Info Career Trends May 1, 2006 vol. 7, no. 3 ISSN 1532-0839 Published by LISjobs.com: http://www.lisjobs.com E-mail: editor@lisjobs.com Web: http://www.lisjobs.com/newsletter/ In This Issue (Presenting): 1) Editor's Note 2) Career Q&A From the Library Career People (freelance indexing and abstracting, coping with mental health issues, job hunting tips for non-US MLS holders) 3) Preparing to Present 4) On Speaking Terms: How to Get Through Talking in Front of a Crowd 5) Tips for Professional Presentations 6) Introverts Like Me Are Not Supposed to Enjoy Center Stage! 7) Do's and Don'ts of Conference Presentations 8) What's Online? Recommended Resources 9) But I Want To Hold It In My Hand! Reviews: The New Information Professional, and The Fundamentals of Children's Services 10) Administrivia, Copyright, Subscription and Removal Instructions ======== Editor's Note Today's articles focus on ways to improve your speaking and presenting skills, each author taking a different angle. Most of us find public speaking difficult, especially the first few times - but often for different reasons. Each of us has to find the approach and tricks that work to calm our own fears and allow us to present effectively. The thought of public speaking still give you the shivers? Try contributing in a different way. ICT currently needs writers for two upcoming issues: Sept. 2006 (publishing) and Nov. 2006 (becoming a 21st Century librarian). Please see contributor guidelines at http://www.lisjobs.com/newsletter/theme.htm#contrib , and e-mail a query outlining your proposed article to editor@lisjobs.com. In other news, I started a blog a few weeks ago at http://www.lisjobs.com/liminal/ - please visit, comment, and let me know what you think! The Liminal Librarian focuses on the possibility and potential contained in liminal, or in-between spaces. - Rachel (editor@lisjobs.com) ======== *** GenX? Millennial? Managing people of a different generation than yourself? Check out The NextGen Librarian's Survival Guide! http://www.lisjobs.com/nextgen/ ======== Career Q&A From the Library Career People (librarycareerpeople@lisjobs.com) Q1: I am retiring this year after 30 years as a librarian and wish to provide indexing and abstracting from my home. Do you have any suggestions of publishing companies who may wish to employ someone for this task? SM: Indexing and abstracting are essential services for libraries and researchers. Although some indexing is done electronically, much is still done by actual people - often by library professionals. Keep in mind that indexing now involves more than just publishing houses and books. Web indexing, for example, "includes back-of-book-style indexes to individual web sites or an Intranet, and the creation of keyword metadata to provide a more useful vocabulary for Internet or onsite search engines" ( http://en.wikipedia.org/wiki/Web_indexing ). When you look for indexing jobs, don't rule out these non-traditional roles. To begin with, you should look into one or more indexing and abstracting associations. The American Society of Indexers (ASI) is a great place to start, at http://www.asindexing.org . Their site contains information on becoming an indexer, taking classes, getting certified, looking for jobs, pricing your services, and much more. Joining an association is also one of the best ways to network with colleagues. When you are looking for jobs, keep in mind that publishers and database companies (e.g., H.W. Wilson, EBSCO) will advertise indexing/abstracting jobs in the usual places: newspapers, corporate sites, association sites, and library job sites. Check job descriptions or contact companies to see what they require and if working from home is an option. Best of luck in your new adventure! You are proof that librarianship is more than just a job. Other Useful Sites: Association of Independent Information Professionals (AIIP) http://www.aiip.org Independent Librarian's Exchange Section of ALA http://www.ala.org/ala/ascla/asclaourassoc/asclasections/ilex/ilex.htm Indexing and Abstracting Society of Canada http://www.indexingsociety.ca The Library Co-op, Inc. http://www.thelibraryco-op.com/indexabstr.htm NFAIS (National Federation of Abstracting and Information Services) http://www.nfais.org The Society of Indexers (Britain and Ireland) http://www.socind.demon.co.uk Web Indexing SIG http://www.web-indexing.org Wright Information http://www.mindspring.com/~jancw/ Q2: Two years ago, I landed my first job out of library school. I was fired after four months, during a manic episode. It was very painful to deal with unemployment at the same time I was coping with the onset of bipolar disorder, for which I am currently undergoing treatment. About five months after I was fired, I started working part-time at another institution which has a more positive and supportive work culture. For the past six months, I have tried to get another full-time position with little success. This is partly due to the fact that my self-esteem is very low, and my self- confidence is all but gone. Do you have any suggestions of activities that will boost my self-confidence and my skills? TA: According to the International Labor Organization and the World Health Organization, approximately 20 percent of the world's population suffers from some type of mental health condition. "In the United States alone, more than 34 million people between the ages of 18 and 64 have been diagnosed with a mental illness. And for every individual who has been diagnosed, there are nearly two people whose conditions have gone undetected and untreated." (The State of Mental Health, Society for Human Resources Management) There are two reasons I quote these statistics. First, so