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I’ve been interested for some time in how good it feels to teach. It feels really good, to the teacher, to hit every note, give out every bit of information, to give a good presentation of a set of information. It feels great. And that feeling surely colours our understanding of what a good job it is we’ve actually done.

From Joi Ito:

A single student’s brainwave activity over a week. Sitting in class is about on par with watching TV and sleeping. As Joi states, it’s just one student and it would be foolish to draw conclusions based on it, but it’s certainly interesting. Being in class, the way we’ve currently structured what “being in class” means, is a among the least engaging of this student’s week. Sleeping looks more engaging than class time does.

More research like this would probably make more people want to “flip” their classrooms.

Everyone has an agenda. We have official, institutional agendas that guide us and help those who hold the purse strings to determine where the money flows and where it doesn’t. I believe, in general, the overarching agenda of an academic library is to be indispensable to the university community. We will have an indispensable collection, an indispensable reference service, an indispensable staff, and indispensable librarians.

We also have personal agendas. Librarians want to do their job well, be well-regarded, and accomplish their goals. Faculty have research and publication goals, and largely want to get their work done as painlessly as possible. Each individual has their own agendas and needs; we spend most of our lives parsing each other’s agendas. They shift and change over time. Agendas are a fact of life.

I had the experience recently of being trained by someone with a very clear agenda. That agenda had nothing to do with me, my goals, or our library, but she was bound and determined to do what she was there to do. The experience was alienating, frustrating, annoying, boring, and frankly offensive. She might have had something to teach me in there, but I was so put-off by the approach I wasn’t ready to hear it. Rather than being a partner in learning and working with my goals, she was forcing me into her rigid expectations, which she clearly felt was for my own good. She knew what I need to know, and what I needed to do: she’s the trainer, I’m the trainee. She wasn’t interested in my agenda; she was going to follow her own come hell or high water.

That experience made me revisit pretty much everything I do. I don’t ever want anyone to see me as rigidly enforcing my own agenda upon them. That made me question our commitment to information literacy as a standards-driven, independent program. It frequently appears to be an agenda that bears no clear relationship to the agenda of the faculty or the students. It is a broad-based project with excellent goals that does little to make the right-now, hands-on experience of being a course instructor any less painful, which probably goes some way toward explaining why it so often fails. It might be as alienating and off-putting as that woman who trained me.

This is what I see: librarians ask faculty to give them a “library assignment”, where the librarian can work with the instructor to construct an assignment that will further the kind and human goal of making students one tiny step closer to being information literate, and to make them better citizens and better people. I have seen librarians successfully secure these assignments, only to have them taken away a year or two later when another, more pressing need appeared in the agenda of the instructor.

These concessions on behalf of the instructors read to me like charity. The instructors like and respect the librarian; when she asks for a slot in the syllabus, they want to give it to her. They can’t see the relationship between that assignment and their own immediate goals (other than building a smoother and better relationship with the librarian), but they’re willing to give up 5% of the final grade as an act of goodwill. Like all charity, that goodwill dries up when a more pressing need appears, or when the course changes hands. It’s not that the instructor doesn’t think information literacy is a good idea, or that they can’t get behind creating information literate citizens and life-long learners and all those great motherhood goals; it’s just that the specific goal doesn’t figure directly into their immediate, overriding agenda: it’s not contributing to making the process of teaching the course as painless as possible. No wonder so many faculty leave the room when library instruction is going on in their classrooms. They’re busy, and you’ve given them a break. The break is more important to them than the content is.

Information literacy, on its own, is too weak an agenda to hold its own on a daily basis without allies in a university environment. It gives librarians a potentially-alienating agenda separate from the mission of the students and the instructors.

It’s not that the ideas are necessarily bad (though I could go on a long screed about the absence of web literacy in the information literacy paradigm, but I’ll leave that for another day). It’s not a bad thing to be guided by ideas about exactly what kind of impact you want to have for the greater good. I believe in the civic responsibility of librarians. But in practical terms: we’re not sufficiently addressing the needs of our allies. Without their buy in, our agendas are meaningless.

