Project Outcomes
Project Outcomes
List any important findings or outcomes from your project:
One of the best ways to accurately determine outcomes of training is to send online surveys to all class participants at least one-year following class. This will give participants time to work with, and possibly implement, the software and/or concepts presented in class. The Oklahoma Department of Libraries (ODL) used Survey Monkey to facilitate ease-of-use to gather this information. The following is sample data collected from those who responded to these surveys. This information helped project staff to determine how the classes helped librarians and literacy staff better serve their patrons as well as give direction in planning future class offerings. Surveys were sent in September, October and November 2015. Some students were sent one or two reminders to please complete the surveys.
EXCEL BEGINNING FINANCIAL FEATURES: Data obtained from Survey Monkey long-term post-class surveys (see attached pdf) showed: 100% of respondents stated they used Excel to format cells; 80% wrote AutoSum formulas; 60% wrote formulas using mathematical operators; 25% wrote 3-D formulas; 67% used the Set Print Titles feature for printing purposes; 80% reported printing a worksheet; 80% reported using multiple sheets in a file. 80% reported their confidence using Excel had increased as a result of taking this class. The survey question: “Based on your experience with this class, how likely are you to take another computer class from ODL?” had 100% “Very Likely” answer choice. Following are students’ examples highlighting how this class helped them assist their patrons, improve their job performance, or benefited them personally: “I use absolute references on several spreadsheets and it saves me so much time!! Each time I take this class, I come away with something very useful that I didn’t use before.” “It has helped me to have accurate reports.” “I use Excel a lot in my job. I am very grateful to have the opportunity to take this class.”
THAT’S A WRAP: CREATING AND EDITING VIDEO CONTENT: Data obtained from Survey Monkey long-term post-class surveys (see attached pdf) showed: 88% reported more confidence creating and editing videos since taking the class. The survey question: “Based on your experience with this class, how likely are you to take another computer class from ODL?” had 94% “Very Likely” answer choice. Following are students’ examples highlighting how this class helped them assist their patrons, improve their job performance, or benefited them personally: “I am a more confident trouble shooter for those having trouble using videos.” “Our patrons have seen their children fly and cling to the top of the flag pole using green screen editing.” “We are going to use what we learned in class to help develop a computer class for patrons this coming summer 2016.” “Children were taught how to do stop-motion shorts by our former children’s librarian. They loved it!!” “Our teen group has been making videos.” “Mine are not patrons but rather trainees. I have only had positive feedback! They enjoyed the videos. One trainee stated that they are ‘professional-looking, unlike like the videos of the 80s.’” “I used to think video creation/editing software would be very expensive. It’s clearly been a long time since I evaluated. Now I know there are several free options to play with. Thank you!” “We received a grant which allowed us to purchase four sets of video equipment, lighting, audio, etc. We are collaborating with the arts council this spring. They are paying for an instructor. We are providing the equipment.” “We are using what we learned to develop curriculum for additional computer classes at our library. I have been able to help students with video problems.” “Learning to shoot and edit video gave me more confidence to introduce this programming at our library.” “The software can be intimidating. I can’t imagine trying to create and edit a video with no knowledge of how it works. It would take five times as long and the results would be sub-par, at best.” “I am better able to supervise the employees most active in producing videos.”
