 All right, next up on Big Talk from Small Libraries 2017 is David Galan Parisi. Did I pronounce it right? I didn't even ask. Cool. All right. And he is from San Antonio, Texas, the St. Anthony Catholic High School there. And he has been doing some work on getting feedback from his students and good looking out, crucial feedback from students. So he's going to tell us a little about how he has been able to get their input on what they're doing in the library. So I'll just hand it over to you, David, to take it away. Great. Thanks so much, Krista. Yeah, I'm David Galan Parisi. Oftentimes people just call me David GP or even Mr. GP because they can't pronounce my last name, but Krista, you actually said it beautifully. Thank you. I tried. So yeah, and thanks for having me present. Thanks to the Association for Rural and Small Libraries. And then thanks to the Nebraska Library Commission to really appreciate it and excited to present. So let's get started. Yeah, the talk is on the screen right there. And what this presentation is going to be about, a little bit of an intro and about my school, and then why student feedback is important. Probably one of the most important parts of the presentation comes right at the beginning. And then having lots of different options for getting feedback and receiving feedback are always good. I'll share some official survey techniques that you all are probably familiar with. And I'll also share some unofficial survey techniques, which you might be familiar with too, about waking people up from naps in the library or moving around furniture. And then at the end, we'll hit some stuff about just small everyday information gathering and another bonus feature about kind of getting people's voice into the library with music playlists. If we have time to get to that, we'll cover that. So yes, let's get started. So I'm a librarian. I've been a school librarian for about three years. Before that, I was a public librarian for three years working in teen services. And my whole professional career, I've been working in San Antonio, Texas. I'm also an artist. I trained as a sculptor mostly because when you do sculpture, when people say like, oh, what do you make as an artist? And you say sculpture, it can cover so many different things. So my sculptures would include zines and comics and installations and just like a whole bunch of other stuff. And that's kind of influenced how I work as a librarian too. I found a quote from a zine maker just talking about how they've influenced you. And a lot of it is not being afraid to be yourself and then embracing the mistakes that happen. And that's something that has come in handy too when getting feedback from students. So yeah, that's another part about my identity. Actually, before you jump on into your presentation, somebody did ask, can you explain what a zine is? Yeah, I can. A zine, so it's a thing that's been around for a while. It originated in around the 1980s and the word comes from fan zine. And it's when people would make their own magazines as tribute to something or as a way to capture their feelings or ideas. They're very ephemeral. They're usually just made on a photocopier. They're not meant to be like permanent books. They're usually just like folded and stapled or even just folded. And then they're given to people. Sometimes people have to pay for them. Sometimes they're for free. They're just kind of like a small booklet thing that you can make. It's kind of like a labor of love, something that you're really into, yeah. Yeah, it's definitely something you're really into. And it can be anything from poetry, it can be photos, it can be stuff that you've collected on your walks every day or like riding the subway every day. There's just, it can be almost any type of topic that you could think of and then you just make it and get it out there. And usually it doesn't last very long, but that's kind of part of it. Yeah, so personally created and published, not professional magazine. Yeah, exactly. Okay, thank you. Yeah, no, that's always good. I always forget about asking about that. I know lots of librarians that do work with zines and they have a big connection to a library world where some libraries will actually have a zine collection. But it's always good to explain it because even today when I say that to students they're like, what is a zine, Mr. GP? And I have to tell them, we've made some here and then they get it right away. Okay, all right, go ahead. All right, so I work in San Antonio, Texas at a pretty small high school called St. Anthony Catholic High School. Grades 9 through 12, a little bit under 400 students. I'm the only librarian and the only library staff person here. So that makes it challenging to get all of my stuff done that I have to do and I kind of have to do things in lots of different ways, I guess. The last presentation was talking about scheduling tweets and scheduling posts for social media and I should totally do that. That would make my life a lot easier. But yeah, it's a really, really awesome school. The students are phenomenal and the teachers are really caring and loving and it's just a great place to be at. So I'm glad to be here. That's convenient for my work-life balance as well. So yeah, all right, let's go on to the actual presentation here. Here's a picture of my library. This is kind of the usual setup of it. However, I should say that it changes a lot. As you can see right now, in the picture, there's just tables. There's also computers on the side and a