Florescent lighting

*Also identified in: Maguire, P. & Winton, L. (2014).

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Question 4: What are some solutions to the barriers we have identified?

In order to address the need for libraries to plan their transition to universally accessible library programs and services, findings were broken into short, medium and long-term solutions. The main themes that emerged were:

Solutions which are achievable in the short term.

• Elicit input from consumers on identifying barriers and solutions which will work for them i.e. conduct an accessibility focus group and/or audit • Follow Clear Print Guidelines for all printed material • Ensure all computers have the same assistive technology • Design programs for children with different sensory needs • Include pictographs on library signage and collections • Develop special collections which are age appropriate for adults with varying literacy levels • Assign a greeter to each library or branch

Solutions which are achievable in the medium term.

• Work with community members to plan all changes to library facilities, website, and programming • Implement a focused marketing strategy for services available for those who qualify as having a perceptual disability • Develop training on universal customer service practices to meet the information and social interaction needs of all patrons • Work with vendors and consumer groups to ensure that that all digital collections are accessible • Ensure that the website conforms with WCAG 2.0 standards Solutions which are achievable in the long term.

• Implement training on universal customer service practices to meet the information and social interaction needs of all patrons • Strive for American Sign Language training for at least one employee per shift • Work with staff to develop partnerships with community organizations regarding improving services to and the acceptance of those with intellectual disabilities living in the community

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available through local, national, and international library organizations.

By working with community members, Manitoba’s public libraries will be able to respond efficiently and effectively to the requirements of the Accessibility for Manitobans Act and its associated regulations.

Through the local development of universally designed services and programs, Manitoba’s public libraries are able to meet the information needs of patrons.

Connecting with consumer groups and advocacy organizations will provide libraries with opportunities to grow partnerships and services.

The development of programs and services in collaboration with advocacy organizations is part of the communityled philosophy and is integral to the future of libraries.

In summary, the short, medium, and long term solutions to barriers are to work together to ensure that all aspects of the library are fully accessible, including: customer service practices, information, communications, and the built environment.

A focus on universal access will ensure that changes to any aspect of the library, from policy and practice to the built or digital environments will mean everyone in the community will benefit.

The information gained from the focus groups will be used to develop a sector-wide approach to universally accessible customer service for public libraries. The policies and practices contained therein are to be adapted to meet local need. The continued success of accessibility initiatives, which will see the prevention and removal of barriers to access, will require librarians undertake professional development –

Resources for Libraries: • Association of Specialized and Cooperative Library Agencies (ASCLA): Library Accessibility – What You Need to Know • British Columbia Library Association (BCLA): Disability Awareness Toolkit • City of Winnipeg: Accessibility Design Standards 2010 • The Council of Ontario Universities (COU): Interacting with Persons with Disabilities • The Ontario Library Association (OLA): Accessible Library Services for Persons with Disabilities • Web Content Accessibility Guidelines: WCAG 2.0

•

Fuller, T. Guy, D. Pletsch, C. (n.d.). Asset mapping: A handbook. Retrieved From http://volunteer.ca/ content/asset-mapping-handbook.

•

Human Resources and Development Canada. (n.d.).

Community-led libraries toolkit. Retrieved from http://www.librariesincommunities.ca/resources/ Community-Led_Libraries_Toolkit.pdf

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Maguire, P. & Winton, L. (2014). The top five barriers to library access and recommendations for eliminating those barriers. Retrieved from http://www.epl.ca/sites/ default/files/pdf/BarriersReport.pdf

•

United Way of Washington. (n.d.). Mobilizing communities community conversations guide. Retrieved from http://www.unitedwaywi.org/sites/unitedwaywi. org/files/Community%20Conversations%20Guide.pdf

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THE ONLINE MLIS DEGREE WHAT PROSPECTIVE STUDENTS SHOULD KNOW Carla Epp Health Sciences Librarian University of Manitoba

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s many librarians in Manitoba know, there are no programs in the province for prospective Master’s in Library and Information Science (MLIS) students.

For anyone who is unwilling or unable to relocate, this is problematic. In the past, prospective students had to move to another province or country to attend a program in-person. In recent years however, it has become increasingly common for librarians to complete their MLIS degrees in an online distance education format.

Until recently there were no Canadian MLIS distance education programs offered entirely online. For this reason, students who wanted to pursue this schooling online had to go through an American (or other international) institution. Some popular programs like the University of Wisconsin-Milwaukee (UWM) School of Information Studies and San Jose State University iSchool offer a 100% online program. Other schools have a small face-to-face component, with the bulk of the program being delivered online. According to the American Library Association (ALA) website, there are currently 29 ALA accredited online-only MLIS programs (ALA, 2015b). An exciting development for Canadian students is the completely online program at the University of Alberta (U of A) School of Library and Information Studies (SLIS) that began in Fall 2013 (U of A, 2015a).

Any student contemplating an MLIS program online will soon recognize that there are many different things

to consider when choosing a program. This article will outline some of the considerations, benefits, and drawbacks to pursuing an MLIS online and will compare the online SLIS program at the U of A and the online MLIS program at the UWM. U of A offers the only Canadian MLIS program delivered entirely online and UWM is the author’s alma mater, but please bear in mind that these are only two of many online options available.

Accreditation One of the most important aspects in choosing a school to pursue an MLIS is whether the program is accredited by ALA. Most North American employers require a degree that was ALA accredited at the time of graduation. ALA accredits programs in Canada and the United States and keeps an up-to-date database of accredited schools on their website (ALA, 2015a). ALA currently has 59 accredited programs listed and they can be searched by criteria, such as online availability or specializations available (ALA, 2015c).

Cost and Length

When choosing an MLIS program, many students are concerned about how much the program will cost

and how long it will take to complete. The table below compares various cost and length considerations for the MLIS programs at the U of A and UWM. There are a few other important considerations related to cost, including: • Exchange rate, if the school is not Canadian, as it can fluctuate over the course of a program • Possibility of additional out-of-state or outof-province tuition fees (this does not apply to either UWM or U of A) • Cost of textbooks and other course materials, which are in addition to listed tuition costs and vary greatly from course to course

Funding an MLIS Degree

It is important to next consider how your program will be funded. Can you pay for the cost of the program yourself? Will you work during your program or have you saved enough to be able to pay for courses? Will your employer pay for your studies or offer a tuition reimbursement program? Will you apply for scholarships?

