It's What Is On the Inside That Counts

So, in keeping in the theme of my last post, I thought I would revisit the fun aspect of our collection of donated books. Yes, there a lot of frustrations when it comes to having a collection made up entirely of donations, including the sustainability aspect.

But there are also some fun surprises. Namely, what we sometimes find inside. I find endless amusement from inscriptions, old 'bookmarks', and other random things we find inside these old books as we catalog them. They tell such interesting stories about their previous owners and lives. Before I went to library school I worked as the Acquisitions Coordinator at a college library in Chicago. I loved that job because I got to open up boxes of brand new books almost every day. But I've found that opening old books every day can be just as interesting and fun.

This week's examples:

Found in an old book...I love the record of
a previous library's policies!

This was found in the very back of a book. If you stole
a book would you document where you got it?

Not sure what vegetarians have to do with joy...I looked
through the entire book but found no other notes about
joy or vegetarians.

If You Give a Student an iPad

Several times over the past year I was asked (mostly by other bazungu...white people) whether or not the work I did last year was/is relevant or even necessary. Because: "Can't everyone just go on Google?" and "Isn't all information online?" and "Aren't books becoming obsolete?" The mentality seems to be, if so much information is available online why bother cataloging all those books? I was even asked why I don't just give all the students iPads.

If you only they knew.

Never, never ask those questions to a librarian if you don't want a long answer. Or, at least don't ask this librarian.

There's nothing wrong with Google. There's nothing wrong with going online. There is nothing wrong with an iPad.

But.

They aren't the answer for every research question or for everyone's research or information needs. Especially for a tiny library in Africa, with no budget and very limited power and internet. I've said it before and I'll say it again: Libraries exist to connect people to information and librarians help build community by making information accessible, organized and understandable. This means in print and online. Could Google, computers, iPads, etc. accomplish those goals? Probably. Going online is great...there's plenty of information there. But for our students sometimes that's not the answer. I've discovered that many RTC students really value the written word. Where they come from books are rare and treasured. And computers (and computer research) are still a big unknown to some. It is more comfortable to look for a book than to use Google.

Not to mention infrastructure. We barely have power for 12 hours straight...if everyone had a computer or iPad I doubt they'd all be able to keep them charged. And wireless internet is only available in a few places around Kampala.

Would I love to have more computers and technology in the library? Of course. But is technology the answer? And more importantly, what are the goals? I am continually asking questions about what I'm doing and how to do it. Am I making mistakes? Maybe. Am I trying to be sensitive as I make decisions and changes? Definitely.

Most importantly, though, I don't want to create an American library in Uganda. I want to create an African library in Uganda. I do this by starting with what I have and moving forward. What we have right now are 10,000 books than need to be accessible. We have 4 computers for students to use, two with internet. We have students willing to learn and space for them to study.

I'm trying to look at the bigger picture of how to use technology, while arguing that cataloging is still necessary. I've learned that the whole process is a lot more complex than I realized. 'Computerizing a library' involves a lot of decisions, thinking and planning.

So, for now I'm taking the resources we have, combining them with the culture I'm in, while teaching students about all of it, and hoping that in the end we are making an African Library, where students find information and community is built. iPads are optional.

Time Management, or, How to Give Yourself More Time to Catalog

"Give a man a fish and he eats for a day; teach him to fish and he eats for a lifetime" ~ Chinese proverb*

As librarians, many of us use this proverb as a guide when creating library instruction programs. We spend hours discussing the best way to teach the skills we want students learn. We create activities that result in engaged learning. We avoid doing research for students but rather choose to teach them how to research.

Ok, this might not be every librarian's strategy but it is how I learned to help students at the awesome University of Illinois Undergraduate Library. As a Graduate Assistant I learned the importance of teaching skills rather than telling students what to do. And I am incredibly grateful for that experience and for the example of other librarians. I love looking at the bigger picture; I love thinking about how to empower people with information. (Obviously...that's why I became a librarian! :)) And as librarians We empower students and patrons when we take the time to teach them how to find what they need.

But the embarrassing reality is: sometimes I don't like this method. Or rather am impatient with this method. Lately, I have been overwhelmed with students asking me to help them open a Facebook account, set up email, add a signature to said email, proofread papers, type papers, create websites, add attachments to emails, open email accounts, fix email account passwords, research for homework, find scholarships, etc.