you know that you are not alone. Working through the daily struggles of any illness while managing a life and career can sometimes feel very isolating. Please know that there are others out there managing their way through the same process. Second, I relay these statistics to make others aware of the struggle you describe. In their 2000 survey of people living with bipolar disorder, the National Depressive and Manic-Depressive Association (National DMDA) concluded that "the general public needs to have a better understanding of mental illness... Reduced stigma and discrimination will go a long way towards improving patients' lives, particularly in social and work environments." (Living with Bipolar Disorder: How Far Have We Really Come? National DMDA Constituency Survey) I cannot give medical or legal advice, but your question: "how can I boost my self-confidence and my skills?" rings true to most job seekers. You're certainly on the right track. You said that you are currently undergoing treatment, and that is perhaps the most significant step in this process. Taking care of yourself and managing the illness (and not the illness managing you) is the single most important thing you can do to take control of your life. And, with that sense of control, comes self-confidence. Additionally, you are working part-time at an institution that sounds like a good fit. You describe the culture as positive and supportive. Each day on the job is another day of experience that you gain. Try to look for ways to build your skill set while at work. I like to think of self-confidence as similar to a bank account, a pool that we have to add to, and, on occasion, make withdrawals from. For example, take small opportunities to get involved in committees, teams, or new assignments at work, or volunteer to do the behind-the-scenes work of a project (data-crunching, re-shelving, proof- reading...), if you're not quite yet comfortable with groups. Any chance that you have to step up, take on, and succeed will add "credit" to your self-confidence account. As your account grows, you'll be able to take on larger challenges and bigger risks (perhaps volunteering to lead a project, or interviewing for a full-time position.) All the while, as you are building your self-confidence account, you are also adding valuable skills and experience to your resume, which will be extremely helpful in your long- term goal of finding full-time employment. All the best with your pursuits! Other Useful Sites: The State of Mental Health, Society for Human Resources Management http://www.shrm.org/trends/visions/2issue2003/0303a.asp Let's Talk Facts About: What is Mental Illness? American Psychiatric Association http://www.healthyminds.org/multimedia/whatismentalillness.pdf Let's Talk Facts About: Bipolar Disorder (Manic Depression), American Psychiatric Association http://www.healthyminds.org/multimedia/bipolardisorder.pdf Living with Bipolar Disorder: How Far Have We Really Come? National Depressive and Manic-Depressive Association Constituency Survey http://www.dbsalliance.org/PDF/BPHowFar1.pdf Q3: I have an MLIS from Pakistan and I am interested in finding a job abroad, to learn more about my profession and to build up my career. How will my degree be considered in the US or Canada? Can I just mail my CV? Please guide me. TA & SM: Let's start by answering your last question first. Application materials are often accepted by mail and by e-mail; application instructions are usually posted at the end of each vacancy announcement. Our best advice is to read those instructions carefully and follow them exactly. If they request a cover letter and resume, include a cover letter and resume. If they specify e-mail, only send by e-mail (but include your materials as attachments so that they look nice when printed). Finally, if three professional references are requested, do not say "references available upon request." Technically, they've already been requested, so send them with your application materials. To answer your question about how your degree will be considered, we will defer to ALA's Accreditation FAQ at http://www.ala.org/ala/accreditation/accredfaq/faq.htm#q6 : "Ultimately, it is up to the employer to determine whether or not to accept a foreign degree as equivalent to an ALA-accredited master's. There is no set of courses or tests to take to be 'accredited.' The ALA Office for Human Resource Development and Recruitment has identified agencies that, for a fee, will evaluate foreign credentials." Another Useful Site: Foreign Credentials Evaluation Assistance http://www.ala.org/ala/hrdr/educprofdev/foreigncredentialsevaluation.htm *** Have a question for the Library Career People? E-mail it to librarycareerpeople@lisjobs.com, and you could see it answered in an upcoming column. Sorry, we cannot provide personal responses. About the Authors Tiffany Allen is currently serving as the Assistant Personnel Librarian at the University of North Carolina at Chapel Hill. Prior to her work in academic librarianship, Tiffany worked in a variety of libraries, including a small non-profit library and a large corporate research library. Susanne Markgren is the Systems/Electronic Resources Librarian at Purchase College, SUNY. Her career experience encompasses a variety of positions in different types of libraries, including public, special, and academic. ======== *** Wouldn't you like to see your ad here? http://www.lisjobs.com/ratecard.htm#newsletter ======== Preparing to Present By Denise Hardy (sdsharp@bpa.gov) My first year in library school, my son and I decided to give a presentation at a technical library conference. To prepare, I joined Toastmasters, and they let me give a speech every