I know there are some amazing information literacy librarians who do get buy in from faculty on information literacy issues and have successful programs. This is only praise for them. You, successful information literacy librarian, you are managing to reinterpret this rather painful and pedantic structure into something that fits into the goals and agenda of your university and your teaching faculty. A gold star to you: the standards don’t tell you how to do that. None of the workshops on information literacy that I’ve attended have come close to explaining how to do that. There seems to be a dearth of understanding about how important this is, and the fact that you’ve worked it out means you have excellent salesmanship skills. Probably far better than mine.

I’m advocating agendalessness here, but that’s a bit disingenuous. Let me explain.

I have an agenda of my own, as everyone does. But I have to tell you, I’m never going to lead with it. I’m not going to walk up to an instructor and say, “you know, I think your students are bored and motivationless. I find this profoundly sad. I think you need to redesign your course to make it more interactive and engaging. Remember your best educational moment, when you felt like you had something to contribute and you learned so much just sitting there with your classmates, wrestling through a problem? Why can’t the entire undergraduate experience be like that? It’s so much easier now, you know, look at all these tools. Why on earth are you choosing to use medieval teaching methods? Doesn’t that strike you as odd? You can do better than that. I can help!”

I’m never, never going to say that. That’s a terrifying amount of work I’m proposing there. That is the opposite of painless. But my real agenda is in there: I want the student experience to better than it currently is. The way I’m going about doing that is by helping faculty use technology better. That’s my piece of the pie. Once they understand that they have someone around to help them, they start to get really creative. The motherhood statement that is my actual agenda seems like something fulfillable once the supports are in place. They want the same things I want, in the end, but high on their agenda is to keep it painless. I can’t expect them to put my agenda first, ahead of theirs. My agenda is pretty painful. I have to help them get to painlessness first. That has to be my primary goal, because it’s how I keep my allies. Once we get that, then we can get creative.

I don’t bury my agenda entirely; it guides the decisions I make, the options I suggest, the places where I spend my time and energy. It is the basis for the consultation I give. It informs how I participate on committees. It guides me in how I think about and experiment with new tools. But I have to put other people’s agendas first if I want to be successful. Because I’m a librarian: I don’t have control over a course, or a program, or a division. I can’t dictate how things are done. Librarians are powerful in that we sit in the middle between staff and faculty, we aren’t beholden to the same things either group is. We have a lot of independence. But along with that comes a gap: we can’t do big things with big agendas without allies.

So librarians want to teach students to be information literate, and we can’t do that on our own.

We can’t impact students without buy-in from faculty. And why is that? It’s because of the student agenda: students have one too. They share the keep it painless agenda that the faculty have, but added to it: get the highest grade I can for the smallest amount of effort I’m willing to expend. No one likes this agenda. People criticize it all the time, but keep in mind: we constructed it. A grade is the only motivation we give them. We want them to be there because they want to learn, but that’s not good enough. Grades are the currency of undergraduate life, and until we reward anything other than grades, that’s the world we’ll live in.

So if we want to impact students, we need to either change the currency system (possible, but difficult), or we have to get into the existing currency stream. In either case, we need to work through faculty to accomplish anything with regards to students. (Or: through certificate programs run by departments. Those are an excellent example of providing an alternate currency for undergraduates, and it works.) Our motherhood statements are wonderful and well-meaning, but we need to make the connection to the individual faculty agenda in order to bring all that good knowledge and skill to the students. All librarians know this, but it’s not enough to just bring our agenda to faculty. We need to work with their agenda first. We need to be indispensable first. As indispensable allies, we have some leverage and influence.