little bit too. It's just like one big room. It used to be a chapel. The building was actually built in 1904 and it was previously the school's chapel. But then they converted it into a library. They added the really hideous drop ceiling. And then the back actually goes up pretty high and still has a really beautiful two-story just open area. So that's kind of where I work. Now I have some animated gifs that show more of my library too. We've got our library signage right when you walk in. We've printed on our 3D printer. We have some students working on computers. We have really, really big tables in our library that are pretty hard to move around. But we still move them around a lot anyway. But they're really old wooden tables that are really heavy. Again, here's another picture of our tables and computers. And then here's a picture of our back area with some students kind of studying in the back. And we have a lot of, we don't have a huge collection. We kind of keep it lean and mean. But we have a decent size collection of everything from nonfiction to popular fiction to manga to graphic novels. So the library has, our strict stats have been steadily going up. So that's good. Okay, so let's get into our presentation about collecting feedback from students. And this is probably one of the most important things about the presentation is why feedback is important. And it incorporates your students' voices, specifically the individual's voice, but then all together as a chorus of voices too. And it really incorporates that into how you provide services for them and how the library is structured. It also makes the space feel more like their own when they get to have a say in how you do things in it. And when you ask them how you do it, it shows that you are thinking about how they use the library too. It's not just something that you're doing without any student input at all. And it provides a feeling of ownership, which is definitely a big part for this age group. Teens and students of this age, having a place to call their own is a really big deal. And making it feel like a place that they're comfortable is definitely a valuable part of having a good library. I had a little line here like, has your library got soul? I don't even know if I can answer that, but getting feedback can help you find out about if your library has soul in it or if your library is needing something else to make it feel like it has more soul in it or just more of a place for people that they want to be. I'll probably come back to talking about this multiple times through the presentation, but it's a really big deal with how I structure library services, is really try to incorporate student voices. So when you're presenting surveys and trying to get feedback, options are always good in every step of the process. For example, in this slide, just talking about trying to seek feedback from students about a topic, sometimes giving them options and telling them what is possible is really helpful. For example, I've done surveys before where I've asked people about the furniture and they'll just write back like, well, we need some beanbags or we need like a couch. Those answers are good, but the better surveys I've done have been where I've shown them pictures of specific beanbags like a company's beanbags called Fat Boy makes a particular cool beanbag that I've worked with before or like the Steelcase company and all their active learning furniture finding some cool pieces that you would really want to have for your library. Even if it's impossible for you to get them because they're out of your budget, it's still really good to show what those options are and you can think big. It doesn't have to be something you can afford right away, but showing people some of those possibilities is really important just because they might not normally look at Steelcase catalogs or be familiar with all the different types of furniture that are out there. So that's one aspect of like presenting options is really good to do. This slide about building surveys again relates to having options again and doing things in many different ways to give you a lot of different answers kind of like covering a lot of different bases. When I was writing this slide, I was like, oh man, I don't even know how to build the best surveys for collecting feedback just because I've tried so many different ways and I still am just trying out all those different things, trying to seek and find information the best way that I can. But providing options is good. Like for teens and students, online surveys haven't worked that well. If I try to send them a link to a Google form, they will rarely fill that out. But if I have paper forms for them to write on, that information comes back to me right away. If I'm surveying professionals or other people, other colleagues, sometimes a Google form will work better and it's just easier to do right away. In short, options are good and learning about your audience is definitely helpful to see how they respond to stuff. Most of my presentation is going to be about getting feedback from students. I have done surveys with teachers too and I do try to include the teachers as well. But I might even ask you guys questions at the end of the presentation about why do you think it's so different to get feedback from teachers instead of students because it's a really different beast and that one is something that I have not figured out yet the best way to find feedback. So for this presentation, I'll mostly be focusing