week until my presentation. Their evaluations were beneficial, and I also had a practice run videotaped. Although painful to watch, the video was very revealing; I gained skills that I still use when I present. Don't Read Your Speech Toastmasters taught me to write brief words or phrases on a 3x5 card to refer to if I get stuck. I became more and more comfortable with this as I gave speeches in front of my club. However, my son and I were given an opportunity to do a videotaped trial run at his school, and I decided to read my speech word-for-word. Luckily, my son and I watched the video the night before our presentation. My son looked fine on tape. He was animated, natural, and knowledgeable. I, on the other hand, was pitiful! I looked scared, I didn't smile, and I didn't make eye contact with my audience. In my written speech, there was a place where I was supposed to stop to let my son do a demonstration. Somehow, I skipped over the instructions and kept reading. My son tried a couple times to point to that part in the script, but I didn't understand what he meant, so I kept going. Finally, his advisor called out, "Do you have a demonstration of that?" I still blush when I think about it! However, as a result of seeing that video, I went back to my 3x5 card. The day of the real presentation, I felt more confident, I made better contact with the audience, and the speech went considerably more smoothly! What To Do With Your Voice Toastmasters stresses how to use your voice. People often say that I have a calming effect on them. That isn't complimentary when referring to a presentation - you don't want to lull your audience to sleep! The two things my fellow Toastmasters have most often commented on are that they have difficulty hearing me and that I need more vocal variety. I am working on speaking to the person who is farthest away from me. If that person can hear me, everyone else in the room will be able to as well. I am also working on trying to be more animated, as my son was naturally in that video. I want to learn how to use different voices, use accents, raise and lower the volume of my voice, and do whatever it takes to hold the attention of my audience. I have even sung in my speeches, and believe me, if my speaking voice doesn't wake you up, my singing voice will! What To Do With Your Body One advantage of not reading my speeches is that it leaves me free to move around. I tend to be a little shy and don't want to make a fool of myself, so I stand with my hands at my side. I am learning to become a little freer. When there is a point I want to illustrate, I can use my facial expressions to show feelings, I can use my hands to demonstrate how something is done, and I can walk around the room to draw in my audience. I can also use props. Once, during an interpretive reading of the poem "The Spider and the Fly," I put on black gloves and let my hands be the characters. Add movement to your presentation. This means you can't sit at a table or lean on a podium. You need to move to keep the interest of your audience. Other Things To Bear In Mind In Toastmasters, we have an Ah/grammarian. This person literally counts how many times each speaker uses filler words, such as "um," "uh," or "and." I have been so thoroughly trained not to use filler words that I can now speak extemporaneously without resorting to them. Ask someone to catch you every time you use a filler word, or tape yourself, and catch yourself when you play the tape back. Awareness is the first step toward ending the habit. Before I gave my first presentation, I also took a class called "Death by PowerPoint." One of their main pieces of advice was not to write everything out on a PowerPoint page and then stand there and read it. This is as bad as reading your speech from a piece of paper - only, with PowerPoint, everyone can read along with you - making your presence unnecessary! In our presentation, my son used screenshots to demonstrate what we were talking about, but that was it. This kept us in contact with our audience. Speaking of everyone being able to read along... While it may be a good idea to send people home with a handout, don't make these accessible until after your presentation. You want people to focus on what you are saying and to keep contact with your audience. My son put our presentation on a web site and just gave attendees the URL to view later. "In Conclusion..." These are the two sweetest words to an audience who has been sitting through several presentations at a conference. If you are given an hour, and you want to have a question-and-answer time after your presentation, leave about 20 minutes at the end. On the other hand, be prepared to add more if no one has questions. In fact, preparation is the key word for your presentation. You'll feel a lot better going into your presentation if you follow these suggestions. Denise Hardy is a distance MLS student through Emporia State University, who plans to graduate in December of this year. With her son, Jamey Sharp, she gave a presentation on open source software for libraries at a technically- oriented library conference called Online Northwest in February 2004. She joined Toastmasters in December 2003 in order to prepare for that conference, but what she learned in Toastmasters was so helpful that she is still a speech-giving member today. ======== *** Need some encouragement on writing for publication? http://www.lisjobs.com/pub4lib/ ======== On Speaking Terms: How to Get Through Talking in Front of a Crowd by Samantha Schmehl Hines (samantha.hines@umontana.edu) We've all heard the axiom that the thing people fear most in life is speaking in public. Perhaps that is even true for some librarians. Even