We can’t be the terrible trainer who trained me. We can’t be rigid about what we want everyone to know, regardless of their own goals and circumstances. We can’t rely on charity and goodwill; we need to be indispensable. We need to understand the agendas of our allies, and tailor our services and goals to support them. That doesn’t mean information literacy goals can’t shape what we do, but I don’t believe we can lead with them. Information literacy can’t be an addition to an existing curriculum: it needs to be the solution to a clear problem presented by the instructor. It needs to be the solution that leads to painlessness. A painless solution isn’t one you let go.

This is my (perhaps mercenary) perspective. Information literacy is great as an internal mandate, but it’s a tough sell otherwise.

No one wants or needs to contend with another agenda.

The world believes that technology is special. Not all technology: not refrigerators, not hammers and nails, not paper and pencils. That stuff doesn’t need a users guide. Computers, though, do. Anything to do with computers, digital materials, online tools, that’s “technology”, and it’s different from everything else. Sometimes a lesser cousin (ebooks), and other times the superior advance (email). But different. It’s treated differently, it has new rules. In the world of libraries, that means that while books go in the catalogue, ebooks might not; since you can’t browse ejournals in the stacks, they go into some kind of special digital collections category, as if they are different and special.

I don’t think digital stuff is special at all.

I don’t think it’s a useful distinction, largely. Eventually digital materials will be like hammers and nails, like your refrigerator. It will be a thing that exists and provides a critical service, but not something you classify differently than other key household object. But I find myself on different sides of this argument a lot of times lately.

As long as technology is so special, it’s best left to the technology people, right? That’s the thing I run up against all the time. I know when it comes to work you have to build some walls around what you do, and sometimes those walls are arbitrary. You can’t do everything, so you need to hand of some stuff to another group of people. But it seems that all these great big huge projects involving some form of technology ends up in the hands of a tiny group of coders and tech support people to implement, innovate, program around, and communicate. And the people who are best at implementing changes, innovating, programming, and communicating to the public at large often think that because the project involves technology, it’s not their place to get involved, or they aren’t qualified, or it’s not their job. Technology is a black box to them, they can’t see through it, and have given up trying. This is a tragedy, I think, since most new technology is less a matter of actual technical knowledge and more a matter of metaphor-building, communication, and creative application. Not the stuff of databases and lines of code. In one fell swoop we devalue both ourselves and the technology tools. We dig in our heels and avoid being transformed by something new.

So on one hand I think we need to get rid of the distinctions around what involves tech and what doesn’t. When it comes to teaching and research tools, we need to bring the people with technical knowledge into the fold, let their expertise shape us, and support their projects with all the creativity we can muster. The introduction of a technological tool cannot happen in isolation, separated from all the “non-technical” people. We don’t have a department of pens and pencils, after all. Change is hard; a change in the tools we use is a communication project, a narrative-building project, not only a technical one.

But on the other hand, I’ve discovered that sinking the tech inside whatever it is we think is more valuable (pedagogy, teaching, communications, reference) is often a disaster. People whose expertise is technology seem to become easily ignored or shunted aside, as if what they bring is not as valuable as the higher goals of these great ideals. As much as I agree that technology in and of itself is not special, it still needs to be treated that way. Because otherwise it gets lost, abused, abandoned, or misunderstood. I guess we’re not at the pens and pencils stage with computing.

And quite the opposite, I’ve discovered that claiming the tech as the front runner and sinking all the other stuff, the big ideals, the real goals, behind it, is often more successful. I find this quite bizarre and counter-intuitive, really, but it’s true. For instance: say your goal is to help faculty to teach better, to have more engaging classes, and give students more opportunities to interact and learn in a constructivist manner. You can push out your pedagogy shingle and say, here, let me help you teach better, welcome a few keeners but largely watch the tumbleweeds roll by. Why isn’t this a sexier topic? I think in part because there’s a shame spiral involved. You’re meant to know how to teach by the time you’re teaching in a university setting! In my experience, the people who frequent the pedagogy shops are genuinely interested in learning and teaching better, and thus are already better teachers than the majority of the teaching population. Which is great, don’t get me wrong. But it’s not getting you to the greater goal of making the overall student experience better. Not really. You’re only improving on the already-improved.