There are many scholarships and bursaries available for students who need assistance paying for courses. One of the best places for Manitoba

Table 1: Cost and Length Comparisons

University of Alberta

University of Wisconsin-Milwaukee

Number of Courses in Program

16*

12****

Cost per Course (approx)

$1 210.00 CAD***

$2 280.00 USD******

Total Cost of Degree (approx)

$19 360.00 CAD***

$27 360.00 USD******

Maximum Time to Complete Program

6 Years*

7 Years****

Maximum Course Load per Semester

2 Courses*

4 Courses (3 in summer session)*****

Shortest Time to Graduate

2 Years and 8 Months*

1 Year and 4 Months*****

Number of Required Courses

8 Courses**

4 Courses****

Number of Elective Courses

8 Courses**

8 Courses****

*U of A, 2015e **U of A, 2015f ***U of A, n.d.

****UWM, n.d.d *****UWM, 2015b ******UWM, n.d.a

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residents to apply for scholarships is through the Manitoba Library Association (MLA). They advertise two annual scholarships with funding up to $9500.00 per year and an applicant can be awarded each scholarship twice (MLA, n.d.). Other places to look for scholarships and bursaries include your employer, your union, the school you plan to attend, the Canadian Library Association (CLA), ALA, and various specialized library associations. A good list of library organizations to start from is available here (CLA, 2014).

Canadian taxes can be complex for a student taking an online degree. If attending an American school, tuition fees cannot be claimed as a tax deduction if the student does not physically live at or commute to the school. If he or she takes the same online program administered by a school in Canada, tuition fees are tax deductible. Regardless of where the program is

Table 2: Application Process Comparison

based, it is recommended that students contact Canada Revenue Agency (CRA) for clarification (CRA, 2015). In both cases, students can claim the small education and textbook deductions, and scholarship income is generally exempt from taxation, as long as the student can claim the education amount (CRA, 2015).

Application Process

Prospective students should also take into consideration the application process for their program of interest. What needs to be in place before applying? When are the application deadlines and how far in advance should preparation begin? The following table compares application considerations for U of A and UWM.

University of Alberta

University of Wisconsin-Milwaukee

Application Deadline

April 1 (program begins in September)*

None. Students are admitted on a rolling basis which may mean that the program is full for the semester you want to start*****

GPA

Bachelor's degree with a 3.0 GPA or B average (on a 4.0 scale) in the last 2 years of study*

Bachelor's degree with a 2.75 GPA (on a 4.0 scale)***

Application Form(s)

Online application**

Graduate School application and School of Information Studies application (both online)***

Application Fee

$100.00 CAD**

$56.00 USD plus $40.00 USD if undergraduate degree is from a non-US school****

Graduate Studies Test Requirement

None**

GRE or MAT scores (exempt if GPA is above 3.0)***

Letters of Recommendation

3**

2***

Transcripts

1 copy from each academic institution attended**

1 copy submitted directly from each undergraduate institution***

Essay

“Statement of Purpose”**

“Reason for Graduate Study”***

Other

CV or resume required** Technology proficiency*

None***

*U of A, 2015c **U of A, 2015b ***UWM, n.d.b

****UWM, 2015a *****UWM, n.d.e

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Completing the Program

Before applying to any program, remember to consider the requirements for completion and which option would be the best personal and lifestyle fit. The UWM website states that ““the UWM Graduate School require[s] that all candidates for graduate degrees “demonstrate proficiency to integrate the knowledge of that discipline” in which they obtain a degree”” (UWM, n.d.c). This can be done in one of three ways: 1. Completing a thesis (UWM, n.d.c).

2. Completing a capstone project which “involves identifying an information problem in a real-world setting and developing the means to address it” over the course of a semester (UWM, n.d.c).

3. Completing a proficiency exam of two 8-12 page papers from a list of 8-12 questions in a 2 week period (UWM, n.d.c; UWM, n.d.f).

University of Alberta only offers a course based program that includes 16 courses and a “capping exercise” of creating an “ePortfolio representing examples of the student’s course work, leadership and innovation potential, communication skills, and involvement in professional life” (U of A, 2015d).

Professional concerns

There are a few concerns that a prospective online MLIS student would be wise to bear in mind. Some staff in the library field retain an outdated view that degrees earned online are of a lesser quality than degrees earned through an onsite program. It is important to be aware that justification of this path may be necessary with some professionals.

Also be aware that not everyone is suited to this type of program. Do you have the discipline to complete this type of program? Do you mind working independently for long periods of time and only having contact with professors and classmates online? Will you be able to balance the course load with any other responsibilities you have?

Finally, it is important to recognize that GPA scales can differ across institutions, impacting scholarship applications and further schooling. For example, graduates of the University of Manitoba will find that

their grades are on a 4.5 GPA scale but that many other academic institutions use a 4.0 GPA scale. This may require calculations and explanations on the part of the student applying for graduate school or scholarships to prove that they meet any minimum requirements listed.

Benefits

There are many benefits to completing an MLIS degree online, one of the largest being the technology skills that students gain simply by doing so much of their course work online with emerging tools. As a direct result of the online format, there is also an increased focus on discovering and using new technology or using older technology in innovative ways. Other benefits include developing the skills to do group work at a physical distance from colleagues, having a flexible school schedule (but one that keeps you accountable and on track with the pace of the class), and the high levels of interaction with the instructor and between students. Instructors often mark students on participation which creates significant online discussion, but many students who choose this format are also comfortable connecting in an online forum and create a vibrant community.

The online format rarely allows for a student to ‘check out’ or ‘coast’, as sometimes happens in a traditional classroom or skip class.

Conclusion

In researching online degree options, there are many considerations for prospective students when choosing an appropriate program. The final decision does not necessarily hang solely on the cost of the program. The technology skills one gains from this type of program are invaluable, and with the technology savvy and dispersed workforce of today, it is necessary to learn to collaborate and work effectively with colleagues online and at a distance. It is also freeing to have the flexibility to schedule workload and timelines to fit within one’s other responsibilities and not have to uproot and move provinces in order to complete this degree. In the author’s experience, completing an MLIS degree in the online format is a worthwhile endeavor.

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References from previous article.

•

American Library Association. (2015a). ALA accredited programs.

Retrieved from http://www.ala.org/accreditedprograms/

•

American Library Association. (2015b). Searchable database of ALA-accredited programs. Retrieved from http://www.ala.org/ accreditedprograms/directory/search

•

American Library Association. (2015c). Searchable DB of ALA accredited programs. Retrieved from http://www.ala.org/ CFApps/lisdir/index.cfm

•

Canada Revenue Agency. (2015). P105 - students and income tax.

Retrieved from http://www.cra-arc.gc.ca/E/pub/tg/p105/p105-e. html#qp

•

Canadian Library Association. (2014). Resources library associations. Retrieved from http://www.cla. ca/Content/NavigationMenu/Resources/Resources/ ListofLibraryAssociations/default.htm

•

University of Alberta. (2015f). Online MLIS (part time only) program requirements. Retrieved from http://www.slis.ualberta.ca/ Programs/OnlineMLIS.aspx

•

University of Alberta. (n.d.). Sample fees for online MLIS program.