if public speaking isn't on your personal top ten list of fears, it can still be difficult to muster up the courage to address a crowd. Yet, librarians' job descriptions increasingly involve speaking to groups of people, through teaching, addressing a meeting, interviewing for a job, or presenting at conferences. Practice Makes Presentations How can we become more confident in this area? This will horrify some, but the best way to become comfortable and competent at public speaking is through practice. Practice speeches before you deliver them to your audience. Gather your cats together and tell them all about ProQuest, or rehearse your presentation on the budget for your mom or best friend. Joining a group such as Rotary or Toastmasters will also help you become more relaxed with public speaking - and could provide you and your library with valuable community connections. In particular, practicing your presentations before you give them will help immensely with your delivery and flow. You will notice whether you're taking too little or too much time, or if there are any awkward sentences or strange turns of phrase that looked fine on paper. Don't just wing it when you're actually presenting! Make sure you have put in some rehearsal time, and figure out what you are going to say. Some people like to write out exactly what they want to say; others prefer the flexibility of an outline. Remember a few key facts: * Spoken sentences should be shorter than written ones. Your audience can only follow what you're saying for so long before they've forgotten where you began. * Structure and organization matters in both writing and speaking. In speaking, though, you must be even more clear and organized, as your audience can't flip back to your thesis statement or the previous page. State what you are going to say, say it, then recap what you have just said. * Keep your audience in mind when writing your speech or presentation. People are busy and easily distracted, but if you can make what you're saying relevant to them, you will keep their interest. In library circles, PowerPoint slides or other visual aids are almost a prerequisite for speeches. Keep in mind that such tools serve merely to illustrate your speech, not as notes to yourself or references for after the talk. Avoid reading your speech off of slides. It can help to write your presentation first, then go back and create slides. Make sure your slides and any text are visible from the back of whatever room you will be speaking in. This is another great opportunity to practice your speech beforehand in a similar environment, to make sure everything is legible and that you have mastered the use of the technology beforehand. Nothing stops a speech short like mixing up the PowerPoint slides, or the computer crashing. In fact, it's best to prepare yourself for giving the speech without slides, in case there are technical difficulties. Bring backup files and perhaps even a handout with your visual aids, just in case the worst happens. While practicing your speech, be aware of your body language. Are you pacing while you speak, or rocking back and forth in place? Do you have a death grip on your notes or the podium? These are not life-or-death issues, but, as you work to improve your public speaking skills, you can try standing still while speaking, using gestures and body movement only for emphasis, and coming out from behind the podium for Q&A times - or just in general. This will make you look supremely confident. Face Your Fears For many people, just putting in a bit more preparation and rehearsal time can calm the jitters of addressing a crowd. If not, it may help to keep these things in mind: * Your listeners want you to succeed. Your audience will be genuinely forgiving of PowerPoint fumbles or stumbling over words, and will work with you to hear the message you're trying to present. * A little nervousness can help you! Try to harness that energy into a more dynamic performance. It's better to have a bit of a quiver in your voice when you start out than to present in a monotone. * It may set you at ease to begin with a joke to break the ice. Getting people laughing might make you feel more confident. * Remember to breathe! A few minutes before your speech (perhaps while you're being introduced), take a few deep, slow breaths. If you are the type to speed up while going through the speech, write "BREATHE!" or "PAUSE!" into your notes at appropriate times to remind yourself to slow down. * Once you've started speaking, the hard part is over. Your nervousness will fade as you start presenting. As you can imagine, you can find scads of materials on public speaking to help overcome fears and improve techniques. The best that I've encountered is the Public Speaking Handbook for Librarians and Information Professionals, by Sarah R. Statz (McFarland & Co., 2003). It addresses library speaking situations in a thorough and helpful manner. A few other librarian-oriented articles on public speaking include: Dzurinko, M. (1999, April). Giving Presentations with Pizazz. Information Outlook. Retrieved March 10, 2006 from: http://www.findarticles.com/p/articles/mi_m0FWE/is_4_3/ai_55015334 Ewing, R. (2004, Nov.) Presenting with Confidence: 10 Tips for Librarians. Retrieved March 10, 2006 from LISCareer.com: http://www.liscareer.com/ewing_presentations.htm Osborn, J. (2004, Aug.) The Librarian's Guide to Developing Presentation Skills. Retrived March 10, 2006 from LISCareer.com: http://www.liscareer.com/osborn_presentation.htm Skyzinski, S. (2005, March). Taking Public Speaking to the Next Level. Lexis- Nexis InfoPro. Retrieved March 10, 2006 from: http://www.lexisnexis.com/infopro/profdev/column/2005/200503.asp