But if you write TECH HELP on your shingle and push that out, but have the same goal, well, that’s a different thing altogether. Totally different direction. You deal with everyone, pretty much. Even the ones who understand the tech; they want to tell you how frustrated they are, or how things could be better. When people know you’re competent in technology, they will come ask you for help about all kinds of things. Many of those things relate to their teaching.

They don’t have to call it pedagogy. But when people come to you looking to get students more engaged, or want to try something new, or want help with a tool, or have questions about what other people do with discussion boards or virtual worlds, you have an open opportunity to change the way things happen in the average undergraduate class. Technology is the best disguise ever.

There is a shame spiral about not understanding technology, but it’s mostly reserved for the millenials. Millenials, the digital natives, they’re supposed to be experts on technology. Faculty nearing retirement are supposed to be technology dunces, right? So it’s okay. It’s okay to be the classics geek, or the chemistry wizard, or the close reading genius of the English department and not understand a bit of software. The self-image of the teaching faculty isn’t built on a knowledge of bizarre little bits of courseware or new-fangled collaboration software. Knowing how to set up a blog, or what a wiki does, or how to record an audio file with just a tin can and a laptop (you don’t actually need the tin can) isn’t a category in anyone’s performance or tenure review. We’ve made it okay to ask questions about technology, to seek help, to take advice. So the person with technology on their shingle, and the desire to make education better for students, is in a position to touch the educational experience of many.

And thus I have my crisis: I don’t think technology really warrants its own shingle, but it’s so effective to have one. I expect that someday it might look a little foolish, like anyone with paper and pencils on theirs. We don’t need you anymore, they’ll say. We’ve sorted that out. We keep it in a cabinet by the copier. But until that time, we still need someone to say, It’s okay. Let me help you. Would you like to see a better way to do that? Until no one needs to hear me say those things, I still have a million opportunities to make things better.

I left a comment on the UT Librarians blog on Friday morning, and I think my comment must have gotten eaten by a spam filter or something, because it’s still awaiting moderation. As background, the UTLibrarians blog is the blog of the committee representing U of T Librarians within the faculty association. This is the post someone (the posts are anonymous) wrote a couple of weeks back:

[here’s the entire post, since I just snapped a pic of the top two paragraphs here.]

This sounds extremely familiar to me. The library where I work has brought in a vibrant and experienced consultant who talked with us about the definition of critical thinking, so I presume this might be about our library. (I could be wrong: it must be planning season in other libraries too, maybe everyone’s doing this. I don’t know.) But this post is so remarkably unrepresentative of my own experience of our planning process that I was sort of jolted by this post. I have replied in a comment on the site, and I hope that one day it will appear there. But until then, here’s my comment in response to this post:

I’m a bit surprised to see this here. Is there really any question about the definition of critical thinking? Critical thinking and criticizing is something we teach undergraduates to carefully differentiate as part of their studies, so I hope that academic librarians, with an interest in information literacy, have a firm handle on it. Criticism in the classical sense doesn’t mean negative comments about the status quo; it means thoughtful and deliberate analysis. That sort of analysis often uncovers holes, problems, and new directions…and that’s what strategic planning is for.

“Play ball nicely”: does that mean, “be collegial”, “don’t be a bully”, “listen to other people”? Because, if so, I’m personally quite in favour it. It’s important for everyone to retain compassion, work towards a co-operative environment, and to engage with our colleagues with respect and with an open mind. Strong negative voices who lead with criticism as you define it tend to shut down others in an organization, thereby silencing large swaths of new librarians and library staff in particular. Rather than open with “the status quo sucks,” how about “here’s how we can make things better”?