Retrieved from http://www.slis.ualberta.ca/~/media/slis/ Documents/ProgramsAdmissions/Online%20MLIS%20Documents/ Sample_fees_for_Online_MLIS_program.pdf

•

University of Wisconsin-Milwaukee. (n.d.a). Cost and fees. Retrieved from http://www4.uwm.edu/sois/resources/aid/fees/

•

University of Wisconsin-Milwaukee. (2015a). Graduate school - degree admission requirements. Retrieved from http://www. graduateschool.uwm.edu/students/prospective/admission/

•

University of Wisconsin-Milwaukee. (n.d.b). Master’s degree admission (MLIS). Retrieved from http://www4.uwm.edu/sois/ admission/masters/index.cfm#CP_JUMP_3630515

•

University of Wisconsin-Milwaukee. (n.d.c). MLIS culminating experience. Retrieved from http://www4.uwm.edu/sois/programs/ graduate/mlis/profreq.cfm

•

Manitoba Library Association. (n.d.). Scholarships. Retrieved from http://www.mla.mb.ca/content/scholarships

•

University of Alberta. (2015a). About SLIS - University of Alberta.

Retrieved from http://www.slis.ualberta.ca/en/AboutSLIS.aspx

•

University of Alberta. (2015b). Application procedure for MLIS (online) program. Retrieved from http://www.slis.ualberta.ca/ ProspectiveStudents/OnlineMLIS/ApplicationProcedure.aspx

•

University of Wisconsin-Milwaukee. (n.d.d). MLIS degree requirements. Retrieved from http://www4.uwm.edu/sois/ programs/graduate/mlis/degreereq.cfm

•

University of Alberta. (2015c). Entrance requirements. Retrieved from http://www.slis.ualberta.ca/ProspectiveStudents/ OnlineMLIS/Entrance%20Requirements.aspx

•

University of Wisconsin-Milwaukee. (n.d.e). MLIS frequently asked questions -future students. Retrieved from http://www4.uwm.edu/ sois/programs/graduate/mlis/faq.cfm

•

University of Alberta. (2015d). Listed by number. Retrieved from http://www.slis.ualberta.ca/Courses/OnlineGraduateCourses/ Listed%20by%20Number.aspx

•

University of Wisconsin-Milwaukee. (n.d.f). Proficiency examination registration. Retrieved from http://www4.uwm.edu/sois/programs/ graduate/mlis/examfaq.cfm

•

University of Alberta. (2015e). Online MLIS (part time only).

Retrieved from http://www.slis.ualberta.ca/ProspectiveStudents/ OnlineMLIS.aspx

•

University of Wisconsin-Milwaukee. (2015b). Registration policies.

Retrieved from http://www4.uwm.edu/current_students/register_ course_info/registration_policies.cfm#max_load_grad

c a n a d i a n r e v i e w o f m a t e r i a l s CM: Canadian Review of Materials is published weekly from September through June and is an all-volunteer online publication which features reviews of books and other materials that are authored, illustrated and/ or published by Canadians and that are produced for/of interest to children and adolescents. CM’s reviewers areteachers, teacher-librarians, public librarians and university professors who have an interest and expertise in materials for juveniles.

Published by the Manitoba Library Association and Hosted by the University of Manitoba.

Vol 2. Issue 1 - June 2015

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For libraries across northern and rural Manitoba, services can be severely limited by geographic islolation, poor internet connectivity, and lower municipal funding. Amanda Sanders discusses some of the innovative strategies Thompson Public Library uses to help meet the information needs of their patrons.

Service Innovation at Thompson Public Library Amanda Sanders Library Assistant Thompson Public Library There are many challenges to living in the North, and majority of them stem from a lack of access to services.

Thompson is located about 750 kilometers north of Winnipeg and being such a distance away from a major city makes accessing information and culture a difficult task.

At Thompson Public Library, we are continually striving to make access to information and culture as easy as possible for our patrons. We are one of the major

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libraries in the North and we have patrons from all over the surrounding area accessing our library. Our patrons depend on the services we offer including access to wifi, computers, e-books, digitized newspapers, and a number of resources on our website.

A major challenge up North is that many of the regular services we require are not available. For instance, many medical appointments that Northerners require are only offered in Winnipeg and they are

often accompanied by mountains of paperwork from varying organizations. Here at the library our staff help patrons with sending off paperwork for a variety of services that we do not have up North. We are able to do this with just seven public access computers, a fax machine, a printer/scanner, free wifi from MTS and Shaw, and our knowledgeable staff.

Our library is also proud to offer access to eLibraries Manitoba, which is a highly used service in our library.

With the amount of traveling our patrons do, they love the freedom eLibraries gives them, especially the ability to access library materials while on their travels, meanwhile still being able to phone the library staff to troubleshoot any problems they may have. The staff at Thompson Public Library have become very competent with the use of e-book technology and are continually helping our patrons to access books online. Our patrons are so dedicated to accessing ebooks and audiobooks that they helped the library win one of the Overdrive Media Stations to showcase e-lending at the Thompson Public Library.

Another way that the Thompson Public Library uses technology to bring accessibility of information and culture to our patrons is through our Skype conversations series. In 2014 we connected via Skype with ten authors including Tess Gerritsen, Alan Bradley, C.C. Benison, Janie Chang and Nick Bruel. Our patrons got to pick the authors’ brains about their favourite characters, writing style, future projects and much more! In a big city, this may not seem like a huge deal, but up here in the North, aside from a few authors in Thompson and the surrounding area, we are unable to have writers in residence or authors passing through on book tours. It’s equally hard to bring authors up for our patrons. Some refuse to travel so far, and others have fees that the library budget just cannot afford. Our solution to this was to invest in a television and webcam that we connect to the internet.

When we started contacting authors via email and twitter many of the authors were more than willing to

discuss the potential of setting up a conversation.

In 2014, the library raised money through a raffle to have the newspapers here in Thompson digitized with the hopes of putting them up on our website, unfortunately due to funding restrictions, we currently have them on a memory drive that can be viewed on our public access computers. On the memory drive patrons can access Thompson Citizens, Nickel Belt News and Thompson Miners from 1960-2010, any articles from 2010 on can be accessed on the Thompson Citizen website. The push to digitize the files came when our microfilm machine became too outdated for our new computer operating systems. Since digitizing, we’ve been able to assist the Hometown Hockey committee

Amanda Sanders, Thompson Public Library Photo: Ian Graham, Thompson Citizen, 2014.

and numerous projects throughout the community with the convenient search function that was not available on the microfilm machine.

Living in the North may have its challenges, but the Thompson Public Library is able to use various technologies to meet some of these challenges and we pride ourselves on the service we are able to provide to our patrons.