INTRO TO EVENTBRITE: MANAGING PROGRAM ENROLLMENT ONLINE: Data obtained from Survey Monkey long-term post-class surveys (see attached pdf) showed: 67% of have used Eventbrite to manage enrollment for their library or literacy classes or events. 50% have used Eventbrite for three (3) classes or events. 50% have used Eventbrite for five (5) or more events. Participants reported using Eventbrite for computer class enrollment, tween and teen programming, genealogy class, and the library’s summer reading kickoff event. Following are students’ examples highlighting how this class helped them assist their patrons, improve their job performance, or benefited them personally: “I use it for all of our computer classes, approximately five (5) per quarter.” “We have had members of the community sign up who had never been to the library. It also makes it easy to send out one notice to a group, such as the City of Miami, and they can enroll in as many or as few as they want. We also put links on our website and Facebook page.” “Using Eventbrite made it easier for our patrons to register for our kickoff event. In the past, we sold tickets at the event, which required 1) tickets, 2) someone to sell tickets, and 3) change. With Eventbrite, patrons can buy tickets in advance and print their tickets.” “Our community has a large tween following. We host programs that deal with problem solving, team building, science, technology, etc. Eventbrite helps us to manage our registration.” “It has given me another way to publicize events!” “We use Eventbrite to promote our book clubs and how to track how many people are coming.” “I feel confident suggesting Eventbrite as an alternative to our traditional method of event registration, even though it has not been utilized yet. I have utilized Eventbrite successfully with a non-profit organization that I am involved with as a volunteer.”
PINTEREST FOR LIBRARIANS: Data obtained from Survey Monkey long-term post-class surveys (see attached pdf) showed: 17% of those responding reported having a Pinterest presence for their patrons before taking the class. In the past year after taking class, 42% report now having a thriving Pinterest presence for their patrons. Following are students’ examples highlighting how this class helped them assist their patrons, improve their job performance, or benefited them personally: “This class has been of greatest value to the children’s librarian’s efforts to provide services to her preschool age group. She has used many new crafts in her outreach.” “Pinterest is a useful tool of communication for our teen programs and adult lesson plans.” “I took my knowledge of the Pinterest class back to my director. I shared with her how much fun it was, and how much retired seniors in our library would enjoy this avenue for ideas for how to’s, décor, and recipes. She said she would have to explore the possibility of getting a class together for our patrons.” “When a patron needs a book on parties or party games, etc., we suggest Pinterest.” “Pinterest is a great idea tool. We may someday have our own Pinterest presence, but for now we just enjoy getting library ideas.” “This is a new tool for sharing historical pictures and reviews that is easy to use and saves time and thought.” “I was able to find crafts and other ideas for summer reading projects.” “Before the class I was soooooooo overwhelmed with the Pinterest site. After the class, I understood it very well and love it.” “We use Pinterest to make bulletin boards, and instruction for the summer reading theme, and also the head start class that comes in every month.” “We looked up crafts, decorations and games that went along with the summer reading program theme.” “I do a good deal of historical research on existing medieval artifacts, books and scrolls. Being more proficient in Pinterest has expanded my own knowledge of items I never would have discovered otherwise.”
INTRO TO PDF ACCESSIBILITY USING WORD AND ACROBAT PRO: Data obtained from Survey Monkey long-term post-class surveys (see attached pdf) showed: 72% of those responding reported they are more confident implementing 508 compliance in their online documents since taking the class. 100% reported that, based on their experience with this class, they are very likely to take another computer class from ODL. Following are students’ examples highlighting how this class helped them assist their patrons, improve their job performance, or benefited them personally: “Class provided information on the reasons why web pages need to be compliant, making it easier for customers to use the library web site. With more and more services offered through our web site, we may have customers who use the web site at home. Therefore, it needs to be easy to use for all customers without our assistance.” “Hopefully our patrons are able to better access the documents we make available on our website.” “The class provided a better understanding about the reasons for 508 compliance and ways to accomplish this. I have been able to advise other City departments regarding how to submit information to be placed on the web site.” “Class did help explain the importance of accessibility.” “It has helped me build my skills with Acrobat. For example, I did not know how or where to locate accessibility tools or the checker before the class.” “I better understand how to create simplified web content that will be accessible.” “This class has given me a whole new perspective on electronic information and the needs of an entire community. I hadn't even considered how documents or websites would translate for someone who could not read it the same way I do. It was very enlightening and has helped with the way I now think of organizing information on my own websites.” “Thank you for coordinating and presenting this class.”