on students and really including their voice in the library. So yeah, the way to structure your actual surveys, it's really good to have those questions that seek definite answers but then it's also good to have some open-ended questions. I'm also a big fan of Likert scales which are the scales like you see at the bottom of this slide where you ask a question like, do you feel comfortable in the library? And you can circle, you strongly agree or you strongly disagree and then you just move on to the next question which probably could be answered much in the same way like strongly agree or neutral or strongly disagree. So that's another option for doing surveys which is great. So asking essential questions is something I've really been kind of obsessed with this semester is trying to figure out how to ask more essential questions and those are really good to include on surveys. Those are the questions that are more open-ended, they're more thought provoking. They don't have just a single correct answer and they're questions that keep recurring over time. So hold on one second. Let me grab one of my surveys that I asked about stuff. So for example an essential question could be like if I could add one thing to SAC's library it would be that actually again I'm kind of obsessed with essential questions because I'm trying to use them as much as possible. Adding one thing to the library actually might be a pretty good open-ended question where students could write whatever they want to write about. Another really good essential question that has just been a great thing to ask people is what is something that the library adds to the school or to the community? In other words how is it valuable to the school or to the people that use it? That kind of forces people to think not just like of blue bag chairs and cafes and stuff like that but think about oh this is something that it's really doing for the library that I really like and appreciate. Do you guys have any questions about essential questions or anything right now? I have my work cited at the end of the presentation and there's an awesome book that's out. I highly recommend it and they have a lot of their stuff up on the web too but asking students essential questions it's totally the bomb that works really well. Nobody has any questions yet about your session? I think that someone is glad that you also didn't know exactly how you're doing it that you're just kind of going into this and that's the thing too, I think you're afraid of doing these kind of things any new things because they're just I don't know jump into it. She says if you want to find out how little you know about something offer to present on it. Props, that's exactly how I feel. It has been like a huge learning process and I have learned a bunch of different ways of how to technically do surveys but I feel like again I'm always still learning how to ask a good combination of questions and making it something that's easy to fill out versus something that is just hard enough to get people to write a little bit more. I'll show you guys the most recent survey that I sent out to people and just a little bit here too. Someone did just have a quick question, they missed the beginning. What is your FTE? How many students do you have at your school that you're working with? We have a little bit under 400 students and it's 9th through 12th grade and it's a small Catholic high school a small private school in San Antonio, Texas so we have a really big range of students of economic statuses and just where they come from. We have like about 50 international students as well so it's a pretty diverse school in that sense. Okay, cool. Go ahead. So I'm going to jump to the next slide. So an official survey technique is giving paper forms which as someone who started out as a librarian involved with lots of new media and new types of artwork, I was always like, oh traditional surveys are so lame, I don't know if I ever want to use them, but I've learned that you can never underestimate the power of like a good survey that's just on one 8.5 by 11 sheet of paper it can be really handy. So you can divide the survey how I usually will do it now is I'll divide the survey on Google Forms or if you could use SurveyMonkey just any type of like way that you can keep track of your information digitally and then I'll make a paper version of that survey that is kind of separate from the Google Form. I'll retype it out and kind of lay it out so it looks good on the paper and then I'll send out my surveys to people and I'll collect information and then I'll enter it in on my own into the Google Form to kind of keep track of stuff. So that really helps me collect my data and keep it nice and neat but also it gets the paper version out to people, especially students who are it's much easier for them to just fill it out on paper. So for paper forms I try to keep people's mind on the library and my example for that is, let's see flexible space and I know lots of libraries have that curse and or magic about them is that they're used for a ton of different events and activities and classes and programs. So for example my library around twice a year is totally taken over for a blood drive and I'm actually not even able to work in my library during that time because it's so small. So I'll use that day to send out surveys to people and I'll have surveys for students during lunchtime. I'll be in the hallways for passing periods. I'll even set up kind of right in front of the library doors where people