Let me say, though, I really am thrilled that they are asking questions!! I often feel that as a minority 'mzungu' (white person) it can take a while for people to trust me. I know I need to focus on the positive: that people see me as a resource for information. But all these questions can get overwhelming when several people are asking for computer help, at the same time someone else wants books, at the same time trying to catalog books, at the same time preparing for a class.

Maybe I'm just being challenged to grow in patience.

The truth is, when computer literacy is low, all those lovely instruction classes you taught in the US become less relevant. And the time it takes to explain things is much longer. Or you have to be more creative in how you present things. (You can read more in how I've tackled teaching information literacy in everyday questions in this previous post.)

My newest solution (admittedly, I wish I had come up with this months ago and am a bit embarrassed I didn't): stay after work and teach weekly or bi-weekly classes on various computer topics. Although I am still asked many questions each day, this has helped tremendously.

I know this probably seems like common sense but with all the things there are to do (ahem...catalog 10,000 books), it just hadn't occurred to me. Or maybe I thought students wouldn't come. Or maybe because I was so comfortable teaching certain databases in the US it took me this long to branch out. Or maybe it took me this long to figure out the trends in computer questions. Or maybe it was because I knew the best time would be when no classes are being taught...which is in the evening...and I'm sometimes a bit selfish about my evenings.

Regardless, I got overwhelmed by the big picture instead of on the pieces and how to accomplish each piece, i.e. teach computer skills while also giving myself time to catalog. And, it finally occurred to me: why am I answering the same questions over and over if I can just teach a class/workshop and answer them all at once?

So far, I have taught classes on: Google, email, Facebook, PowerPoint, and basic internet research. Each class or workshop was attended by at least 10 students, usually more. (Remember we have less than 100 students on campus...it's actually a great percentage considering the workshops were completely optional) I spent part of the time talking about various basics/'how-tos' and then allowed time for questions. I loved teaching these students about computers! And they want to learn. Things like Google Maps or how to send a photo to a friend or how to set up a presentation, were new things for many of these students. I love watching their eyes light up as they realize how much computers and the internet can do.

And, it saves me time during the day for cataloging because I've answered a lot of questions at once. I still obviously help students individually but I'm finding more time to get those 10,000 books cataloged.

But ultimately I hope I am teaching them to fish.

*My roommate is from Hong Kong and we talked about whether this is really a Chinese proverb since we have heard similar sayings here in Uganda. Regardless of where it comes from, we think it's true. :)

Testing Dewey

As of this week we now have almost 3200 books cataloged! I am so excited to report this number. Although, to be honest, I am purposely not looking at the number of books left to catalog. If I did that, I would be completely overwhelmed. So, of the 12 rows/areas of books in the library, we now have 5 rows finished.  I know 5 rows of books doesn't sound like a lot but I estimate we have moved over 120 shelves of books. And considering we didn't really get going with the cataloging until mid-March, I see this as a huge accomplishment.

Of course, many students were starting to notice the changes. A week or two ago I noticed student staring at a group of shelves for what seemed like a long time. (When your library is one room you can pretty much see everyone at one time.) I went over to ask if he needed help. He said: last semester there was a book right here...and now I can't find it. I said I was sorry but we're moving lots of books lately. I briefly explained that each book gets a number but didn't go into much detail. Just asked what he was looking for and helped him find it.

But as more and more situations like that kept happening, I realized I really need to start explaining the Dewey Decimal system to the students and what all the white stickers with little numbers mean.

First, for all those non-librarians out there...the numbers in the Dewey Decimal call number system actually mean something. They're not just there to look pretty. Each number refers to a subject so that all the books on the same subject have the same number and are together on the shelf. In theory this all sounds easy but can be tricky with some books that fall into a couple of different categories. When we are cataloging the books we have to think carefully about where students are most likely to look for the book.

Second, let me say I've simplified the call numbers as much as I can. I'm afraid I might make other librarians shudder. But I as soon as we started this project, I knew I need to keep things simple. The goal is usability and sustainability. Those things are rarely helped by complexity. So, I made I'm keeping things as uncomplicated as possible. For example, at my last library Dewey Decimal numbers could be quite long...I think the longest was 11 digits. Here I decided 5 is the absolute maximum, preferring to keep to three or four. Yes, sometimes I avoid using the decimal part of Dewey Decimal.