PHOTO APPS VIDEO CONFERENCE: Data obtained from Survey Monkey long-term post-class surveys (see attached pdf) showed: 71% reported more confidence using photo apps since taking the class. The survey question: “Based on your experience with this class, how likely are you to take another computer class from ODL?” had 85% with a “Very Likely” answer choice. Following are students’ examples highlighting how this class helped them assist their patrons, improve their job performance, or benefited them personally: “I learned information about apps that I was able to share with patrons who needed help with their phone camera.” “We have discovered that posting pictures to our website or Facebook pages has sparked more interest in our programs. For instance, the library's scrapbooking program has grown, to not just a morning class, but an afternoon class also.” “We learned a lot about how to edit and better present our pictures, and we pass that information on when helping patrons.” “The class gave me confidence to show patrons what could be available with their devices.” “My students help their patrons with iPads and tablets and, the more they know, the more they can help.” “I learned about the different photo apps and ways to use them. I take pictures of teen/kids programs and it taught me ways to better do that.” “I used the information I learned to create collages to put on Facebook and Instagram. I also used the collages for library purposes.” “I think our pictures look better and are more interesting on our website and social media.” “I used the apps to create collages to frame for gifts.”
PHOTOSHOP ELEMENTS BEGINNING: Data obtained from Survey Monkey long-term post-class surveys (see attached pdf) showed: 82% of those attending the class have access to the Photoshop Elements program. 94% reported more confidence using Photoshop Elements since taking the class. The survey question: “Based on your experience with this class, how likely are you to take another computer class from ODL?” had 100% with a “Very Likely” answer choice. Following are students’ examples highlighting how this class helped them assist their patrons, improve their job performance, or benefited them personally: “Photo requests are being completed much faster because I have a better knowledge of how to correct images.” “As the yearbook advisor for the school, I was able to greatly improve the quality of the yearbook by editing photos before they were imported into the yearbook layouts.” “Better photos mean more engagement on our social media.” “Some of the photo editing jargon is applicable to the setting of the microfilm reader, so I'm able to tweak the scans for the best print.” “I run almost all of my pictures through Photoshop before submitting them for the yearbook. I do a lot of color corrections using the program.” “I have used photo editing skills to help customers crop, resize, and print.” “It has helped with the way pictures are viewed on our new website. On Facebook, it has helped to make the pictures more user-friendly.” ” I feel more confident editing images for work and for personal use. It is fun!” “My family photos and the photos I take for the school have greatly improved due to the editing capabilities I learned from this workshop.” “It helped me in preparing photos for a brochure.” “Attending this class helped a lot. I am not a very good photographer and now being able to use and understand Photoshop Elements I can make the photos look much better.” “I feel more confident in my work with photos and am able to assist my patrons.” “I had a volunteer who was archiving historical photos for the library. Unfortunately, she recently moved to Colorado. Because of this class, I can sit in to fill the gap until another volunteer can be found.” “I use this program all of the time both for work and for my own photography. Tweaking my pictures in Photoshop makes them look a lot better.” “The class has made it easier to produce good photos for work and personal use.”
PREZI FOR LIBRARIANS: Data obtained from Survey Monkey long-term post-class surveys (see attached pdf) showed: 54% of those attending the class have used Prezi since taking the class. In the past year since class, 29% reported they made one (1) Prezi; 43% made two (2) Prezis; and 29% made three (3) Prezis. Students reported they created Prezis: for a presentation about the library for a Rotary program, for use during a conference, for a Capstone senior presentation for a library degree, to share the events that the library put on that used technology, to show the layout of a Facebook page for a class, to do an art inventory, and for a presentation about WordPress websites and how they are a good option for libraries and literacy organizations. 77% reported more confidence using Prezi since taking the class. Following are students’ examples highlighting how this class helped them assist their patrons, improve their job performance, or benefited them personally: “It has given me a much more powerful tool than PowerPoint. I just need to practice it more!” “It helped to open my eyes to various other marketing tools I can use in the library setting.” “Prezi has been easy to use. I like having my presentation in the cloud, with no need for me to bring a copy of a jump drive.” “This has added to the tools available with which to make illustrated presentations.” “I was able to jump right in and create a Prezi for a conference that I needed ASAP.” “Prezi is so much easier and interesting than PowerPoint. It's easier to use, and far more visual. I've used Prezi to create several presentations to our City Council. One was informational, and the other was persuasive. In both instances, the Mayor and council members commented on the quality of the presentation, and were impressed with Prezi.”