are coming in to do blood donations or to donate blood. Blood donations sounds wrong. So that kind of keeps people's minds on the library even when it's not functioning as it's like regular capacity as just like a regular third place where people come. So I highly recommend that especially if your library is used for multiple purpose things. If it ever feels like, if you're ever feeling like bummed out that your library is not being adequately used as a library then do a survey during that time and really connect people to the space and try to see how they feel about it. So that's something that we can do for that. Now I have a link on here. I'm going to open it up to the most recent survey I did. This is just a Google form. This isn't the paper survey I sent out to people. This was just the online version where I would collect my data. But you can kind of see what the questions are. The first part is all Likert scale and then the second part are just short answer questions. Like if I could change one thing about the library it would be. Or what does the library add to the school? Or what do you want to do at the library? So for this survey I really was trying to think of getting stuff that was as concrete as I could possibly get with the first part using the Likert scale and then opening it up towards the end and getting other stuff. I did send it out to the whole school so I did get feedback from teachers as well. But like I said the teachers were, it's a totally different thing, getting feedback from the teachers. I don't know why it's so different but I haven't cracked that. I definitely can't present about that today. But I had a lot of students get it. I would take my paper forms and then just use this Google form to fill out the information and then go from there. Do you guys have any questions so far about that? Oh wait. Someone said can you show us the questions? I think is that what you had there? I'll go back to show you those. Oh just scroll through it a little slower so they can see what some of the questions were. So here's some of the questions that we did for the last survey. Sex library is comfortable. The library space is easy to use and you'd have to just click on which one you agree with. And then just move forward from there. There's always more questions that as I finish it I was like oh my gosh, I should have asked about specifically our 3D printer or specifically about maker space but I just didn't get that into the survey here. And that's okay. Again, if you can't hit anything that's okay. Don't be discouraged if you feel like you're not encompassing the whole entire feeling and whole entire part of your library. You can always start small and build from there. So I just want to know how often do your students get surveyed? I think ours get surveyed so much they get surveyed burnout. Oh yeah. I can see that happening. When I was a grad student at UNC Chapel Hill I worked in a bunch of the libraries there and for instruction classes we would always give surveys to people afterwards. So yeah, I can see how students might get burnout from that. For me I do surveys about 2 or 3 times a year. We start school in August and go up until the end of May. So usually about like 2 or 3 times I'll do surveys of some sorts and it'll be a mix of like either these kind of like official paper surveys or I'll have like discussion sessions or I'll do more like I'm just going to do a bunch of info gathering on this one topic and try to get as much info from students as I can throughout this next week or so. So yeah. Any other questions that you all have? Do you have any statistics on return rate? Are you going to be talking about that? Like how many? Yeah. It's probably about... I don't know what percentage of your students actually are... Yeah. It's only about a quarter of students that get surveys back. So that's why I also will try to ask people in other ways to try to gather information that isn't just like a regular survey. But yeah, that's another drawback of the official questionnaire part is that out of a little less than 400 students only about a quarter of them will give the surveys back. So about 100. So the return rate isn't that good. Yeah. Any other questions right now? Yeah. One more just came in that we'll toss it while we're here. Have you done any focus groups with specific student organizations? Do you have student organizations there that you could work with for that? We have a lot of student at our school they're called student clubs and they range from like we have a tea club that meets in the library and makes tea from all different places around the world and from all different cultures to like the student council is probably the opposite end of the spectrum as far as like clubs and groups at our school. And I've never done surveying that's like club specific. I try to just survey as many people as I possibly can. That might be a good way to hone in on some specific uses of the library. I could see surveying the theater department about how they would use the library or surveying and even some of the athletics groups to see how they use the library too because we have some sports teams that after the library closes, after hours around five or six, after their practice they'll come in and watch film in the library. There's a lot of different specific groups that I probably could survey in that sense. That's it for now. Go ahead. Let's continue. Here are some results from the most recent survey of what people wrote. These are just some of the