It’s very easy to get caught in a wheel of negativity, but it’s rarely productive. The most powerful agents of social change in our time have not been bundles of negative energy; they have been beams of light full of new ideas, peace-making, bridge-building, and productive discussion of new ideas and approaches. I’m not sure what strategic planning you are engaged in, anonymous-writer-of-this-post, but isn’t it great that you’re part of a process? Isn’t that how it should be?

I will continue to be hopeful that we librarians can work together productively and collaboratively rather than antagonistically. I know if I have to choose an environment in which to pour my creative energy, I will choose the collaborative one every time.

[vimeo http://www.vimeo.com/29436229 w=400&h=225]

QReo from redpepper on Vimeo.

It’s amazing how flexible QR codes and QR code readers are. We discovered this when putting squished or stretched ones on digital signage; QR code readers seem to be able to parse irregularities in them remarkably well. So I’m not entirely surprised that a QR code made of cookies actually works (it does; I tried it!).

If QR codes were more universally understood and used by our students, it would only be good for the library, from my perspective. I’d love to be able to use QR codes to allow students to navigate our website and digital resources by navigating the physical library. If you’re in women’s studies range in the stacks, shouldn’t you also be able to find the digital materials that fit in that range while you’re standing there? If you need to contact someone, shouldn’t you be able to scan a code on their door and email them? Innovative libraries like (all hail) NCSU have their study room booking system available on study room doors via QR code (as well they should).

QR codes don’t have to be the way we accomplish these kinds of ubiquitous computing goals, but they would be a dead-easy way to do it. I can see how we can get from here to there; not difficult! We can do that! Simple summer project! So I see education around QR codes as a reasonable goal for our library. So naturally I see a QR code made of Oreos and think, yeah, how can I do something like that?

Maybe I can do this with post-it notes.

I mean, it would be cool to do it with books, really, but it would be massive, wouldn’t it.

I say that like it’s a bad thing.

Maybe we should make a giant QR code with discarded journals. That would be kind of awesome, from a distance.

By training, I mean technology training. Instructional technology training for faculty in higher education, in particular. I’m not sure how this applies to other forms of training provided by librarians; I don’t do other forms of training, so I can’t really speak to that. But instructional technology training is definitely broken.

There are several competing factors in play when you sit down (or, more likely, get up in front of a podium) to teach a group of faculty how to do something (anything) with a computer. The first factor is that you want them to know how to use this tool so that they can teach (or research, I suppose) effectively. You want them to feel confident in their knowledge about this tool. In our dream world, they will grasp the basics and move on so that we can all get to the more interesting topics, like using this piece of software in new and interesting ways. But the first thing is always to just grasp the basics. Somehow, we end up just sticking to the basics for years (and years and years). Possibly that’s a giant, flashing sign pointing to our failure, and it should help us understand that our training program is broken.

The second competing factor that gets in the way of effective instructional technology training is the goals of the faculty; they want this silly process over with. They want to get their questions answered, but mostly they just want to get through this required practice as painlessly as possible and hope that something makes sense. Often the easiest way to get through it is just to sit still, listen, pick up any hand outs, and leave when the thing seems to be finished. What helps tremendously is if the thing is shaped like a class: there’s someone at the front giving a lecture of some kind, there is homework no one will ever check, and there is a definite, obvious moment when they’re allowed (and in fact expected) to leave.

A third competing factor: our own burning desire to tell this group of faculty everything they need to know to be successful, as if that will help them. We really, really want to do this. If only they would listen to us, all would be well! We recite The 15 steps they need to do, each subdivided into it’s own series of steps. Don’t forget to do this. Oh, did I mention you also need to do this. And this other thing. 15 times. There is a deep sense of satisfaction involved in getting up in front of a group of faculty and telling them everything they need to know. You did it; you imparted the information. It’s in their hands now. We can sleep well at night having done this needful job.

Too bad it doesn’t actually work.