ANCESTRY.COM AND FOLD3 GENEALOGY DATABASES FOR LIBRARIANS: Data obtained from Survey Monkey long-term post-class surveys (see attached pdf) showed: 87% reported more confidence using the Fold3.com databases since taking the class. 100% reported more confidence using Ancestry.com Library Edition since taking the class. 27% reported their library purchased a subscription to a genealogy-based website since taking the class. The survey question: “Based on your experience with this class, how likely are you to take another computer class from ODL?” had 100% with a “Very Likely” answer choice. Following are students’ examples highlighting how this class helped them assist their patrons, improve their job performance, or benefited them personally: “We can provide information about resources that will help patrons answer their genealogy related questions. Often the materials in our own collection don't offer much in the way of individual genealogy information, so it is nice to be able to refer patrons to useful sources that can give them information.” “I have presented a workshop for patrons on the items covered in these areas and have been asked to provide more.” “I feel more confident when working the reference desk in the genealogy section of my library.” “I was able to show a patron how to use ancestry.com, and told her about Fold3.” “We offer Fold3 at the library, so it helped me become more familiar with aspects that I hadn't used before.” “This gave me the confidence to offer the workshop.” “By inspiring me to begin my own family search, I am developing searching skills that I can then share with my patrons.” “I am at least familiar with the programs but still no expert yet.”
STAY CALM AND LEARN FACEBOOK FOR LIBRARIANS: Data obtained from Survey Monkey long-term post-class surveys (see attached pdf) showed: 33% of those responding reported having a thriving library Facebook presence for their patrons before taking the class. 50% of those responding reported they currently have a thriving library Facebook presence. 71% reported they are more confident managing Facebook since taking the class. The survey question: “Based on your experience with this class, how likely are you to take another computer class from ODL?” had 100% with a “Very Likely” answer choice. Following are students’ examples highlighting how this class helped them assist their patrons, improve their job performance, or benefited them personally: “I help patrons EVERY SINGLE DAY change their privacy settings, game/app settings, even set up accounts!” “I was able to share what I learned about creating pages with my colleagues which helped solve the "turf" problem over control of the Facebook page. Now every entity in the organization has their own page.” “I'm able to answer questions patrons have.” “I learned how to teach beginners how to use Facebook, and several tricks I didn't know, and I've been using Facebook for a very long time!!” “It enabled me to gain some respect from my younger ‘more connected’ colleagues.” “Class made it easier to navigate FB.”
DUMBED DOWN DIGITAL PHOTOGRAPHY: Data obtained from Survey Monkey long-term post-class surveys (see attached pdf) showed: 100% reported more confidence shooting digital pictures since taking the class. The survey question: “Based on your experience with this class, how likely are you to take another computer class from ODL?” had 100% with a “Very Likely” answer choice. Following are students’ examples highlighting how this class helped them assist their patrons, improve their job performance, or benefited them personally: “I worked with a few students and explained how I could use the zoom and macro parts of a camera.” “We now have a Digital Photography Group that meets once a month, a direct result of what was learned at this class.” “My students love to have their pictures taken, especially when they get to see the picture. I use a digital photo frame to show pictures. The kids love to see themselves and kids they know.” “I started taking pictures of sunsets. I also write haiku and have a book coming out in the next few months.” “This class helped me improve the quality of photos that I take to use on the library's Facebook page and/or website.” “I am less intimidated by digital photography.” “The fill flash feature alone has saved my life! I also brought back that information and taught it to my students.”