open-ended results that people are talking about. If I could change one thing at Sex Library it would be music corner, beanbag chairs, board game day, rent out board games to study halls and no final exam kids. If you're surveying teams and students you'll often get stuff like places to sleep or places to nap so that's always going to pop up. This just gives an idea of some of the results that people wrote. The most part they're pretty positive which has to do with the whole vibe here at our school but also maybe how I structure the questions too. What does Sex Library add to the school? The answers were a comfortable atmosphere for students to work, a knowledgeable librarian, a place to question timing, a safe zone, creates an open and visual environment as soon as you walk in the door it's inviting. So those are all really good things that I'm really happy that people are honing in on and writing about. And then another question with some responses are what do you want to do at the library? Write down as many of the things as you can think of. So things ranging from having a class based on books, stories and imagination to make it more open, get more books which is kind of a great feedback to have. It's like the balance that you always try to strike in a library where you make the space open and usable but also try to fit in as many books as you can to chill, homework, socialize, talk to GP, that's me in case you're wondering who GP is. Another 3D printer, more chairs, I want to go in and just do what I need to do, color, paint. So those are just some of the responses that people have about the library. Another kind of official survey technique verging on the unofficial but still I'd say it's pre-official is running a discussion session. And this session is usually really good if it comes with hot chocolate or cookies or some kind of thing to entice students in to just talk about stuff and see how they feel about things. And a lot of times you'll get more in-depth answers and deeper conversation about how they feel about certain aspects when they're talking with you and telling you things. So when I first did this I used a program called Ketch and unfortunately they went out of business and I didn't take screenshots of it but Ketch was a way for people to just connect with their phones onto a big projection screen, which is a really great way to include students' voices and document it and record it. Other options that you might be familiar with that are slightly older but still work just as well, like Lionelit or Padlet and I even have, we'll go to a Lionelit one down below and I'll show you that. But it's just like a way to make a pop-up in-action music video where you're collecting people's feedback and asking questions and then people can type in their answers and they see it appear up on the screen. And these sessions will usually last for like maybe like 15 to 20 minutes. I try to keep them pretty short. And they're usually very good sessions. If you ever run these with teens, don't be afraid of random comments like squad or future. You do want to be aware of any disrespectful things that do get posted but you just have to be aware of that. So here's a Lionelit canvas and this is where you can click on a sticky note and type in your message here. And then you can post it and it appears on the sticky note page over there. And usually you can make them public or private. There's lots of different settings you can do to change it. It's kind of clunky because it's an older tool. It's been around for I think at least seven years or maybe even slightly longer. And their interface has been only updated slightly during that time. But it still works if you want to collect people's feedback in real time. All of them. So yeah, do you guys have any questions about using Lionelit or doing discussion sessions with people? No, nobody has typed anything. Anybody has any questions? Use your questions section of your GoToWebinar interface type in there. I can see what you're typing and I'll pass on to David and our other speakers. I do like this product, the interactiveness of it. It's very slick. Yeah, it's really nice. I really wish the catch program was still around because that one was really nice where you just get sent students like a small code, like a six digit code and they access it on their phones and then they could type stuff into a board right from their phones. I think you can do that on Lionelit too, but it doesn't look quite as nice on your phone. So that was having the added aspect of them texting their answers to the screen was really cool and they were really into it. So we do have a question about this. It does make a good question here, but how do you and someone else, how do you connect with the students? How do you schedule this time, like when they would be doing this? Is this something that you always interact with when you're all there using it at the same time? Or is it asynchronous where you could put something up and then they can come along whenever they happen to be? I will usually schedule them during lunch times and let people come in when they're having lunch and then schedule it like our lunch periods here are about 25 minutes. So I'd schedule it for them to come in during that time. Okay, so you tell them ahead of time I'm going to be doing this at this particular time during lunch. Yeah. How do you communicate that to them? I'll put up posters around the school. I'll put it in our school announcements. I'll also just ask people like during like right