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Tech Programs for Youth At Winnipeg Public Library Create, Collaborate, Discover!

Alix-Rae Stefanko Youth Services Librarian Winnipeg Public Library Programming for youth at the public library strives to provide an enriching environment that supports learning styles, while fostering creativity and imagination. Today’s highly integrated digital landscape offers a context in which the library can position itself to offer programs that are both engaging and relevant to the lives of youth.

Programs embracing technology support the information needs and wants of young people, and have the capacity to increase overall interest in the library while fostering and promoting the growth of digital literacy skills.

In order to successfully connect youth to information services, the library must be proactive and innovative in its approach. One method that has been proving itself successful at Winnipeg Public Library is the integration of makerspace philosophy into our programs - many of which feature technology as the vehicle for learning and experience. Feedback and participation in our makerspace programs has been exceptional.

Youth and Technology

According to recent studies from the Pew Research Centre 95% of teens are online (it’s also noted that this has been true for the past 10 years). Also, youth ages 12-18 are consuming on average 7.5 hours of media per day. Today’s

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social practices demand that one be digitally literate. Youth are connected on a daily basis and they naturally expect that the library will meet and support their needs. Tech programs utilize and expand digital skills; they also provide the library with an opportunity to build positive relationships with youth. Creative tech programs enhance learning by engaging in problem solving, teamwork, coordination and imagination.

What do local teens think about digital literacy? Recently, the Youth Advisory Councils at Winnipeg Public Library provided a diverse array of opinions and ideas about digital literacy. When asked about their definition of digital literacy and the role technology plays in their lives, they referenced some of the following themes.

They demonstrated a deep awareness towards the impact technology has on our lives - however, they also showed an interest in maintaining balance and were sensitive to the stereotypes that teens are online too much.

Of course, tech programming isn’t the only digital offering designed to engage youth at WPL. Our teen website Booked (http://wpl-teens.winnipeg.ca) is a virtual space for teens to interact with information provided by the library as well as an opportunity to express themselves and their love of reading, writing and creativity by submitting short stories, poems, book reviews and top ten lists. Our annual Teen Summer Reading Club also takes place primarily online. It’s a passive program that encourages teens to interact with both their peers and their library all summer long from the comfort of their own device.

Collections are becoming increasingly digital and many youth appreciate the 24/7 access to eBooks, eMagazines, streaming movies, music and TV shows.

WPL has also recently added video games to the circulating collection. Video games are critical tools for engaging 21st C learners – the addition of games to the collection may also encourage new users to visit the library.

Gaining Momentum Through The Maker Movement

By now, most libraries have at least acknowledged the maker movement while many are pursuing the development of a makerspace, along with makerspace programs that promote hands-on learning, collaboration, transferable skills and most importantly, the opportunity to create something new whether it is a novel idea, product or result. Important 21st century skills pervade these types of programs.

The Partnership for 21st Century Learning (www. p21.org) presents a framework for inquiry-based and comprehensive learning that includes some of the following skills: critical thinking and problem

solving, communication, collaboration, creativity and innovation, information, media and technology skills, flexibility and adaptability, initiative and self-direction, social and cross-cultural skills and leadership and responsibility.

Homago is a framework developed by cultural anthropologist Mizuko Ito. After completing a significant amount of research he determined that there is significant benefit to be gained from hanging out, messing around and geeking out in complex digital environments. Many makerspace programs can be based in a digital environment. These programs explore new and creative ways to offer library services and are certainly sparking new interests at the libraries within our communities. People want to try things out! Discovery and figuring things out provide outstanding intrinsic rewards.

There is so much to be read and thought about when it comes to the maker movement in libraries, 21st century learning and digital literacy skills for today’s youth. You will find some pertinent resources at the end of this article. The selected book, articles, reports and guidelines provide an excellent foundation towards instigating knowledge creation, collaboration and the discovery of new information in your programs and services.

Create, Collaborate, Discover

At Winnipeg Public Library, programming is taking a new direction. In order to best serve the needs of a 21st century community libraries must foster digital literacy and technology. Programs offer a variety of new tools and software such as: Little Bits, Makey Makey and Minecraft.Community partnerships that focus on specialty skills such as film-making, editing and music mixing have also been pursued with local organizations such as Freeze Frame Media Arts Centre for Young People and the Mid-Ocean School of Media Arts. Three technology based maker programs are detailed below.

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Scratch

Learn the basics of the programming language Scratch.

Spend the day creating and collaborating and discover that the possibilities are endless when designing a video game or animated story.

This workshop has been very popular for both teens and tweens. Scratch provides an introduction to programming in a fun and creative way. Youth using Scratch will improve digital literacy skills by learning to read and write code all while thinking creatively, reasoning systematically and working collaboratively. Mathematical and computational ideas are brought to the forefront in a user-friendly way.

Check out the Winnipeg Public Library Youth studio on the Scratch website to view some of the projects created by tweens and teens at our Scratch workshops.

Cubelets

Get creative with Cubelets, magnetic robot blocks that snap together in hundreds of different ways! Without wiring or programming, you can build a robot that responds to light, sound, temperature and movement. Watch your robot, drive, spin and chirp. Add LEGO bricks to your creations to build the ultimate robot!

Cubelets are an excellent tool that the library can use to assist younger children with learning about robotics. Children explore computational thinking such as inputs and outputs, conditionals, logic and problem solving which will help them to understand more about how technologies work and how to construct new technologies.

Squishy Circuits

With the right ingredients, play dough can conduct electricity!

Get creative, and build sculptures using conductive play dough, then use lights, motors and buzzers to bring your creations to life.

In this program children use two types of homemade dough – one that is conductive and the other insulating to explore electronics and how circuits work. They can shape the dough however they like to create things with light up eyes or spinning tails. The possibilities are endless!

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The purpose of this article was to highlight an important new inquiry-based programming direction which I believe all libraries should be investigating. We must push ourselves outside the realm of traditional library programming in order to stay relevant and to support our 21st century learners while fostering creativity and imagination.

Library staff do not need to be experts in these new technologies in order to facilitate a successful program. As questions come to the surface

•

A New Culture of Learning: Cultivating the Imagination for a World of Constant Change. Douglas Thomas and John Seely Brown. CreateSpace Independent Publishing Platform, North Charleston, SC. 2011.

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The Philosophy of Educational Makerspaces. R. Steven Kurti, Debby L. Kurti & Laura Fleming. Teacher Librarian, 41(5), 8-11. 2014. http://www.teacherlibrarian.com/wp-content/uploads/2014/07/Kurti-article.pdf

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Maker-Centred Learning and the Development of Self: Preliminary Findings of the Agency by Design Project. White Paper.