MAKE YOUR MS WORD DOCS 509 COMPLIANT AND ACCESSIBLE: Data obtained from Survey Monkey long-term post-class surveys (see attached pdf) showed: 50% of those responding reported they are more confident implementing 508 compliance in their online documents since taking the class. 100% reported that, based on their experience with this class, they are very likely to take another computer class from ODL. Following are students’ examples highlighting how this class helped them assist their patrons, improve their job performance, or benefited them personally: “I wasn’t familiar with compliance. I’ve been able to incorporate some of the things we learned in my Project READ (non-profit literacy organization) communications.”
TABLETS AND EREADERS: INFO @ YOUR FINGERTIPS: Data obtained from Survey Monkey long-term post-class surveys (see attached pdf) showed: 71% of those responding reported they are more confident using various tablets and eReaders since taking the class. 100% reported that, based on their experience with this class, they are very likely to take another computer class from ODL. Following are students’ examples highlighting how this class helped them assist their patrons, improve their job performance, or benefited them personally: “I helped a house-bound customer set up an account on her laptop. She is unable to leave her home, and no longer has anyone to pick up books. Our library is short staffed and sometime unable to deliver her books. Now she can check out and read books without ‘bothering anyone’ (her words, not ours).” “I now have a better understanding of my iPad and have helped my literacy students navigate for themselves.” “This class made me a better trouble shooter when patrons call or come by the reference desk with a problem.” “It helped me assist our patrons with getting eBooks on their readers etc.” “I have been able to help set up accounts for several customers, as well as help with some technical problems.” “It has helped me in my literacy work by finding resources to assist in my needs as a tutor.” “I am more willing to tackle a patron problem when I used to transfer the call.” “I learned some very basic instructions, like how to pull up certain menus, which is very helpful, and allows me to take notes faster and search the Internet more effectively. I use my Kindle in my job when attending meetings for note taking and verifying facts when in meetings or taking workshops. I read for pleasure on my Kindle, and the class helped me navigate the sometimes complicated downloading process.”
COLOR CORRECTION WITH PHOTOSHOP ELEMENTS: Data obtained from Survey Monkey long-term post-class surveys (see attached pdf) showed: 100% reported they are more confident using Photoshop Elements since taking the class. The survey question: “Based on your experience with this class, how likely are you to take another computer class from ODL?” had 100% with a “Very Likely” answer choice. Following are students’ examples highlighting how this class helped them assist their patrons, improve their job performance, or benefited them personally: “I use Photoshop Elements on every single picture before submitting it for the yearbook. It lets me fix all of my pictures.” “The pictures I am using now, since I've learned to manipulate them in the class, are generating more interest from my students. They come and ask me about the books, which they never used to do. It has helped make them more aware of the books I am featuring.” “I have patrons that always need to put together flyers or brochures but have no idea how to add photos or make improvements to photos.” “I used the techniques I learned in this class to edit photos for our library brochure, and now the brochure looks very professional.” “Using Photoshop Elements for color correction has made my pictures really stand out. They look better with just a few corrections made in Photoshop Elements.” “Now, rather than just photocopying the title page of a book, I can better make arrangements and take pictures of them. I use the skills I learned in this class to make the items I am featuring POP, yet I still have them in context rather than just by themselves.” “I used color correction techniques to remove the color cast from several pictures that I took recently at the 2016 Summer Reading Program Performers Showcase. Color correction made a tremendous difference. It brightened the images and removed the yellow color cast from the performer’s skin tone and props.”