I’ve been experimenting with training for a couple of years now, trying on different methods, trying to engage the faculty and not just lecture to them. The truth: I don’t want to spend my time pointing out where to click. I’m not a tip sheet. I’m not a list of bland instructions. I have spent the last six years observing, reading about, and experimenting with courseware so that I can help faculty to use technology effectively in their teaching, not so I could tell someone (once again) how to add a TA or make their course website available to students. Why would I deliberately bury my true value by spending an hour (or more) reciting how-tos that go in one ear and out the other?

So we’ve thrown all that out. We put all the instructions for how to do every blessed thing onto ipads. Want those instructions? Touch the document, press the button, email them to yourself. Done. You have them. Relax. Now, talk to us. What are you trying to accomplish? What’s giving you grief?

It doesn’t look like normal training. It doesn’t look like a classroom. It looks like a group of people talking and laughing. Yesterday, the faculty all gave us hugs when they left. It’s not about my burning desire to make sure you know which buttons to click; it’s about the individual needs of each of these people. It’s about helping them use the right tools to make their lives (and their students’ lives) easier. It’s helping them to use a tool to accomplish their teaching goals. They can refer to the instructions later. You know what they can’t get from a piece of paper, or from a website? One-on-one, personalized, interactive advice. That’s what my value is.

This is awkward a bit, at first, because the rules are different. Everyone feels comfortable when someone lectures in academia. We know what to do when someone lectures. It’s comfortable. But you can’t passively wait until it’s over when the whole point of a session is to talk about what you want to do, in very concrete terms. It’s impossible. You have to open up, talk about your experiences, the things you don’t understand. And I can listen to you, make suggestions, show you how to avoid that problems you run into. I can explain what’s coming. I can show you how to use the tools available to do the kinds of things you want to do. We just need to spend the time talking it out.

It’s great. I can’t tell you how great it is. It’s exhausting, of course. But I have never in my career gone to this kind of depth with our faculty. I’m recommending tools and those recommendations are embraced. I’m discovering new uses for tools I couldn’t have imagined before. We’re making collaborative timelines and providing students with a way to interact with each other. We’re thinking hard about what students need, working out plausible and functional means to communicate with them effectively. The revelation on the instructor’s faces when we explain that the best thing they can do for students is edit the course menu to reflect the language and content of the course; it’s the secret they’ve been waiting to hear. Everyone’s shoulders relax. This is what training is supposed to be.

Scratch that: it’s not training. Training is what you do to dogs and horses. I don’t train faculty. I support, advise, guide, and, on a good day when I’m really lucky, inspire them to try something new and unique. I help them to accomplish what it is they have been wanting to accomplish all along, but the tools kept getting in their way. I let them feel like someone’s got their back so they can reach out and do something innovative and extraordinary with something that looks mundane and dull.

Here’s what I’ve learned: get down from the podium. Put the powerpoint slides away. Sit down and talk to the people you’re trying to train. Show them how valuable your knowledge and experience actually is. It’s so much more fun.

And, if we’re lucky, more effective.

No medium is sacred. The content, and the desire to express it, is more important than the physical form it takes.

At the moment, the thing I’m drawing the most inspiration from is, oddly, Starbucks. Well, perhaps not oddly at all. Starbucks clearly puts a lot of effort into making their shops places people want to return to. That’s not really all that different from libraries, though the public relations and innovation budget Starbucks allocates to the process is far and away greater than any library’s. In fact, I’m not sure too many libraries would even set aside money or time to even think the way Starbucks does. A profit motive certainly alters the way you proceed. Generally that idea make me a bit queasy, but some of the things I see going on at Starbucks have forced me to put my anti-capitalist streak aside and really learn from what Starbucks is doing.

The core of what’s inspiring me is these cards. These “Pick of the Week” cards. Have you seen them? There’s a new one every Tuesday, sitting by the cash. They’re business-card sized, feature a band on the front, and instructions and an iTunes redeem code on the back. Each card equals an iTunes download. I’ve been picking them up for a few months now, and holding on to these cards thinking about what this means for libraries. It’s a genius thing they’re doing there: if they want me to drop in at least once a week, they’re doing a good job by tempting me with free music. I know every Tuesday I will find a new song, and I get to pick it up and stick it in my pocket. Something that lives exclusively digitally becomes something I can pick up and hold, study as I wait in line.