Agency by Design. Project Zero, Harvard Graduate School of Education. January 2015. http://www.agencybydesign.org/ wp-content/uploads/2015/01/Maker-Centered-Learning-andthe-Development-of-Self_AbD_Jan-2015.pdf

answers can be sought through collaboration and trial and error. Further investigation and experimentation will lead not only to possible answers but to new questions to ponder. Taking risks and making mistakes during a makerspace program are welcome. Most importantly participants and staff should have fun exploring new concepts. And after every program find a way to celebrate and exhibit the new ideas, products or results of your makers!

•

Teens, Digital Media, and the Chicago Public Library. Research Report. May 2013. https://ccsr.uchicago.edu/sites/default/files/ publications/YOUmedia%20Report%20-%20Final.pdf

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Making in the Library Toolkit. 2014 Makerspace Resources Taskforce. http://www.ala.org/yalsa/sites/ala.org.yalsa/files/content/ YALSA%20Making%20Toolkit.pdf

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Teens and Technology 2013. Pew Research Centre. March 13, 2013. http://www.pewinternet.org/2013/03/13/teens-and-technology-2013/

For more information visit manitobalibrariesconference.ca

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Augmented Reality: A Resource for the Practicing Professional Christopher G. J. Desrochers Information Professional, MLIS, BA

Augmented reality (AR) “is the real world with the addition of computer-generated visual or auditory data” (Ekart, 2011, p. 36). This dynamic and interactive media could breathe new life into print publishing. AR may provide unique benefits to libraries, trigger new challenges and exacerbate old ones. In this article, I aim to provide practicing professionals with a summary review of AR technologies so as to maximize the probability for informed decisions and innovative programs.

Augmented Reality

AR is a present time, direct or indirect, view of a physical, real-world environment whose elements are augmented by computer-generated sensory input (e.g. sound, images or graphics) (Another Digital-Logic Innovation, 2014). AR involves the overlay of objects and scenes in the real world with digital information (Farr, 2012). AR applications link the physical and digital environment by supplementing the real world with virtual objects that seem to coexist in the same space (Hahn, 2012). AR applications primarily use two methods to decide how to supply additional information. One involves your place in the world and makes use of GPS data, compass information and other geolocation data to determine where you are and what you are looking at (Ekart, 2011). The second method utilizes markers placed in the physical world that are observed by an electronic device and interpreted by software algorithms (Ekart, 2011). Print publishing primarily makes use of the latter. Print publishing refers to predominantly 2D physical objects that display printed information (e.g. books, newspapers, magazines and posters) in the form of text, pictures or related designs. As a result of planar objects being easier to recognize than 3D objects, print will be used

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more widely as a suitable “trigger” for AR (Perey, 2011b). In other words, print will remain in use if for nothing more than to quicken routine searches on real world objects by AR applications. In the early days of AR markers were often unique barcodes and symbols easily identifiable by computers (e.g. QR codes). As technology improved it became common for actual objects to act as markers. Once visual information is connected with digital information, users only need to direct their camera towards an object to access supplementary content (Farkas, 2010).

A great many digital options are available to users who wish to consume information. After becoming used to the capabilities of these digital options it can be frustrating for many when they remember they cannot similarly interact with print (Another Digital-Logic Innovation, 2014). AR has the potential to change this with engaging ways to interact with paper (Another Digital-Logic Innovation, 2014). AR is highly scalable as content can be developed once and experienced a virtually endless number of times by the same or different individuals (Perey, 2011a). Unlike physical material, which is difficult to alter once produced, AR content can be updated or changed relatively easily (Perey, 2011a). Print-based AR applications have a low barrier to entry with most simply requiring users to possess a mobile device (Perey, 2011a). AR is highly customizable and offers publishers the ability to tailor content to specific users (Perey, 2011a). AR could lead to huge economic benefits for advertisers who pay for a basic print ad, but receive the added value of providing extra content with AR (Reimherr, 2013). While users could bypass augmented content, Reimherr claims data shows consumers are more likely to appreciate the innovation (Reimherr, 2013). This seems likely to continue to be the case so long as AR remains a novelty. Another benefit of AR is the ability to measure and track the exposure print material is receiving as publishers could obtain detailed analytics about how often digital content is accessed (Another Digital-Logic Innovation, 2014). In light of all these advantages, Perey notes there are barriers to tapping the full potential of AR. Producers will need to experiment with materials to determine which works best with AR apps. Users and potential customers will need to be educated about how and when to access AR (Perey, 2011a). AR requires a sufficient number of

users to deliver maximum value. AR platforms and applications may face difficulties working together.

AR has the potential to widen the digital divide.

The digital divide is the difference between groups in terms of access to, ability to use, and knowledge of information technologies. Lastly, AR may cause cognitive overload in some users, but this seems likely to be a greater issue in the future if AR content becomes predominantly accessed automatically.

Real World Examples

While AR is still fairly young, many real-world applications already exist. These examples include marketing and commercial uses, as well as apps for users to create their own content, books and newspapers.

AR is used for marketing and sales in conjunction with print publishing. The 2014 IKEA catalogue is AR capable and enables users to place virtual furniture in their home (Another Digital-Logic Innovation, 2014). Other big brands adding AR to their print ads include Kia, Volvo, Lacta, Asos, Voltswagon, JC Penny, and Starbucks (Reimherr, 2013). Virtual

View App is a London startup that offers an AR publishing platform designed for use by the property sector (O’Hear, 2014). Easy to use, users simply point the camera on their mobile device at a static image that is associated with augmented content (e.g. 3D floor plans) to access said content (O’Hear, 2014). Virtual View App is already in trials with a number of overseas organizations and working with a variety of UK estate agency groups, including Fine & Country, Campsie, Orchard & Shipman, Newman, Jackson Stops, and Harrods (O’Hear, 2014).

Multiple sites and apps exist that enable users to create AR content: • Aurasma (http://www.aurasma.com/) is an app that allows users to attach “auras” (i.e. animations, images and video clips) to objects, so when users scan said objects the “auras” reveal themselves on the screen (Byrne, 2012).

The magazine Popular Science recently used Aurasma to enable users to access videos of inventors talking about their inventions (Bajarin, 2012).

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• Thinglink (www.thinglink.com) is a user-friendly site where individuals can upload images and embed any information that can be linked into said images.

• Marqueed (www.marqueed.com) allows users to embed information into images in a manner similar to Thinglink, but also provides the ability to mark up images and collaborate with others.

This makes it especially valuable for group projects.

• Taggstar (www.taggstar.com) is similar to Thinglink and Marqueed, but adds the ability to shop images and earn money. (Moorefield-Lang, 2013) • Stiktu is an AR app for iOS and Android that allows users to scan objects, place “virtual graffiti” on that object and upload their creation (Barnes & Brammer, 2013). Once uploaded users can share their creation on social media sites or simply leave it for others to discover (Barnes & Brammer, 2013).