BRANCHING OUT: PROVIDING QUALITY GENEALOGY SERVICES AT YOUR LIBRARY: Data obtained from Survey Monkey long-term post-class surveys (see attached pdf) showed: 87% reported more confidence using the Fold3.com databases since taking the class. 100% reported more confidence using Ancestry.com Library Edition since taking the class. The survey question: “Based on your experience with this class, how likely are you to take another computer class from ODL?” had 100% with a “Very Likely” answer choice. Following are students’ examples highlighting how this class helped them assist their patrons, improve their job performance, or benefited them personally: “I have been able to share about the genealogy databases that are online for FREE and encourage research at the Oklahoma History Center, also available for free.” “The instructor emphasized how the US Census would be a great way to begin a search and I have shared this information successfully with our public library patrons.” “After learning that the Oklahoma History Center has better quality copies of the 1890 Census than does Ancestry, I visited and now have copies that I can actually read!” “I provided a workshop for community on subject.” “The course has helped me to navigate through the various websites without feeling intimidated.”
LAYERS AND SELECTION TECHNIQUES WITH PHOTOSHOP ELEMENTS: Data obtained from Survey Monkey long-term post-class surveys (see attached pdf) showed: 100% reported they are more confident using Photoshop Elements since taking the class. The survey question: “Based on your experience with this class, how likely are you to take another computer class from ODL?” had 100% with a “Very Likely” answer choice. Following are students’ examples highlighting how this class helped them assist their patrons, improve their job performance, or benefited them personally: “Since we're an art library, we constantly talk and interact with the community. Most of the time, we are working exhibits, photos in the catalogs, and brochures which are very important.” “Our engagement in social media has gone up as our pictures improved. Posters, brochures, and fliers look more attractive and professional, and attract more attention from patrons.” “I've noticed that when I've manipulated a photo a bit with the skills I learned in class, it catches my students' eyes, and sparks an interest in the books I'm promoting.” “It has made pictures in the yearbook look better.” “This class taught me how to correct my photos so that they are better quality and will be more attractive on library media.” “Class has helped me not be afraid to correct an image, or to do something with other artists’ images for publications.” “I feel much more confident in my ability to use the software and edit photos, and my results are so much better!” “I am able to make more eye-catching pictures to promote my new books and library activities.” “I use this program quite a bit when working on pictures I will use in the yearbook.” “This class greatly enhanced my Photoshop skills. I was inspired by the Beginning Photoshop Elements classes, the Color Correction class, and this class, to purchase the software for my personal use. Recently, I used selection techniques to distinguish a photograph's subject (he was wearing black pants and a black hat) from a dark background. This was an image from the 2016 Summer Reading Program Performers Showcase.” “I now can edit parts of pictures that need it and not have other parts affected. This is very useful when improving old pictures.”
Please briefly describe importance of findings:
Most librarians need training on computer software, websites, apps, and hardware (including tablets, smart phones and eReaders), as these are constantly changing. Librarians frequently don’t have time to train themselves, as they have many competing responsibilities with limited staff. Moreover, there tends to be a fairly substantial personnel turn-over in library information staff, with new people coming into positions who need training. Thanks to LSTA funding, ODL offered computer and app training free of charge to the librarians. Because of tight budgets, most of these information professionals would not have had the necessary funding to pay for classes.
Quotes from one-year post-class Survey Monkey surveys supported the importance of these activities: “The ODL Computer Lab classes are so very important to Oklahoma librarians. The classes are also very timely.” “The classes that are offered at ODL are valuable to our small library. We would not be able to provide the quality or quantity of training to our staff without their help. We appreciate that we can turn to ODL for our training needs.” “I LOVE the ODL classes! They have helped me improve my professional and personal skills tremendously.” “Thank you for offering these courses. They provide invaluable information and strategies to help better serve our communities.” “For librarians who have limited time to learn software, the training that ODL offers is very valuable. The one-day classes usually provide enough information to get started, and the ODL staff is always willing to answer questions.” “The courses available through ODL are invaluable to the Oklahoma Library community. Small libraries like ours don't have the budget to send staff to technical training, and ODL puts the most current technologies right in our hands.” “I do think these classes are really beneficial for librarians and library support staff in Oklahoma. Keep up the good work!” “Without these professional development classes provided by the ODL computer lab, my opportunity to keep up with new trends and earn continuing education credits would be extremely limited. What a great resource for Oklahoma librarians.”
