i A Guide for Libraries Stephanie Gerding Medford, New Jersey ii First printing,2007 The Accidental Technology Trainer:A Guide for Libraries Copyright ©2007 by Stephanie Gerding All rights reserved. No part of this book may be reproduced in any form or by any electronic or mechanical means, including information storage and retrieval systems, without permission in writing from the publisher, except by a reviewer, who may quote brief passages in a review. Published by Information Today,Inc.,143 Old Marlton Pike,Medford,New Jersey 08055. Publisher’s Note:The author and publisher have taken care in preparation of this book but make no expressed or implied warranty of any kind and assume no responsibility for errors or omissions. No liability is assumed for incidental or consequential damages in connection with or arising out of the use of the information or programs contained herein. Many of the designations used by manufacturers and sellers to distinguish their products are claimed as trademarks. Where those designations appear in this book and Information Today,Inc. was aware of a trademark claim,the designations have been printed with initial capital letters. Libraryof Congress Cataloging-in-Publication Data Gerding,Stephanie The accidental technology trainer :a guide for libraries / Stephanie Gerding. p. cm. Includes bibliographical references and index. ISBN 978-1-57387-269-0 1. Libraries and adult education. 2. Information technology--Study and teaching. 3. Library employees--In-service education. 4. Training. 5. Library surveys--United States. I. Title. Z718.8.G47 2007 025.5--dc22 2007035770 Printed and bound in the United States of America President and CEO:Thomas H. Hogan,Sr. Editor-in-Chief and Publisher:John B. Bryans Managing Editor:Amy M. Reeve Project Editor:Rachel Singer Gordon VP Graphics and Production:M. Heide Dengler Book Designer:Kara Mia Jalkowski Cover Designer:Ashlee Caruolo Copyeditor:Pat Hadley-Miller Proofreader:Barbara Brynko Indexer:Sharon Hughes iii For my lovable husband, Patrick: You are always the best part of my day. iv Contents Foreword ............................................ix Acknowledgments ...............................xiii About the Web Site...............................xv Introduction .......................................xvii Chapter 1: Being an Accidental Technology Trainer ..................1 What Isan Accidental Technology Trainer? . . . . . . . . . . . . . . .1 How Did This Accident Happen? . . . . . . . . . . . . . . . . . . . . . . . .2 Sidebar: Survey Question: How Did You Become a LibraryTechnology Trainer? . . . . . . . . . . . . . . . . . . . . . . . . .4 IsItaHappyAccident? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .9 HowDo Traditional Library Skills Translate into Training Skills? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11 Why Should Libraries Provide Technology Training? . . . . . .11 Sidebar: Transferable Skills . . . . . . . . . . . . . . . . . . . . . . . . . . . .12 Sidebar: Survey Question: Why Should Libraries Provide Technology Training? . . . . . . . . . . . . . . . . . . . . . .19 What Types of Technology Training Do Libraries Usually Offer? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .21 Is Technology Training Different Than Other Kinds of Training? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .21 Sidebar: Survey Question: What Types of Technology Workshops Are Offered by Your Library? . . . . . . . . . . . . .22 Chapter 2: Discovering Training Principles ............................25 Andragogy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .26 Constructivist Learning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .28 Creating a Learning Community . . . . . . . . . . . . . . . . . . . . . . .29 Learning 2.0 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .31 v vi The Accidental Technology Trainer Chapter 3: Identifying Library Technology Training Skills .......35 Enthusiasm and Attitude . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .36 Social Skills . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .37 Self-Confidence . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .39 Subject Knowledge . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .41 Empathy, Patience, and Flexibility . . . . . . . . . . . . . . . . . . . . . .42 Respect . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .43 Communication Skills . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .45 Facilitation and Interaction . . . . . . . . . . . . . . . . . . . . . . . . . . . .47 Planning Skills . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .49 Delivery . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .50 Sidebar: Ten Tips to Quell the Qualms of Training . . . . . . . .52 Chapter 4: Knowing Your Library Learners ..............................55 Learning Styles . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .55 Categories of Learning Styles . . . . . . . . . . . . . . . . . . . . . . . . . . .57 Howto Address Learning Preferences in Training . . . . . . . .65 Generational Differences . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .66 The MemoryDilemma . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .67 Chapter 5: Learning Interactively .............71 Using Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .72 Icebreakers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .74 Examples of Learning Interactivities . . . . . . . . . . . . . . . . . . . .74 Designing Acitivities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .82 Chapter 6: Creating and Maintaining Interest ...............................85 Motivation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .85 Sidebar: Survey Question: How Do You Create and Maintain Interest . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .93 Using Examples and Analogies . . . . . . . . . . . . . . . . . . . . . . . . .97 ALearning Climate . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .100 Subject Specific Classes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .101 Contents vii Chapter 7: Planning Technology Training..............................105 Training and Development Plan . . . . . . . . . . . . . . . . . . . . . . .106 Marketing the Workshops . . . . . . . . . . . . . . . . . . . . . . . . . . . .131 Sidebar: Survey Question: How Do You Publicize Your Workshops? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .134 Chapter 8: Organizing and Designing the Workshop ......................135 Workshop Plan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .135 Learning Objectives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .138 Modules . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .144 Training Techniques . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .149 Evaluation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .152 Supporting Materials . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .153 Administrative Details . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .155 Sidebar: Preparation Checklist . . . . . . . . . . . . . . . . . . . . . . . .156 Sidebar: Ten Tips for Preparation . . . . . . . . . . . . . . . . . . . . . .157 Chapter 9: Dealing with Difficult Library Training Situations ................159 Challenging Participants . . . . . . . . . . . . . . . . . . . . . . . . . . . . .159 Other Issues . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .167 Sidebar: Survey Question: Give an Example of a Particularly Difficult Training Experience and How You Resolved the Issue . . . . . . . . . . . . . . . . . . . . . . .172 Chapter 10: Examining Best Practices in Library Technology Training ............................175 Hot Library Workshops . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .175 Possible Technology Workshops for Staff and Patrons . . .182 InnovativeVolunteer Programs . . . . . . . . . . . . . . . . . . . . . . . .185 Sidebar: The Netguides Program . . . . . . . . . . . . . . . . . . . . . .186 Tips from the Experts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .188 viii The Accidental Technology Trainer Chapter 11: Keeping Current and Sharing Resources ..............193 Ways to Keep Current . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .193 Resources for Training Materials . . . . . . . . . . . . . . . . . . . . . .194 Online Tutorials . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .196 Training and Technology-Related Web Sites . . . . . . . . . . . .197 Webcasts and Webinars . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .199 Library Technology-Related Blogs . . . . . . . . . . . . . . . . . . . . .200 Training Discussion Lists . . . . . . . . . . . . . . . . . . . . . . . . . . . . .201 Podcasts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .201 Professional Training Organizations . . . . . . . . . . . . . . . . . . .202 Training Scholarships . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .202 Recommended Reading: Books . . . . . . . . . . . . . . . . . . . . . . .203 Recommended Reading: Magazines/Journals . . . . . . . . . .204 Additional Tips from the Experts . . . . . . . . . . . . . . . . . . . . . .205 Appendix A: Expert Library Technology Trainers ............207 Appendix B: The Accidental Technology TrainerSurvey Questions .....209 Appendix C: Training Materials and Sample Workshop Flyers ......211 Appendix D: Web Sites .........................225 About the Author ................................231 Index................................................233 Foreword High on the list of subjects I wish I’d known more about when I started work was how to get other people to do new things. As the most recent hire and only person in my library who had ever tried database searching (this was a very long time ago!), I was made responsible for all technology-related reference activities. This work fell under “other duties as assigned,” and the more experi- enced librarians seemed quite happy to let the new kid cope with the new tasks. I, of course, wanted my colleagues to adopt the new technolo- gies and incorporate them into their normal work routines. I tried asking them. I tried telling them. I even—with management’ssup- port—tried training them. But my notion of training was steeped in library traditions that venerate information and expertise. My approach went something like this: 1. Find a smart, authoritative person—an expert—who knows a lot about the topic. 2. Put that expert in a room with a bunch of comparatively ignorant (!) adults, the trainees. 3. Have the expert tell the trainees, in excruciating detail, what she knows, including what to do and how to do it. 4. The trainees will now understand the topic and change their behavior accordingly. 5. Or not. The biggest problem with this approach is that it worked, sort of. Humans arearesilient species and can manage to learn under just about any circumstances. We did see modest improvements in the use of new technologies. It was also easy to document this kind ix