At any rate, I knew I needed to start explaining the changes to students. Not many people like change...especially when they don't understand the changes. So, first I put up a sign to help students begin to understand the numbers. (Side note: I am often envious of all you librarians in the US who have [color] printers, laminators, markers, other fun supplies, and budgets at your disposal...please know you are very, very blessed!) Many libraries that use Dewey might have a sign that says:

100s - Philosophy

200s - Religion

300s - Social Sciences

etc.

But I was afraid something like that would not help my students. So for my sign, I literally listed out a lot of numbers in detail. It's not complete but the some of the most commonly used sections are listed number by number. I've found this sign incredibly helpful. Now, when a student comes to the desk and asks for a book about the Holy Spirit, I can show him on the list: 231.3 God as Holy Spirit. Then we walk over to the shelf and find all the books with that number. I even saw another student showing his fellow classmate the list today!! :)

But last week I decided to do a test run with Dewey. We brought in our four scholarship students (for those of you in the US, think work-study students) and spent an extended time talking with them and explaining the call numbers to them. After we explained, we gave them each a book and asked them to put it away. Then we showed them one shelf with a lot of problems and asked them to put the shelf in order. They passed with flying colors! I've never been so excited to hear someone say, "Hey, this book is in the wrong place".

Like all 'focus group' scenarios, I learned a lot. And have more signs to make and orientations to teach. But for all you librarians out there who doubted...don't worry, Dewey works in Africa too.

Look at all those call numbers! :)

A picture of my sign...sorry it's hard to read.
We put it in a plastic page holder first to protect
it from the dust.

Library Picture Post

Latest pictures around the library...because a picture's worth a thousand words:

Book ends and label protectors!

Stacks of cataloged books waiting to be shelved

Young patrons...I love them!

Hiding behind a stack of books

The best boyfriends come to Africa and help you catalog books

Beautifully organized shelves :)
Now to just explain what all the little numbers mean

Pieces of History

We just keep finding inscriptions in our books as we catalog them. I won't bore you with another lecture on donations (this time) but for any new readers out there, I will just point you to previous posts here and here on working in a library where the collection is built by donations.

So, for a more lighthearted post, here are some pictures of some more inscriptions. Although I still struggle with some of the issues related to donated books, I also find these inscriptions to be interesting pieces of history. I wonder about the people who wrote them. Who are they? Where are they? How did the books get from there to here? Etc. And it is a good reminder that there is history behind some of these books...history that involves other people and places. Little did these people know that their books would some day end up in a library in Africa, building a collection...building a community of learners.


*What do you think? Should we return some of them? ;-)

Found in a book called 'Creation Regained' by Albert Wolters

Found in 'Orthodoxy' by G.K. Chesterton

Found in 'Guide to the New Testament'

My personal favorite. Found in our copy of 'Anne of Green Gables'.

Questions and Perfectionism

One of the main reasons I came to Uganda this year is to help 'computerize' the library at RTC. In library terms, I am installing an Integrated Library System (ILS) and cataloging the collection (along with a number of other librarian duties). But in non-library terms I am entering information about our books into a database of software on the computers that will allow users to search for, find books, and check them out. Sound easy? Partly. Thankfully, in the past I have worked both at reference desks and as a cataloger. This means I understand how to catalog but also understand how library users look for books. This way I can make sure when I catalog and describe the books that I make them understandable to the user.

Anyway, when I first arrived (as I've said before) the library had no internet access and no computers. I quickly realized that there would be number of things I would have to consider before I could begin this project, many of which hadn't crossed my mind. My first task was to choose and ILS, assuming of course that computers were on the way.

I did a lot of research in January and February about ILS's and their requirements.I quickly found that many of them were not an option for the library at RTC. Here are the questions I had to ask about potential ILS's:

• Does it require the internet? For the first couple months I didn't know if we would be able to get (reliable) internet access in the library. Many ILS's are internet based. Not a good combination.
• How much does it cost? Our budget isn't very big! And anything not spent on the ILS I am hoping to use to buy new books.
• How do we pay? Using credit cards and writing checks are a more complicated from Uganda.
• How is it installed? i.e. Will we have to wait for software to be shipped to us? Getting packages from overseas can take months.
• What's the capacity? i.e. How many books can be entered into the database?
• Is it easy to use? Both for other staff and also for students who may have never used a computer before.
• Does it have a public searching component (OPAC in library-speak)? 
• How is it networked to other computers? Thankfully I took a computer networking class in grad school but I am not an expert. I didn't want anything that required extensive networking.
• What kind of technical support is available? My position is only for one year...I want to make sure RTC can get help after I leave. 
• Does it have frequent updates? Honestly, this is tricky. Obviously updates are good but with limited bandwidth and internet and technical abilities, that could also be a problem.
• What is the process for cataloging? Is it easy to use and intuitive? I am more than happy to train other library staff (I love teaching!) but, sadly, don't have time to go as in depth as I would like. I wanted something that would be fairly self explanatory.

So, yeah, that's what I thought about for my first month and half here. It was an overwhelming task. Really, these are just questions that would be asked about any type of similar project but with limited internet and time it was a lot to think about. Also, as a solo librarian I don't have a lot of people to consult with.

[Side note: I found an article during all my research that talked about how to choose an ILS. Step one? Form a committee. That made me laugh because I WAS the committee. :) Step Two? Create timeline. Check. I'm here for a one year commitment. Other steps? Download demos, create RFP, etc. VERY helpful information for sure but, well, you get the idea. Not all relevant for this situation.]

At any rate, thank goodness for listservs of librarians who share there experiences! Thankfully, I also have a friend who is a librarian at Makerere University in Kampala, Uganda who is also involved in Uganda's library consortium. After I had narrowed down my options, I asked him what other libraries in Uganda use. My top choice was one the ones he mentioned. At that point, I just decided that would be it. (For all you librarians out there, it's a simple/basic program called ResourceMate. I would have preferred opensource but, again, wasn't sure about my internet situation.)

Did I think I made the perfect choice? No idea. Maybe, maybe not. I hope so. But what I am continuing to learn here is that I have to trust the decisions I make and not second guess them. I am learning to trust my instincts and move on. With a only one year commitment and a lot to do I can't spend forever making choices. And, honestly? Almost anything we do in the library will make it better. I am learning to let go of my inner perfectionist. And that is certainly a perfect thing to do.

**Yes, I realize this is a long, rather library-focused post. But it's all part of the story, right? And a reminder for everyone that librarians do NOT spend all day reading. ;-)

Donations, Cataloging, and Sustainablility

I am proud to announce that our computerized catalog now has over 500 books entered! This is so exciting! More on the cataloging in a later post. But as we have been working through the cataloging I am reminded, again, that almost all of the books at the RTC library have been donated. As I catalog the books I am looking at them all one-by-one and I find many that have underlining or notes written in the margin. I also find many that have inscriptions. I find the inscriptions both touching and amusing but also a bit sad. It is that reminder that these books have been donated and were not bought new. In fact, very few of the books arrived at RTC brand-new, I think. And, don't get me wrong: donations are great. This library wouldn't exist without the generosity of others. But if you want more of my views on donating books to Africa you can read my previous post.

Joshua, my colleague, and I spent quite a while the other day talking about this. He asked how could someone who had been given a book (as evidenced by the inscription) then go on to give that book away? I had to tell him I simply don't know. He said he thinks this shows a lack of respect for the gift and the giver. We also talked, again, about how so many books that are donated and shipped are simply irrelevant to the RTC Library. Some are missing covers or falling apart. Who wants to read a book that is in pieces? We talked about donations in general and Joshua also told me about donated/used computers to his home country of Kenya. He told me how outside organizations and governments give these computers but the computers require so much maintenance and work they become more expensive than they are worth.

This is not the first conversation I have had with African staff at RTC. It's heartbreaking in so many ways. The people here, like anywhere, don't just want charity or money. They want our love and respect. What good is a donation without empowerment? And I am reminded again, to think about sustainability. I have so many questions these days about this: Is what I am doing sustainable? When I make donations am I giving to organizations that empower communities rather than just give handouts? How is the work I'm doing at RTC sustainable? Am I making sure that someone can take over when I leave? How do I make a library (a Western institution) culturally appropriate so it is also sustainable and used in this community?

Yes, lots to think about, as always. I find I do a lot of thinking here.

In the meantime, here are some pictures of what we are finding:

I wonder about the context of this one.

And this one too, actually.

I love old card catalog cards! We found this in a book and it made us both laugh.