before the event is happening like hey we have hot chocolate for a discussion session about the library. Do you want to come and check it out? And that's usually a really good way to get people in. Again like I would say this hits more people. I could probably hit about half of the school this way. It doesn't hit everybody. But I'll do it over the course of like a week and just have them running every day during lunchtime and get a whole bunch of information gathered from that way. This is an app that they can use in their phones or their devices? Yeah, I know it. I believe it does work on a mobile device. I haven't looked at it on a mobile device in a long time. But that's what I would suggest is giving them a link so they could just pull out their phones and then connect to it right that way. Cool. Alright. Go ahead. Here are some of the results of the discussion session here. Before I go to that slide, this is also a time when I was trying to make surveys more visually interesting because I thought they were really boring and just trying to change up how a regular questionnaire would look. And I think that was kind of pointless looking back at it now. But you'll see on these next pages why is the text all warped and stuff. It was just me trying to change up the traditional survey thing. So we'd have these discussion sessions and then we'd also have these last students' questions. They would give me feedback on the line-o-it screen or on the catch screen. But then they would also fill out these forms as well. So the questions are all warped. I apologize, they're kind of hard to read. But then these are some of the answers that a student gives. If you could add one extra room to the library, what would it be? I would add a special room just for classes while the library space itself is used for clubs or study halls. What is something important the library needs? A serene environment. A library is a place for quiet study, relaxation, research, and reading. It has to have a calm feel to it. That's something that is also part of the elusive balancing act of having a library. Especially a small space like this library giving it quiet space but also enabling programs and activities to happen too. Here's another result where the student just wrote down some answers that they wanted to on a post-it note. This again is being open to students, writing stuff down in whatever way they feel most comfortable and having some flexibility with that. This student, he actually didn't write on the paper. He just wanted to answer a couple of questions using this post-it. He answered question 7, which is what is something important the library already has going for it. He said openness to new clubs, resources for whoever. Resources for whatever is needed for said clubs. And then if they would use a cafe in the library and he said yes, I would use a cafe, coffee tea, hot chocolate, breakfast, snacks, fair prices, maybe student run. So again, this slide is just to kind of show you and suggest that you want to be open to how students write down their information and take what as much as you can get. Even if you're going to take what as much as you can get, even if it comes on a little post-it note attached to a piece of paper. An unofficial survey technique is part of me, why I wake you up from your nap. Sometimes we have students fall asleep in our library. It's a high school library. It pretty much is a given that students will fall asleep in here sometimes. Usually we'll try to wake them up and say hey, you can't sleep in the library. And then later on in the class period or later on during that day, if I see the same student I'll be like hey, so what do you think of the furniture in the library? What do you think of this chair that you're in? Just to kind of like see what they think of it. And they'll say it'll range from stuff being like it's okay. I wish we had more of these other chairs or I wish we had more chairs with like the swinging side desk things or I wish we just had a couch to sleep on. And asking that question and connecting with the student at that point is really important and crucial and really makes the info gathering process easier on you. Where you can just talk to students easily and ask them like a question kind of on the fly. And again, this is something you don't have to try to ask a huge overarching question like what do you envision for the library? It can be something like hey, I put up these new lights. What do you guys think of these new lights that are up in the library? And they'll be like oh, I like them or they don't really light up the library very much. It's kind of dark back here still. Just like anything. But those little kind of questions and ways that you can connect with students is really important for building a good relationship and really opening up you to get more feedback from students. Okay, so even another prospect of doing small everyday info gathering. I was just commenting on Twitter about some of my practice as a librarian and I wrote a tweet that said, my first year as a school librarian has been mostly about making, designing, and experimenting with space. And then I had a student that had just graduated that year who wrote back to the tweet saying and what a kickass job he did. And I was like oh, that's really nice of you to say. And I was like oh, that's really good feedback too because you are aware of because they are looking at how you're doing stuff in the library and trying to connect with you in those ways. So again, going back