• Zooburst (www.zooburst.com) is a website and app that allows users to create their own 3D popup books that can include images, narration, and other sounds (Moorefield-Lang, 2013). This could be a great resource for story sharing and creative writing programming.

On the more traditional side of print publishing we have several books coming out with AR content.

Many producers of these books hope to capture the attention of budding readers. Princess and her Pals 3-D is part of a six book interactive series from Popar Interactive Books for Kids that expands the meaning of pop-up (Brenzo, 2013). Users download the ‘Princess and her Pals 3-D’ app to a smart phone or tablet, then hover the device camera over the page to access 3-D animated princesses, castle environments, read-alongs and games (Brenzo, 2013). Through a partnership with Zappar, Penguin Books offers classic novels with AR content (e.g.

Moby Dick from Interactive Novels) (Brenzo, 2013).

King of the Railway, An Augmented Reality Book with Thomas & Friends is another book similar to the titles above (Brenzo, 2013). Salariya Book Company

and Carlton first released AR books to the children’s market in 2010 (Publishers, 2010). The first books were fiction, but both companies hope to release non-fiction AR works in the future (Publishers, 2010). Publisher Dorling Kindersley is releasing titles with AR content (Meyers, 2011). One book features models from human anatomy jumping off the page to become on screen animations (Meyers, 2011). Another book features architectural drawings that become 3D (Meyers, 2011). Emerald Group Publishing is a global publisher with a focus on academic and scholarly works aimed at linking research and practice to benefit society (Mountain, 2014). On January 20, 2014, Emerald announced the publication of Digital Humanities (Mountain, 2014). Digital Humanities is the first of Emerald’s titles to feature AR content. The book uses the Layar app to host and access content (Mountain, 2014).

Japanese publishing company Tokyo Shoseki has released textbooks that support AR content on smart phones via free apps (Stewart-Smith, 2012).

A key advantage of AR textbooks is that AR content can be updated while physical textbooks can be passed on or resold to younger students. This would get around the inability to pass on or resell digital works (Stewart-Smith, 2012). By staging AR content within a book instead of simply directing users to a web page there seems to be an increased possibility readers will continue their journey within the book instead of going off to explore other sections of the Web (Meyers, 2011).

Newspapers are beginning to feature AR content.

Süddeutsche Zeitung (SZ) is Germany’s largest national newspaper. In 2010, SZ partnered with the AR vendor metaio to provide subscribers with a more immersive reading experience (Cameron, 2010). Featured AR content consists of video, photos, illustrations that become 3D, an extended interview, and crossword puzzle answers (Cameron, 2010). As of March 31, 2014, Edmonton Metro now features AR content (Carneiro, 2014). To access movie trailers, photo galleries, interactive polls and more, users simply have to download the Metro News app and scan pictures with the Metro AR icon (Carneiro, 2014).

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Revolution or Niche?

After learning about AR one may be left with the impression a revolution is inevitable. However, it is unclear whether this is the case. Sharon Parkinson, Publisher at Emerald, notes AR technology is becoming established in the publishing industry and believes AR products have the potential to engage audiences that have become strongly connected with technology (Mountain, 2014). Brenzo believes that the turning point for AR books is now, as a majority of Americans own a smart phone of some kind (Brenzo, 2013). Brenzo thinks that a few years will turn this niche-experimental category into a serious mass-market opportunity (2013). McKetta thinks augmented reality working in concert with print holds potential, but does not see it eliminating the print book without AR content as many readers love to participate in the experience of creating stories and images in their minds with no more input than the text on a page (2012). Marshall Kirkpatrick, chief executive of Plexus Engine, notes that gimmicks are easy, but adding value is difficult (Farr, 2012).

Taking an analytical approach, Perey thinks the following conditions must be met in order for AR to transcend novelty: • Content must exist for AR at a similar level to other popular types of media.

• An easy system for content owners to build or find complementary digital data and have their content viewed and enhanced with additional information must exist.

• Multiple options for end users to reach and experience AR enhancements must be a reality.

(Perey, 2011b) Buergy and Seitz support Perey’s view when they claim wearable AR systems will cease to be niche products when the hardware is user-friendly and affordable, software and SDKs (software developer’s kits) are reliable and easy to use, and a strong data structure exists (2013). As of January 28, 2014, Layar, a popular AR publishing app had over 35 million downloads, 69,171 users and 200,000+ pages of content available (Despot, 2014). This suggests content exists, but is still not comparable to other

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popular types of media. Ekart notes that AR has been a viable technology for decades, but the widespread adoption and use of handheld computer devices has made its implementation and usefulness much more viable (2011). This suggests users possess multiple options to reach and experience AR enhancements, the hardware is fairly user-friendly, and the ability to access AR content is reasonably affordable. The large and varied number of real world examples described in the previous section suggests easy and versatile systems exist for accessing and creating AR content. Due to the inconvenience of holding up a smart phone or tablet to trigger AR content, it is likely AR could become more accessible with the adoption of visual overlay display glasses (e.g. Google Glass or Microsoft HoloLens). An architecture student named Sorin Voicu explored the potential of AR glasses in his thesis project where he created a video of a user viewing a book with AR glasses (Pence, 2011). When viewed this way, virtual tabs appeared on the book, which provided the user with the option to manipulate illustrations, activate a movie, or view a floor plan in 3D (Pence, 2011). All of this evidence seems to suggest it is likely that AR will become more widespread.

Implications for Libraries

The rise of AR in print holds implications for libraries and librarians. The fact AR connects both physical and digital information is especially desirable in our era, as many library resources exist both digitally and physically (Hahn, 2012). One possible use for AR in libraries includes the integration of digital library content into the experience of browsing the physical stacks (Hahn, 2012). Just consider most first time library users. Most new patrons are unfamiliar with the orientation of the library and unaware of the digital items available. Applying AR services in the stacks (e.g. overlay information on book spines and shelf signs) could enable users to identify their location among the stacks and become aware of digital content (e.g. ebooks, recommended titles, and advertisements for upcoming events) that could enhance the physical material (Ekart, 2011). An AR application that accomplishes these tasks could reduce the time it takes for patrons to

find relevant material they desire and improve the possibility patrons will become aware of services and attend library events. Another interesting use for AR involves a mobile application that gets a user to photograph text and then analyzes the photographed text for key words, phrases, and other prompts (Hahn, 2012). After analysis the application could communicate with a suggestion database and return recommendations of relevant library resources (Hahn, 2012). This application could be improved by allowing users to share recommendations.The Jiscfunded SCARLET project is using AR to enhance students’ use of special collections material in libraries (Hodgson, Lambert, & Ramirez, 2012). AR enables students to experience digitally enhanced versions of fragile material surrounded with digitized content.