What methods did you use to determine your findings? Check all that apply:
Survey
Review of Administrative Data
Participant Observation
Other
Based on outputs, outcomes and/or other results, explain any significant lessons learned from these findings for either the SLAA or others in the LIS field:
Computer lab classes were organized to be as hands-on and kinesthetic as possible. Classes usually involved an instructor demonstrating a procedure to the students with immediate practice by the students. The instructor observed the students, making sure they could successfully complete the task. Most adult learners need this in order to have a chance of later recalling material presented in the class. Our students have come to expect this type of very hands-on training. If an outside instructor did not conduct classes in this fashion, they were not rehired. Some classes, such as Excel Financial Features, Dumbed Down Digital Photography, Branching Out: Providing Quality Genealogy Services at Your Library, and Photoshop Elements need to be offered every year due to the large library staff turnover.
This was the first year ODL tried out using video conferencing class format for technical training. The first video conference class, Smart Phone Photo Apps for Librarians, was two (2) hours in length. Student’s feedback recommended a longer time frame for the training. The second video conference class, Using Photo Apps with Android/Apple Mobile Devices, was three (3) hours in length. Feedback from students as well as the instructor’s evaluation was not as positive. There was a problem with students understanding and keeping up at one of the remote sites. It was very difficult for the instructor to get those attendees back on track. ODL does not have funds to place an instructor at the remote sites. That would have greatly helped the situation and might have alleviated the problem all together. In lieu of this situation, it was decided that next year’s Photo Apps classes (2015) would be in-person, led by an instructor, and longer in length. ODL would also provide iPads for each person’s use in class, though they still could bring their own device. However, many librarians have patrons who use iPads, so it is beneficial for them to get familiar with that particular kind of tablet.
More ODL staff would be helpful in expanding the program. The ODL computer lab project accomplished a great deal, despite the fact that the computer lab coordinator is a part-time position averaging twenty (20) hours per week, with intermittent help from the administrative assistant from the Office of Library Development. The lab coordinator has many responsibilities, including curriculum development, teaching, contracting with and supervising outside instructors, overseeing equipment purchases, updates and maintenance, as well as program administration.
It has been crucial for the lab coordinator’s own professional development to attend the Texas Library Association (TXLA) annual conference. This is an outstanding conference which is fairly close to Oklahoma, as it rotates between several cities in Texas. This conference allowed the lab coordinator to learn about new technology trends and stay abreast of what is important and trending in the library world. She has been able to attend ticketed, hands-on training sessions in technology topics, when registration was completed early in January. Ticketed, hands-on lab classes fill up very quickly. Many of her breakout sessions have inspired her to offer similar classes in those topics in the ODL computer lab. Dumbed Down Pinterest for Librarians, Pinterest 101: Harness the Power of Virtual Pinboards for Librarians, Ancestry.com and Fold3 Genealogy Databases for Librarians, Branching Out: Providing Quality Genealogy Services at Your Library and Building Blocks of Website Usability are 2014 classes that came about or were enhanced as a direct result of attendance at previous TXLA conferences. The lab coordinator plans on offering Evernote training, as well as other iPad or tablet app-related classes this coming spring (2016). These will be based on breakouts she attended using 2014 LSTA funds at the 2015 TXLA annual conference. LSTA monies are used for the lab coordinator’s conference registration fees, ticketed (hands-on) training fees, hotel stay, per diem and travel expenses.
Outside instructors were crucial to the program. Though they were paid a great deal more than the lab coordinator, it was felt that they were absolutely worth the extra expense. They provided expertise in a variety of areas and topics, which in-turn, produced more varied program offerings.
Do you anticipate continuing this project after the current reporting period ends:
Yes
Do you anticipate any change in level of effort:
No
Do you anticipate any change in the project's scope:
No
Do you anticipate any other changes in the project:
No