to the previous presentation on social media, I don't connect with any students while they're currently students at our school through social media, but then when they do graduate I will tell some of them like hey, you should stand in touch. I want to hear what you're doing at the library or hear what you're doing at school and hear about your school libraries and stuff like that in your college. So this is an example of a student who has stayed in touch and has talked about stuff about the library. So just, again, it's like being open to getting feedback wherever you can get it. Okay, so let me go back to it. Does anyone have any questions so far about any of the small info gathering or the unofficial survey techniques? Nope, but I do like the idea that anything can be, a lot of people I think think of surveys. I have to sit down and figure out a bunch of questions, put together some official document or something online, but anything can be considered, as you have here, the everyday info gathering. Any conversation you have with one of your patrons or students take what they say. If you can't remember, go back. Like I would say go back, write it down so you didn't obviously have something in paper. You were just chatting about the chair they're sleeping in. For yourself to know what you remember. Oh, somebody said this chair was not the best for studying. So I do like that you just think anything can, any interaction. And here in our library, again, this comes apart with the library being a flexible space and having so many different things happen in it. If I move around the furniture to accommodate a special program or event, I'll ask the students then like, hey, so what do you think about the tables up here? Or what do you think about having them in this different arrangement? And they'll tell you for sure. I've never had a student say like, I don't care about your GP, however you want to do it, it's fine with me. They always have something to say and they always have opinions. So that is another, that's just another like opportune time to connect with people and ask them, what do you think about this? And surveying about space stuff. I don't know why I always latch on to that, but it's really easy for me to, I guess, say like, this is where you literally are. What does this space feel like for you? Can you tell me about how it makes you feel? Just stuff like that. Absolutely. Alright, go ahead. So the last thing I have is kind of like a bonus feature. And it's about writing music playlists. And this comes again from me making zines and trying to connect with students and really include students' voices in the library. It's throughout the year, I'll collect music playlists from students and post them throughout the library or make a zine and post them in that way. So here's our display of our current music playlists that are up. And the theme of the playlist was songs that saved your life. And the template can be very open. You can get playlists that have to do with times of the year or if there's a big dance coming up, songs that they should play at their dance. Or you can just have it be more generic like songs that saved your life. Pretty much teens understand how to throw out a playlist without any directions. Kind of like the less instructions you give, the better they turn out. Because music is just who they are and that's a way to express who they are. So I take that and put it up in the library to kind of like make the space more of theirs by displaying the songs that they like. I'm not playing the music and I'm not posting the lyrics to stuff. So I do tell students it's okay if your songs aren't the clean versions or whatever because we're not playing them in the library and we're not posting the lyrics on the wall. We're just posting the song titles. If there's like a bad song title then I can bleep it out or take out some of the words for it. But I've never had any troubles with that at all and students really appreciate the ability to just put whatever they want to. So that's another good way to connect with people. In a small way but that really helps you get a handle of what your students are like. So I did make a playlist for collecting feedback. That's part of this presentation. The full playlist is listed on my slides on here and I did try to build a Spotify list for it as well but there were some songs that weren't on Spotify but that's okay. But you can click on the link if you are a Spotify user. You'll be able to go to the playlist from there once the slides get published on the big talk for a small library's website. Do you guys have any questions about collecting music playlists? That could be a whole other presentation right there but for right now it's just a little bonus feature. Someone does say that's a great idea though to collect that kind of thing, absolutely. Using things like Spotify is very easy to share and whatever the students have submitted. I don't often make a Spotify playlist. I usually just post them in text form and that's kind of usually how far I get and that's good enough. They'll just take that and then find the songs themselves. This particular presentation I made a Spotify list of my playlist but usually when I collect student playlists I usually don't have time to type up the playlists and I usually don't get as far as building my own Spotify version of their songs. I've had a student volunteer work on it. Sometimes it hasn't always come together but that's on my list of things to make happen eventually. When I just have