Traditional interaction with special collections material can spark passion and a thirst for learning, but the fragility and singular nature of the material can frustrate students who need to share use of the material with others (Hodgson et al., 2012). AR can help solve these issues by allowing a greater number of patrons to engage with the material as there is less need to handle actual objects, reducing the chance of damage (Hodgson et al., 2012). To augment materials the SCARLET project used a program called Junaio, which works in a similar manner to Aurasma (Hodgson et al., 2012). Both Junaio and Aurasma offer optical tracking functionality, linking 3D models, videos, and information to images (Hodgson et al., 2012). Both programs are also compatible with Android and iOS. This ensures a high likelihood students will possess the tools needed to take advantage of AR content.

By enabling students to interact with material, AR increases reader engagement and leads to more student-led research and learning. The SCARLET blog (http://teamscarlet.wordpress.com/) provides a record of the development process and gives librarians and other information professionals a great starting point for learning what it takes to plan and implement a successful AR project. AR can encourage more active participation. Barnes & Brammer think that AR can enable patrons to explore library resources in a fun and novel manner, while redefining the library’s image as cutting edge as opposed to obsolete or oldfashioned (2013). For example, Libraries could use Stiktu (previously described in the section on ‘Real

World Examples’) to run a virtual scavenger hunt, hold contests, encourage users to highlight favorite titles, label stacks by subject matter, tag staff recommendations, or a host of other things (Barnes & Brammer, 2013).

While likely to be beneficial, it is probable that bumps will arise from the use of AR. AR could widen the digital and information divide by providing valuable information solely to those with AR knowledge and equipment. AR could lead to additional work for librarians who may have to spend a lot of time checking for inappropriate graffiti posted with AR apps like Stiktu (Barnes & Brammer, 2013). Librarians may have to ramp up digital literacy programs to ensure patrons possess the necessary skills to take advantage of AR. AR could require the expenditure of resources to train staff in the use of AR devices and software. AR may entail that libraries allocate funding to purchase ARcapable devices. Some libraries may wish to expend resources developing AR applications in-house (Hahn, 2012). Others may need to spend resources to modify existing AR programs for library use (Hahn, 2012). AR technology may be buggy, requiring time and resources to ensure everything runs smoothly.

The Future

As of right now AR is still in its infancy. With many individuals like Reimherr claiming the future is AR it seems quite possible AR will become prevalent in modern society (2013). AR has the potential to digitally augment many objects that are currently static. For example, Christine Perey’s vision of the future is one where an increasing amount of printed material is paired with additional digital content (2011b). As AR programs become more common, it is likely that there will be a sharp increase in content produced by and for the average user. The future of AR will likely involve increasing use and opportunities for head-mounted displays.

These displays could be partially overlaid like Google Glass, or full-vision overlays like the Vuzix 1200DXAR. With the greater adoption of headmounted displays, it seems likely more content will be enhanced as said content becomes easier to access. If AI (Artificial Intelligence) programs

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improve, AR applications may eventually result in the ability to retrieve whatever relevant information one desires with little input above natural language queries and commands. Overall, there is much to make one excited about the future of AR.

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Another Digital-Logic Innovation. (2014). Bring print to life with augmented reality. Social Tango. Retrieved from http://www. socialtango.com.au/2012/07/bring-print-to-life-with-augmentedreality/

The world of AR is exhilarating and the future seems bright. AR provides the world of publishing with a richer way to tell stories and could be very beneficial to libraries.

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Hahn, J. (2012). Mobile augmented reality applications for library services. New Library World, 113(9/10), 429-438.

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Hodgson, J., Lambert, J., & Ramirez, M. (2012). Augmented reality: A new vision for special collections. CLIP Update, 11(2), 43-45.

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Meyers, P. (2011, June 15). Book meets world: Augmented realitypowered pages [Blog post]. Retrieved from http://newkindofbook. com/2011/06/book-meets-world-augmented-reality-poweredpages/

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Bajarin, T. (2012, December 11). Augmented reality is set to revolutionise the publishing industry. ITProPortal. Retrieved from http://www.itproportal.com/2012/12/11/augmented-reality-is-setto-revolutionise-the-publishing-industry/

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Barnes, E., & Brammer, R. M. (2013). Bringing augmented reality to the academic law library. AALL Spectrum, 17(4), 13-14, 31.

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Brenzo, J. A. (2013, August 30). 5 augmented reality books that delight and engage. Marxent Labs. Retrieved from http://www. marxentlabs.com/5-augmented-reality-books-that-delight-andengage/

McKetta, I. (2012, December 31). Will augmented reality and e-readers kill paper books? [Blog post]. Retrieved from http:// islamcketta.com/augmented-reality-death-of-paper-books/

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Moorefield-Lang, H. (2013). Augmenting reality in your school’s library. Library Media Connection, 32(1), 26-27.

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Mountain, N. (2014, January 20). Emerald introduces augmented reality technology to its book portfolio. Retrieved from http://www. emeraldgrouppublishing.com/about/news/story.htm?id=5142

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O’Hear, S. (2014, March 23). Virtual View App raises $500K to bring augmented reality campaigns to the property sector. TechCrunch.

Retrieved from http://techcrunch.com/2014/03/23/virtual-viewapp/

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Pence, H. E. (2011). Smartphones, smart objects, and augmented reality. The Reference Librarian, 52, 136-145.

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Perey, C. (2011). Mobile augmented reality in print and publishing.

Retrieved from http://www.perey.com/Mobile_AR_in_Publishing. html

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Buergy, C., & Seitz, J. (2013, September 8-12). The bumpy road of bringing wearable augmented reality systems to market. Session: Wearable Systems for Industrial Augmented Reality Applications.

Paper presented at UbiComp 2013, Zurich, Switzerland (14831486). Retrieved from http://ubicomp.org/ubicomp2013/adjunct/ adjunct/p1483.pdf

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Byrne, R. (2012). Augmented reality adds a layer to learning. School Library Journal, 58(10), 17.

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Cameron, C. (2010, August 19). Can augmented reality help save the print publishing industry?. Readwrite. Retrieved from http:// readwrite.com/2010/08/19/can_augmented_reality_help_save_ the_print_publishing_industry#awesm=~oA7Wfjix1bYmpT

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Carneiro, F. (2014, March 31). Your newspaper now sings. Edmonton Metro, 8.

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Perey, C. (2011). Print and publishing and the future of augmented reality. Information Services & Use, 31(1/2), 31-38.