Samantha Schmehl Hines is the Social Sciences Librarian and Outreach Coordinator at University of Montana-Missoula. She has also competed throughout high school and college in speech and debate, winning a few awards along the way, and draws on this experience daily for instruction sessions, leading meetings, and presenting at conferences. ======== *** Love the newsletter? Make a PayPal donation to its upkeep: https://www.paypal.com/xclick/business=rachel%40lisjobs.com ======== Tips for Professional Presentations by Amanda Myers (amyers@mbc.edu) As librarians and information professionals, a major way we communicate new knowledge to our peers is through professional presentations. We know as audience members, though, that while our peers have dazzling intentions, the presentations can sometimes fizzle! Here, find some crucial laws of public speaking that can add polish to your next presentation. 1. Know your audience. A presenter's goal is to appeal to the logic and emotion of an audience. Therefore, base your presentation around what they already know, need to know, feel, and need to feel. The good news is that you probably are a peer to your audience and can start brainstorming your main points by answering the question, "What do I wish I had know about the topic when I began?" If you are not a direct peer, here are some other ideas for getting to know your audience: * Brainstorm main points with co-workers who have varying degrees of knowledge on your topic. * Propose your topic through questions on a related e-mail list. * If you are presenting at a conference, talk to conference attendees in the days and hours leading up to your presentation. Before you begin with your presentation, always greet and chat with the audience members filing in. Your presentation is a work in progress until "show time" and using examples straight from the audience will build your credibility. 2. Practice quality, not quantity. My high school band director, Dave Albert, used to remind us that "practice makes permanent, not perfect." Often, we feel crunched for practice time. However, how you practice is more important then how many times you run through the presentation. The best kind of practice is full rehearsal. * Memorize your introduction and conclusion; the body of the speech should be notes. * Reserve a space that resembles your presentation space. * Wear your presentation outfit - or at least the shoes. * Invite co-workers and/or record your rehearsal. If you are having a hard time with eyeless eye contact, Steve Mandel recommends placing sticky notes with smiley faces on the chairs ("Practice Eye Contact With Stand-ins," Presentations 17 (2003): 34). * Critique your rehearsal and rehearse again. All speakers complain of not enough practice, but a few full rehearsals are better than a hundred partial practices. 3. Present quality, not quantity. As librarians we have a unique capacity for remembering and working with details. Have you ever had a conversation with a co-worker where you lost interest because she launched into a play-by-play of her current project? When presenting your topic, limit the details to what is transferable or universally useful. For example, if you are presenting on integrating learning theory into the information literacy classroom, then do not include information on administering or marketing your information literacy program. As you review your speech outline, at every point and example ask yourself and your peers: Does this point support/clarify/illustrate my main idea? Finally, be prepared to answer and redirect audience questions that stray from your main idea. 4. Develop a theme. How many times have you heard a new song and are immediately able to hum the chorus back to yourself? When we learn through hearing, we need a more repetitive, lyrical, creative language. The most effective presentations do not just recite knowledge, but weave it into a metaphor. Just look at ALAO's conference theme for 2006, "Recipes for Library Success: Ingredients, Process and Product," and in the February 2006 edition of C&RL News where Candice Benjes-Small and Blair Brainard introduced an "a la carte menu" for serving course library instruction to faculty. If your presentation is process- oriented, create a mnemonic device to help the audience remember. To help patrons remember web page evaluation, LaSalle University uses "CARDS:" credibility, accuracy, relevancy, dates and sources (Bernetta Robinson Doane, "The Big6 (tm) at La Salle University." Big6 eNewsletter E2 (2002), http://www.big6.com/showenewsarticle.php?id=292 (accessed March 15, 2006)). Use metaphors, mnemonic devices, and alliteration to help your audience hear and remember your message. 5. Avoid PowerPoint servitude. The largest faux pas a speaker can make in mid-speech is to say, "I'm going to pick up the pace because we need to get through these slides." Visual aids support your oration; they do not set the pace of the presentation. The general rule for PowerPoint is at least two minutes per slide. On each slide there should be no more than three bullets and five words for each bullet point. Since audiences can read faster than they can interpret your speech, you should display the bullet point just after you begin to speak. This way, if someone did not hear you, then they can catch up, but your voice is directing the pace of the presentation. Also, this trick will keep you, the speaker, from reading from the slide. While PowerPoint bullets and charts dominate professional presentations today, do not forget about other visual aids like props, short video and audio clips, and pictures. Just remember, no matter what kind of visual aid you choose, the aid should