Of course, free music is not really free: someone’s paying for it, and I’m paying for it with my time and attention. I understand it, in principle: Starbucks is selling its atmosphere, not its coffee, and giving away music a team has vetted chosen, letting me take a bit of the Starbucks atmosphere with me, is smart. It’s constructing Starbucks locations not just as places to pick up a drink, but as hubs of a certain kind of culture and exchange. Starbucks is far deeper into the music business than seems rational on the surface, and I think that’s very interesting.

So my interest in these cards keeps growing. I love these bloody cards.

The manager at our library’s Starbucks tells me that at some locations, the wi-fi network is set up to let you download whatever music is currently playing. That is bloody genius. GENIUS.

Now: as an academic library with campus-wide wireless, and with material that we’ve already paid for, I’m intrigued. The problem we have currently isn’t getting things for students to access, it’s connecting students to the material we already have. That being true, we could presumably give stuff away with cards as well. Articles? E-books? Why not? E-book of the week? Article database of the week? Cool research highlight of the week? Faculty recommended articles, maybe, those articles that bend your brain? (Immediately I imagined a card for Joan Scott’s “Gender: A Useful Category of Historical Analysis”, or the preface to Edward Said’s Orientalism, among others. Maybe some citation guides? I dunno, the opportunities are endless.

That was one idea, but as I pick up these cards every Tuesday I keep thinking of new things I could do with these cards.

The other one intersects with something I’m planning to do this year: introduce cool web apps, software and tech tools to students. Tech Tip of the Week? Why not? Rather than a code, I could put up a URL and a QR code. Image on the front, name of the web app, some limited instructions on the back. Then I could link it to some more information about how/why the thing might be useful. Google Docs, Zoho, Mibbit, tinychat, that awesome new aim video chat (how ridiculously awesome is this?), Evernote, dropbox, aviary, the list goes on and on. Cool things students should know about. I can time them to come out when that particular web app will be most useful. Keep them in a neat little holder by the loans desk, or at the registrar’s office, or wherever. Distribute them to the departments. Something you can pick up, look at, hold in your hand, that expands online into a larger thing. Something that connects you to this tool that will be useful to you.

Still thinking about those cards.

We do a lot of faculty support for courseware (it’s kind of our bread and butter around here). Every year we look at what we’ve done before and throw most of it out, saving only the approaches and techniques that were the most useful. We threw out the lecture method; we threw out sitting in a lab. We threw out stacks of manuals. In our redesigned approach to teaching faculty how to use courseware, we’ve ended up with a more petting zoo style of experience, where instructors need to actively participate and make decisions about what they need. They talk to us. They move around the room, looking at different features. They talk to each other. Get ideas. We brought back a bit of paper with a one-page tip sheet per tool/function we were highlighting. These are extremely popular. People feel good walking away with something relevant, something they chose to pick up. But why a whole piece of paper? Maybe we can condense our tip sheets (how to do very very specific things) into cards. Beautiful design. Extremely short instructions on how to do this thing (3-5 steps), QR code, URL. We can hand them out when people ask us a question; you get an answer and something in hand. And we can distribute them to others to hand out. If you get it, you can pass it on when someone you know encounters the same question.

Cards. These simple little cards from Starbucks! It’s not the cards that are so sexy, really, it’s the idea that you get a bit of digital information, a gateway into something bigger, in something you can hold in your hand. Stick in your wallet. Stick in your pocket. A little thing, it makes it seem approachable. Simple. Not a sea of words of “click here” and “go there”. One, two, three, you’re done. Small space.

Starbucks and their cards. It started as a minor bit of musing, but now I can’t stop myself considering more possibilities every Tuesday when I pick up a new one.