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Despot, M. (2014, January 29). Undead print publishing: Layar and the future of augmented reality. PUB802: Tech & Evolving Forms of Publishing. Retrieved from http://tkbr.ccsp.sfu. ca/pub802/2014/01/undead-print-publishing-layar-futureaugmented-reality/

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Publishers enhance reality for children. (2010, January 29).

Bookseller, 5417, 9.

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Reimherr, D. (2013, April 11). The latest and greatest in publishing, augmented reality is the future of print, and Shweiki Media presents must-read tips for its use and explains its importance now. PRWeb. Retrieved from http://www.prweb.com/releases/Shweiki-MediaPrinting-Co/Augmented-Reality-Magazin/prweb10584452.htm

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Stewart-Smith, H. (2012, April 4). Education with augmented reality: AR textbooks released in Japan (video) [Blog post]. Retrieved from http://www.zdnet.com/blog/asia/education-with-augmentedreality-ar-textbooks-released-in-japan-video/1541

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Ekart, D. F. (2011). Augmenting your reality. Computers in Libraries, 31(9), 36-37.

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Farkas, M. (2010). Your reality, augmented: Location-aware mobile technologies. American Libraries, 41(9), 24.

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Farr, C. (2012, May 19). 2-D books are over: Augmented reality breathes new life into the classics. VentureBeat. Retrieved from http://venturebeat.com/2012/05/19/2-d-books-are-overaugmented-reality-breathes-new-life-into-the-classics/

Vol 2. Issue 1 - June 2015

Search the new

Directory of Manitoba Libraries Or explore our interactive map!

The Manitoba Libraries Directory will be updated annually. Library administrators are welcome to send updated information at any time to communications@mla.mb.ca.

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Manitoba Library Association Board of Directors, 2014-2015 PRESIDENT Camille Callison is the President of the Manitoba Library Association and Professional Development Director. She is from Tsesk iye (Crow) Clan of the Tahltan Nation and holds a BA in Anthropology and a M.L.I.S. First Nations Concentration from the University of BC. She is Indigenous Services Librarian and Liaison Librarian for Anthropology, Native Studies and Social Work at the University of Manitoba where she is also a member of the Implementation Committee for the University of Manitoba’s National Research Centre for Truth and Reconciliation. Camille founded the MLA

VICE-PRESIDENT Alix-Rae Stefanko is the Vice President of the Manitoba Library Association. She works as the Customer Service Librarian - Teen Services at Winnipeg Public Library where her primary focus is on the implementation and delivery of high quality teen services and programming. Alix-Rae holds her MLIS from McGill University and Bachelor of Music (History) from the University of Manitoba. In addition to her work with the MLA, Alix-Rae also has experience volunteering for the Manitoba Libraries Conference and is a Web Manager for CM: Canadian Review of Materials.

Indigenous Interest Group and is also the Moderator for Library and Literacy Services for Indigenous Peoples of Canada for the Canadian Library Association; the Chair of the Diversity and Equity Committee for the Canadian Association of Professional Academic Librarians; a Member of the International Relations Roundtable Pre-conference & Publications Committee for ALA; a Member and presenter for the IFLA Special Interest Group (SIG) on Indigenous Matters and an active volunteer and member of the Prison Library Committee providing library services to inmates.

TREASURER Lauren McGaw is a librarian at Winnipeg Public Library where she develops and delivers a wide range of literary and cultural programming through the Millennium Library’s Reader Services department. She received her MLIS from the University of Western Ontario and her BA in Linguistics from the University of Manitoba.

SECRETARY Vickie Albrecht is this year’s secretary. She is a first-time secretary and is excited to learn some new skills with this position. This is her second year being on the MLA board; last year she was a Director-atLarge. By day, she is employed by the University of Manitoba Libraries as the Biological Sciences Librarian. She is also a regular patron at the

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Winnipeg Public Library where she gets her dose of cookbooks and mystery fiction; Joanne Fluke, Kate Carlisle, Avery Aames are just a few of her favourite authors. Other than cooking and reading, her major hobby is board gaming and she owns an ever expanding board game collection (currently around 30 games).

ADVOCACY DIRECTOR Mayu Ishida is the Advocacy Director of the Manitoba Library Association. As the Research Services Librarian at the University of Manitoba, she facilitates the Libraries’ scholarly communication initiatives. Her previous community work includes the Immigrating Women in Science, a program to support internationally-trained female professionals in STEM fields.

COMMUNICATIONS DIRECTOR Kyle Feenstra is Communications Director at the MLA and Liaison Librarian for History at the University of Manitoba. Kyle’s reasearch interests include ICT4D/ICT4E, Information Literacy Pedagogy, and the Digital Humanities. He holds a B.A. (University of Winnipeg), a B.Ed. (University of Winnipeg), and MLIS (University of Western Ontario).

PLC CHAIR Kirsten Wurmann is Director-at-Large of the Manitoba Library Association, and the Chair of the Prison Libraries Committee. Connected to her work with prisons and libraries, she is also the moderator for the newly formed Canadian Library Association - Prison Library Network. She works as the branch head of Westwood Library at the Winnipeg Public Library and has previously worked as a special librarian with a public legal education non-profit in Edmonton, Alberta. Kirsten is passionate about social justice and creating access to information for all.

IIG CO-CHAIR Stefany Shirley co-chairs the Indigenous Interest Group at the MLA, and is a Library Technician with the Manitoba Indigenous Cultural Education Centre. She has a strong history of community support and volunteering.

DIRECTOR AT LARGE Donna Sanders is a Library Technician at Northern Regional Health Authority, based in Thompson.

CONFERENCE CHAIR Katherine Penner is Liaison Librarian at Elizabeth Dafoe Library, University of Manitoba.

MEMBERSHIP DIRECTOR Sarah Clark is a liaison librarian at the University of Manitoba’s Elizabeth Dafoe Library. She received a Bachelor of Arts from the University of Winnipeg, and in 2012, completed a Master of Library and Information Science degree with the University of Western Ontario. Her research interests focus on exploring new instruction and communication techniques in order to deliver information effectively, and connect meaningfully with users.

IIG CO-CHAIR Keshav Mukunda co-chairs the Indigenous Interest Group at the MLA. He has an MLIS from the University of British Columbia iSchool, and has worked as a reference librarian at both the University of British Columbia and Simon Fraser University. He has also been involved with an indigenous classification project at the Resource Center Library of the Union of British Columbia Indian Chiefs. Besides being a librarian, Keshav has a PhD in Mathematics, and has taught university courses for several years.

WEBSITE MANAGER Ruby Warren is the User Experience Librarian at the University of Manitoba, and spends most of her time elbow deep in the internet. Her tumblr can be reached at rubeseatsinfo.tumblr.com. It, like her, is very silly.

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Manitoba Library Association 606-100 Arthur Street Winnipeg, Manitoba R3B 1H3 mla.mb.ca

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