the list of songs posted I don't have to worry about F-bombs or explicit lyrics or anything like that. It's a really good way around that and I know a lot of people get worried about that in their library. What would you do if you had that stuff in your space? It's not exactly in the space because I'm just posting the song titles. With teens and music that's really who they are and it's a great way to have who they are be posted in the library. Somebody did say they signed up for the Linoit. It does have an app that you can use. The students can download an app onto their phone or a tablet or device to use it that way and interact. It makes it even easier to have it pre-installed and use it from that. That would be fabulous. I'm pretty much at the end of my presentation. I have another slide here, Feedback for Life. I try to always get feedback whenever I can. Ironically, I don't have any survey based off of my presentation on surveys but that's okay. It's a lot of talk of surveys right now. I figured it would be okay if I don't have a survey. Then I have my work cited on here at the end too that just has a couple of links and information if you need it. Do you guys have any other questions or comments or ideas? Anybody has any last questions they want to ask of David? Type them into the questions section of the interface. As I do every year with big talk from small libraries the presenters will be sending me their slides or any materials they have and they will be posted along with the recording afterwards. Speaking of surveys, there will be an evaluation coming from me for the whole day of the conference. Look for that later. I'll do it at the end of the presentation. There it is coming through. Somebody has just some great ideas. Thanks so much for all the tips. Awesome. I just know where to find David and as I said the recording and his slides and everything will be up for you to reference later as well. Oh here's someone does have a question here they just typed in. Has anyone surveyed public library team patrons? Now you're at a school of course. As you were talking about I was thinking a lot of the things you mentioned because it is teens would definitely apply to a public library situation. I worked for three years as a teen services librarian in the public libraries here. The San Antonio public library system at about four different library branches. I did survey teens at public libraries too. It was really good to have options to show teens when I'd be serving them. Like I said in the presentation I wanted to get feedback about furniture and what they wanted to have their teen space look like. The generic answers would usually be like we want beanbag chairs and we want comfortable seating. But if I would show them actual pictures then they would write back like oh we want the campfire couch from Steelcase that you showed us. Or you want those specific items from Fat Boy. And that really helped. It's not something that they were familiar with as far as all the different pieces that are out there. They're not really going shopping for furniture very often. I think that was cool too because they were like whoa they're showing us really cool stuff. This is awesome and it would make them really excited too. So that's when I would do more of the discussion session surveys where I'd have a projector and a screen and I would show them images on a screen. Then I would have paper things they could fill out and collect what they would say about the objects or the items or questions as well. Even with public libraries and teens sometimes I would even just print out images and show them during after school times when students would be in the library. And I'd be like hey so what do you guys think about this teen space being turned into a different type of teen space with these particular pieces or like these things happening in it. And that was also really effective to actually have the pictures in hand somehow. It was really important. Cool. We do have some other people that did reply about doing the teen programs. Someone else says they have done it using the old paper system but she says I thought these options were nice to try and change it up for the teens in the public library. Someone says from the list of books that you gave, which one would you think is the really good to use? Had your list of resources there or which was the best? Is there one that is the best? I have like the essential questions book which is really good especially in a school library setting if you're teaching instruction sessions or even like an academic library setting teaching instruction getting to those essential questions is just it's not easy for me and I really want to try to keep doing that so that's kind of something I've been obsessed with lately is trying to include more essential questions and the balancing act of that and other things too. But then I have a book on there too about zines. I think it's called The Newsstand and it's just like a collection of zines and stuff and I look at that for inspiration because it includes so many things that people just do and put together quickly and easily and not worried about making mistakes and that's another huge part of getting feedback is just like don't worry if there's a mistake with it or if it's not turning out to encompass your whole grand view of everything. You can just have something that's small and start with that. Okay great. Alright thank you very much David. I'm going to thank you so much everyone. Thanks a lot. That was great.