match the theme and main idea of your presentation. For opportunities to practice outside of impending presentation deadlines, look into public speaking and leadership organizations like Toastmasters International, http://www.toastmasters.org . Public speaking is a craft, not an intuitive skill. Remember that the comfort and openness of your audience is the most important factor of your presentation, and you will be well on your way to a truly successful presentation. Amanda Myers is a reference/instruction librarian and public speaking instructor at Mary Baldwin College. She is active member and sometime presenter in the American Library Association and the Virginia Library Association. ======== *** Have technology responsibilities in your library? Check out The Accidental Systems Librarian! http://www.lisjobs.com/tasl/ . ======== Introverts Like Me Are Not Supposed to Enjoy Center Stage! by Nancy Larrabee (nlarrabee@greenburghlibrary.org) One of my most challenging assignments as a public librarian is to lead computer instruction classes, with audiences from two to thirty five. I never had any desire to obtain formal training as a teacher or any specialized training with computers. Observers of my instructional style would agree that I have an extroverted personality; however, I am naturally more of an introvert. An essential facet of my success is my conviction that I must be my strongest supporter and coach. I take personal pride in my instructional skills and leadership. Saying softly to myself before beginning a class: "I know I can do this" and "be myself" gives me a motivating lift. Learning how to lead was not an easy task, and I often ask what I got myself into. Along the way, I have developed a number of personal presentation rules. I focus on: * Preparation, practice, and planning ahead * Learning and observing colleagues and patrons * Breathing and projecting my voice * Managing mistakes * Learning from my observations and patrons' comments Listen & Learn Before every class, I think: "If I were a patron attending this class, what would I want?" In order for me to lead a computer class effectively, I need wholehearted preparation to build my confidence. When I have not had a chance to prepare thoroughly, I know my performance will be weak. I work on the details of a class at least a week before. When planning, I always start with my strengths. I am a creative person, so I begin by developing handouts for the upcoming class. After many years of presenting, I still make a point of learning from others, both other librarians and patrons. Conversation with others has helped me overcome my natural shyness and reticence about public speaking. Years ago, a similarly anxious colleague emphasized to "make sure the patrons at least get a cup of good coffee." Her statement reminds me to this day that patrons take time out of their lives to hear what I have to say, so I must strive to make every program the best presentation yet. Another colleague recently showed me how she creates a floor plan so she can remember people's names during her presentation. It is helpful to see how others accomplish the task of teaching library patrons how to use computers. I know that my speaking style is crucial during a presentation. Since I do not naturally have the most powerful voice, I work at modulating my voice so that people remain alert to what I have to say. I pace myself to cover all the needed material during the scheduled class time. One effective tip I have learned is to treat participants with the courtesy and respect that your best friend deserves. I still get butterflies in my stomach on the day of a computer class. Another librarian said to me: "That's good, because after all this time it shows you still want your program to be a success." My nerves show me that I am focused and anticipating the questions and potential equipment malfunctions unique to each presentation. I have learned from experience to allow plenty of time to get to the library the day of my scheduled presentation. I always check first thing to make sure the program room is set up the way I want. As I review my plan of action, I focus on taking deep breaths to help calm me down and reinforce my confidence. Once the presentation starts, if I make a mistake, I take the self-assured attitude that no one is perfect. I do not try to keep the mistake hidden from my audience. I don't allow mistakes to hinder my class, and instead seek to learn from them. I have learned the art of improvisation when things do not go as planned. Improvising with the planned material allows me to step into a role that is different from my typical personality. Self-Assessment I am my own toughest critic after a program. I mentally run through every program and judge where things went right and wrong. It is revealing to collect participants' written and oral comments after a presentation to help evaluate your performance. The fact that I will have the opportunity to lead again helps calm any nerves. If I am able to incorporate even one new suggestion or comment, I feel more confident about the content the next time. Willingness To Change I know very few people who are fully accepting of criticism. All the same, you should learn to listen to what participants say afterwards. I get very defensive about negative comments. Who do they think they are? I try to break criticism down and attempt to eliminate any perceived difficulty for the next class. At the same time, I find it equally hard to accept the positive comments. I had to learn to graciously accept praise. My introverted personality does not want to be the center of attention. Success Or Failure Whether my class is rated a great success or failure, I strive to learn from each opportunity. The first time I saw a patron sleep in my class, I was dismayed, and thought: "What should I do?" I try to turn these awkward occurrences into questions like: "How do I keep the gentleman in the third row from falling asleep?" Once I am in the class setting, I shed my introverted personality, because I know that it is my turn to be a leader. I plan each class with the intention to both educate as well as entertain. Most of all, I have learned to manage my personal idiosyncrasies in order to become an accomplished computer instructor on behalf of my library. Nancy Larrabee is the Head of Information Services at the Greenburgh Public Library in Elmsford, NY. She gives at least two programs a month about different computer topics. With great focus and determination, she has come to enjoy the challenge of leading a program. E-mail: nlarrabee@greenburghlibrary.org. ======== *** Visit The Liminal Librarian: http://www.lisjobs.com/liminal/ ======== Do's and Don'ts of Conference Presentations by Lorie Kloda (lorie.kloda@mcgill.ca) I've been a professional librarian for only five years, but in that time have attended 11 conferences and presented papers and posters at six - at the local, national, and international level. I don't claim to be an expert, but my experience has provided me with some insight into what works and what does not, from the perspective of both a conference presenter and participant. Here, I provide some Do's and Don'ts on conference presentations. Do * Confirm details with conference organizers. Make sure you know exactly where you will be presenting, what equipment will be provided, the length allotted for the talk and for questions, how many participants are expected at your talk, whether you are presenting as part of a series of speakers, and other information that will help you to prepare the content and format of your talk. * Prepare the appropriate amount of content. Just because the conference has offered you a laptop, projector, and Internet connection, does not mean you have to use all of these. If your talk is only 20 minutes long, a few slides supplemented by a handout may suffice. The literature review, demographic details of your institution, and historical timeline leading up the project are not nearly as important as the project or research itself, and should therefore not comprise more than 20% of your talk. For a traditional lecture-style presentation, the rule is one slide for every three minutes. If you are leading a workshop or a more interactive type of presentation, try to organize the time in such a way that some optional content can be omitted if time is running out. * Prepare your materials in advance. These could be audiovisual materials such as slides, handouts, or a poster. Make sure you give yourself enough time to create these presentation- enhancers and to make photocopies, or in the case of the poster, have it printed and laminated. Bring these with you to the conference, and have a back-up plan just in case. For example, for a slideshow saved on your laptop, you may also want to e-mail it to yourself and have a copy saved on your memory stick. For a handout, bring a reasonable amount of copies and have the file available electronically should you need to make more. * Get feedback on your public speaking skills. If you teach or give presentations as part of your job, ask a trusted colleague to watch you and provide constructive criticism. Or, if your institution has a teaching improvement unit, ask for a consultation. There are some habits that are hard to break, but perhaps you can learn to mitigate these. * Be professional and polite. This applies when you are setting up for the conference presentation or poster, during the talk, and after your presentation. If a piece of equipment is unavailable, do not have a tantrum. Smile, and ask about alternatives. If someone interrupts your presentation, or bombards you with irrelevant questions, take a deep breath and remember that participants can tell who the rude person is; don't let that person be you. Remember, you not only want to leave a good impression of yourself, but of your institution. * Be yourself. While presentation tips may be useful for some people, don't do something that you're not comfortable with or that doesn't fit with your personality. If you get very nervous during presentations and do not like to use humor, don't start with a joke. People can tell when someone is behaving insincerely. It also helps to wear comfortable clothes in which you feel both confident and professional. Don't * Rely on PowerPoint or other slideshow applications. Not all numerical data need to be displayed as graphs. Not all numerical data need to be reported in a presentation, and certainly not crammed into one slide. Select the information you want to convey first, then organize it, then, if necessary, create some slides to orient and engage participants during your talk. If you use an application such as PowerPoint, make sure you are familiar with the tool's features. Do not overuse animation or transitions between slides, as these are gimmicky and will cheapen your talk. * Automatically create handouts from your slides. Contrary to popular practice, you do not need a handout. If you wish to supply participants with a record of your presentation, consider what information would be essential, and then determine if that information is already available in some other form. Most conference programs include the abstracts of all presentations, and increasingly, conference web sites post presentation files after the conference has ended. Consider other information that might be useful, such as a reading list, links to related web sites, diagrams, or samples of a product or service you are demonstrating. * Read your paper. Yes, you're "giving a paper." No, this does not mean it is all right to go up to the podium and read it. Or, even worse, to send someone to read your paper on your behalf. This is a conference; you are there to interact and discuss with colleagues. Your institution did not pay to send you to do something we can all do at our desks. * Give a canned presentation. Although you may have given a similar talk elsewhere, try to take some time to adapt your presentation. Consider your audience, the length of time allotted, the conference theme(s), and other conference presentations that may relate to your topic. Some of these may be more personal pet peeves than hard and fast rules for conference presenters. Keep in mind, though, that while you have been accepted to present, the conference is for the participants. If you focus on their needs and expectations, your presentation will very likely be a success. Online Resources: * Steven Bell's PowerPoint and Presentation Skills Resource Page http://staff.philau.edu/BellS/ppt.html * Presentation Zen: Garr Reynolds' blog on issues related to professional presentation design http://presentationzen.blogs.com * "Dealing successfully with hecklers and snipers" by Susan G. Thomas in Business Horizons (1991). http://www.findarticles.com/p/articles/mi_m1038/is_n5_v34/ai_11308382 Lorie Kloda is Instructional Technology Librarian at the McGill University Life Sciences Library. She has presented at conferences on the topics of information literacy instruction, academic integrity, and consumer health. ======== *** Find yourself with management responsibilities? Check out The Accidental Library Manager! http://www.lisjobs.com/talm/ ======== What's Online? Recommended Resources On Presenting Presentation Tips http://www.librarytechtonics.info/archives/2005/03/presentation_ti.html Presentation Zen http://www.presentationzen.blogs.com Presenting and Publishing http://www.emeraldinsight.com/info/librarians/How_to_get_Published/perish_iss ue13.jsp OR http://digbig.com/4hhnp Presenting With Confidence http://www.librarystuff.net/2004/11/presenting-with-confidence-10-tips- for.html OR http://digbig.com/4hhnq Presenting With Confidence: 10 Tips for Librarians http://liscareer.com/ewing_presentations.htm Ten Steps to Releasing Your Inner Public Speaker http://www.aallnet.org/products/pub_sp0603/pub_sp0603_Speaker.pdf 10 Things I've Learned Presenting at Library Conferences http://www.tametheweb.com/ttwblog/archives/000128.html Why I'm Not Joining ALA Right Now After All http://www.theshiftedlibrarian.com/archives/2005/12/13/why_im_not_joining_ala _right_now_after_all.html OR http://digbig.com/4hhnr (followup: Continuing Conference Conversations) http://www.theshiftedlibrarian.com/archives/2005/12/19/continuing_conference_ conversations.html OR http://digbig.com/4hhns ======== Myburgh, Sue. The New Information Professional: How to Thrive in the Information Age Doing What You Love. Oxford, England: Chandos Publishing, 2005. ISBN: 1-84334-087-9. $55.00. Purchase from Amazon.com: http://www.amazon.com/exec/obidos/ASIN/1843340879/librarisjobsearc/ At first glance, Myburgh's The New Information Professional: How to Thrive in the Information Age Doing What You Love appears to be a timely piece on the success of information professionals in this ever-changing environment. Readers expecting a "how to" manual for new graduates, though, may be taken aback by the material Myburgh incorporates into her book. She begins with the view that "unless there is better understanding of the theoretical structure of the traditional information professions (TIPs), their practice is doomed." Rather than a step-by-step guide, each of the nine chapters essentially provides an overview of the existing theoretical literature, overflowing with abbreviations. Readers will find themselves constantly flipping to the list of abbreviations to define such terms as HIB (human information behavior), ICT (information and communication technology), and TIPs (traditional information professions). This book seems better aimed at mid-career or experienced information professionals than at those just starting out. A former archivist, Nicole Mitchell is currently pursuing a graduate degree in library science at the University of Alabama. She received her M.A. in history from Georgia College and State University. --- Sullivan, Michael. The Fundamentals of Children's Services. ALA Fundamentals Series, ALA Editions 2005. ISBN 0838909078. $45.00. Purchase from Amazon.com: http://www.amazon.com/exec/obidos/ASIN/0838909078/librarisjobsearc/ Sullivan's book is an enjoyable and informative read; a comprehensive overview of children's services, but with a fresh, inspiring presentation. Sullivan's concise and fluent style allows him to discuss theoretical issues such as "how children's services fit into a library's mission" and "who do children's librarians serve?" in a single chapter, yet he suggests commonsense solutions for even the most esoteric challenges. He delves into practical programming tips and gives powerful suggestions for keeping even the most jaded librarian motivated to meet any challenge. Sullivan's knowledge of the field is extensive, and not limited to guidance for new librarians. He includes options for those seeking professional development challenges in their careers with helpful resource lists in every chapter. An excellent text for study and reference in the field. Phillippa Brown is a Children's and Family Literacy Librarian at the Greater Victoria Public Library's Bruce Hutchison Branch. 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